Teaching Intercultural Competence in Secondary Schools

Trabajo , 2008 , 19 Páginas , Calificación: 2,0

Didáctica de la asignatura Inglés - Pedagogía, Lingüística

Due to its importance in foreign language learning in German schools the subject of English carries the main responsibility to develop the students’ competence for intercultural communication (cf. Göbel/Hesse). Accordingly, the KMK classifies intercultural learning as a key element of English language teaching and includes intercultural competence in the educational standards for grades 9 and 10 (cf. KMK 2003 & KMK 2004). Intercultural competence is described as contextual socio-cultural knowledge, the ability to deal with cultural difference sympathetically and the ability to master situations of intercultural contact (cf. KMK 2003: 8; cf. KMK 2004: 8). Including the cognitive and the affective level as well as the level of action alike, this description reflects the complexity of intercultural competence. The affective as well as the level of action are of particular importance if the teaching of culture is to be more than the teaching of facts as it was practised by the Landeskunde approach (cf. Nünning/Nünning). New approaches for an action- and product-oriented teaching of English are supported by empirical studies about intercultural sensitivity, which stress the relevance of emotions in situations of intercultural contact (cf. Göbel/Hesse). However, an analysis of the curricula of the German states shows that the main focus is on objectives of the cognitive dimension whereas learning aims of the affective level and the level of action are included less often (cf. ibid.). Moreover, many curricula lack information about which contents to use for teaching general aims like empathy, overcoming ethnocentrism and respect for cultural differences (cf. ibid.). Hence, the curricula are not sufficient for arranging a successful teaching of culture. The aim of this paper is therefore to obtain a more precise image of intercultural competence that illustrates the importance of all three dimensions involved. For this purpose, Byram’s comprehensive model of intercultural communicative competence will be presented in the first part as it reflects the complexity of intercultural competence through the interdependence of the different factors. On the basis of Byram’s model and the demands of the curriculum of North Rhine-Westphalia, the second part will develop suggestions for how to teach intercultural competence at school, considering all three dimensions of intercultural competence.

Inhaltsverzeichnis

• Introduction: Intercultural Competence - A Complex Teaching Aim
• Byram's Model of Intercultural Communicative Competence
  • Intercultural Communication and the Intercultural Speaker
  • Intercultural Competence
    • Attitudes
    • Knowledge
    • Skills
    • Critical Cultural Awareness
    • Interdependence
  • Communicative Competence
  • Implications for Teaching Intercultural Communicative Competence
• Teaching Intercultural Competence by Use of Cartoons
  • Curricular Issues
  • Stereotypes
  • Learning Aims
  • Potential of Using Cartoons
  • Cartoon Analysis - "Brain of Britain"
  • Task Suggestions
• Conclusion: The Relevance of Intercultural Competence
• References
• Appendix

Zielsetzung und Themenschwerpunkte

This paper aims to provide a comprehensive understanding of intercultural competence by analyzing Byram's model of intercultural communicative competence. It explores the importance of all three dimensions involved in intercultural competence: attitudes, knowledge, and skills. The paper also examines the implications of this model for teaching intercultural competence in secondary schools, focusing on the use of cartoons as a teaching tool.

• Byram's model of intercultural communicative competence
• The importance of attitudes, knowledge, and skills in intercultural competence
• The use of cartoons as a teaching tool for intercultural competence
• The relevance of intercultural competence in foreign language learning
• The challenges of teaching intercultural competence in German schools

Zusammenfassung der Kapitel

The introduction highlights the significance of intercultural competence in English language learning in German schools, emphasizing the need for a more comprehensive approach that goes beyond the traditional Landeskunde approach. It introduces Byram's model as a framework for understanding the complexity of intercultural competence.

Chapter 1 delves into Byram's model of intercultural communicative competence, defining intercultural communication and the intercultural speaker. It explores the five key components of intercultural competence: attitudes, knowledge, skills, critical cultural awareness, and interdependence. The chapter also discusses the implications of Byram's model for teaching intercultural communicative competence.

Chapter 2 focuses on teaching intercultural competence through the use of cartoons. It examines curricular issues, stereotypes, learning aims, and the potential of using cartoons as a teaching tool. The chapter includes a detailed analysis of a specific cartoon, "Brain of Britain," and provides task suggestions for using cartoons in the classroom.

Schlüsselwörter

The keywords and focus themes of the text include intercultural competence, intercultural communication, Byram's model, teaching intercultural competence, cartoons, stereotypes, critical cultural awareness, and the relevance of intercultural competence in foreign language learning.

• Universidad: University of Wuppertal (Anglistik/Amerikanistik)
• Curso: Cultural Studies on a Shoestring
• Calificación: 2,0
• Autor: Eleni Stefanidou (Autor)
• Año de publicación: 2008
• Páginas: 19
• No. de catálogo: V115152
• ISBN (Ebook): 9783640166329
• ISBN (Libro): 9783640459544
• Idioma: Inglés
• Etiqueta: Teaching, Intercultural, Competence, Secondary, Schools, Cultural, Studies, Shoestring