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.
Table of Contents
Introduction: Intercultural Competence – A Complex Teaching Aim
1 Byram’s Model of Intercultural Communicative Competence
1.1 Intercultural Communication and the Intercultural Speaker
1.2 Intercultural Competence
1.2.1 Attitudes
1.2.2 Knowledge
1.2.3 Skills
1.2.4 Critical Cultural Awareness
1.2.5 Interdependence
1.3 Communicative Competence
1.4 Implications for Teaching Intercultural Communicative Competence
2 Teaching Intercultural Competence by Use of Cartoons
2.1 Curricular Issues
2.2 Stereotypes
2.3 Learning Aims
2.4 Potential of Using Cartoons
2.5 Cartoon Analysis – “Brain of Britain”
2.6 Task Suggestions
3 Conclusion: The Relevance of Intercultural Competence
Objectives and Themes
This paper aims to define intercultural competence as a complex educational goal and develop practical teaching strategies for secondary schools. It argues that effective intercultural learning requires integrating cognitive, affective, and action-oriented dimensions, rather than focusing solely on cognitive facts.
- Theoretical foundation of Byram’s Model of Intercultural Communicative Competence.
- Critical analysis and educational application of stereotypes in the classroom.
- Use of authentic, humorous materials like cartoons to promote intercultural sensitivity.
- Development of pedagogical tasks that encourage perspective-taking and self-reflection.
- Bridging the gap between school curriculum demands and practical classroom implementation.
Excerpt from the Book
2.5 Cartoon Analysis – “Brain of Britain”
The cartoon “Brain of Britain” (See appendix) is taken from the second volume of a collection of postcards named How to Be British (cf. Ford/Legon 2005: 1). The cartoons and texts of these collections deal with common characteristics that are deemed to be typical of the British. The title already indicates the fact that this collection is aimed at foreign readers interested in the British culture. As the authors are British themselves (cf. http://www.lgpcards.com/about.html), the cartoons depict auto-stereotypes and thus are good examples of how the British reflect on their typical characteristics and deal with them in a critical, but also humorous way (cf. Witt 2003: 23). This is one method of achieving a distance that enables one to deal critically with one’s own culture (cf. Bredella 2002: 143).
The cartoon shows a partial longitudinal section through the head of a man. The face is depicted from the side so the reader can identify a man of about 60 years of age with a white moustache and slightly exaggerated facial features. A little box in the right corner shows the man’s bowler hat, from which can be concluded that the person is a typical British gentleman. This is one of the common images that is used to present the British in cartoons that focus on national identity (cf. Husemann 2000: 35). The section reveals the insides of the gentleman’s brain and neck. Sixteen terms are arranged around the head denoting parts of the brain and body, seven further terms describe the hat and its environment. Some parts of the imagery depict the meaning of the respective terms, e.g. the term “traditional breakfast” points to a part of the brain resembling a sausage as this can be a component of a traditional British breakfast (cf. Lindop/Fisher 1985: 73f.).
Summary of Chapters
Introduction: Intercultural Competence – A Complex Teaching Aim: This section establishes intercultural competence as a core educational necessity that transcends the mere teaching of geographical facts.
1 Byram’s Model of Intercultural Communicative Competence: This chapter introduces Byram's systematic framework, detailing the essential components like attitudes, knowledge, skills, and critical awareness.
2 Teaching Intercultural Competence by Use of Cartoons: This chapter explores the pedagogical potential of using satirical cartoons to discuss national identity, stereotypes, and British culture in the classroom.
3 Conclusion: The Relevance of Intercultural Competence: The concluding chapter synthesizes the findings, emphasizing the importance of peace education and the long-term necessity of fostering responsible, intercultural citizens.
Keywords
Intercultural Competence, Byram’s Model, Foreign Language Teaching, Stereotypes, Cultural Awareness, Curriculum, British Culture, Perspective-taking, Education, Socialisation, Cartoons, Intercultural Communication, Secondary School, Reflective Learning, Citizenship
Frequently Asked Questions
What is the core focus of this academic work?
The work focuses on the conceptualization and implementation of intercultural competence within the English foreign language curriculum in German secondary schools.
What are the central themes discussed in the text?
The central themes include Byram's model of intercultural communicative competence, the critical handling of national stereotypes, and the integration of affective learning objectives in the classroom.
What is the primary research goal of the study?
The goal is to move beyond the traditional "Landeskunde" approach by creating a precise framework for teaching intercultural competence that encompasses cognitive, affective, and action-oriented dimensions.
Which scientific methodology is employed?
The paper utilizes a pedagogical analysis based on existing educational standards, curricular requirements, and Byram’s theoretical framework for assessing communicative competence.
What aspects are covered in the main body of the paper?
The main body examines the theoretical requirements for an "intercultural speaker," analyzes the use of cartoons as an authentic learning tool, and provides concrete teaching suggestions for grades 8 to 10.
Which keywords best characterize this research?
Key terms include Intercultural Competence, Byram's Model, Stereotypes, Cultural Awareness, and Language Teaching.
Why are cartoons considered a useful tool in this specific context?
Cartoons serve as an ideal incentive because they are authentic, humorous, and rely on satirical exaggeration, which facilitates critical thinking and emotional involvement regarding complex cultural topics.
What specific cartoon is analyzed in the practical part of the work?
The paper performs an exemplary analysis of the cartoon "Brain of Britain" from the collection "How to Be British," illustrating how auto-stereotypes can be used for critical cultural reflection.
How should the proposed teaching tasks be adapted for different students?
The author suggests that teachers should adjust the complexity of the tasks according to the learners' proficiency levels, pre-knowledge, and the demographic composition of their specific class.
What is the author's final conclusion regarding intercultural education?
The author concludes that teaching intercultural competence is not just a subject-specific goal but a general educational prerequisite for social cohesion and peace education in an increasingly globalized Europe.
- Quote paper
- Eleni Stefanidou (Author), 2008, Teaching Intercultural Competence in Secondary Schools, Munich, GRIN Verlag, https://www.grin.com/document/115152
