This raises the question why culture should be of such an importance for language learners anyway? First of all you have to consider that “language learning cannot be separated from culture learning as language manifests many of the social actions of a society and expresses the values and beliefs which underlie these actions”(O’Dowd 2006:62). Cultural Studies has not only found its way into MFL teaching but has become an important part of Intercultural Understanding. The central aim of Cultural Studies is therefore” [...] to understand [...] a particular culture and society and [...] to learn to understand cultures in general. At the same time, it is intended that the process of understanding a culture which differs from one’s own should also lead to a better understanding of one’s own culture as learners compare the home and target culture and reflect on their own” (Kramer 2000:42).
Table of Contents
1. Acquiring Intercultural Communiative Competence on a school exchange programme
1.1 ICC
1.1.1 What is ICC?
1.1.2 Why do we need ICC in MFL Teaching?
1.1.3. Methods
1.1.3.1 Knowledge, skills, awareness and attitude
1.1.3.2 Awareness-raising activities
1.1.3.3 Ethnographic approach
1.1.3.4 Critical incidents
1.2 School exchange programs
1.2.1 Objectives
1.2.2 Criteria for a successful school exchange program
2. The school exchange – Evaluation
2.1 Setting and Profile
2.1.1 Schools and students
2.2. The exchange
2.2.1 Preparation
2.2.2 The stay
2.2.3 Post processing
2.4 Students’ expectations, fears and conclusion
3. Did ICC acquired on school exchange lead to better understanding of target culture?
Research Objectives and Themes
This study investigates whether participation in a school exchange program effectively fosters Intercultural Communicative Competence (ICC) and leads to a deeper understanding of the target culture, evaluated through the specific experiences of a student group.
- Theoretical foundations of Intercultural Communicative Competence (ICC)
- Methodological approaches to teaching ICC in foreign language classrooms
- Practical implementation and evaluation of a German-American school exchange
- Analysis of student experiences, expectations, and cultural insights during the exchange
Excerpt from the Book
1.1.3.4 Critical incidents
Mere communication can be the cause of misunderstandings between two individuals. Only if this miscommunication takes place with speakers of two different cultural backgrounds we speak of critical incidents.
Examples would be the exaggerated use of polite form in the English language as mentioned above: If for example a German exchange student keeps on getting invited home by one of his English fellow students, he or she will certainly expect to sooner or later meet the family of his friend. It can be disappointing if he finds out that English people are in fact quite distanced if it comes to opening their house for someone and tend to invite other people just to be polite.
To prevent such critical incidents to become an issue the teacher might find a way to confront learners and therefore prepare them for situations like that. To do this, teachers can either use stories of cross-cultural miscommunication that they might have heard of from their students or describe the situations that they have experienced themselves. If they choose to do so, teachers should be cautious about stereotyping and reinforcing misrepresentations about people from other cultures. To avoid this dangerous pitfall, teachers are encouraged to share their critical incidents with several representatives from the cultures described in their stories prior to sharing them in class.
Summary of Chapters
1. Acquiring Intercultural Communiative Competence on a school exchange programme: This chapter defines ICC, explores its necessity in modern foreign language teaching, and outlines various methodological approaches, including ethnographic methods and the management of critical incidents.
2. The school exchange – Evaluation: This chapter provides a practical evaluation of a specific German-American school exchange, detailing the planning process, the actual visit, and the student's personal reflections on their experiences.
3. Did ICC acquired on school exchange lead to better understanding of target culture?: This concluding chapter evaluates whether the exchange successfully improved the student's language skills and cultural understanding, noting the positive impact of direct contact despite the challenges of short-term stays.
Keywords
Intercultural Communicative Competence, ICC, School Exchange, Cultural Studies, Foreign Language Teaching, Ethnographic Approach, Critical Incidents, Language Acquisition, Cultural Awareness, Student Mobility, Target Culture, Intercultural Learning, GAPP, Communication Strategies, Pragmatic Knowledge
Frequently Asked Questions
What is the primary focus of this research paper?
The paper explores the development of Intercultural Communicative Competence (ICC) through school exchange programs and examines whether such experiences truly lead to a better understanding of the target culture.
What are the central themes discussed in the work?
The central themes include the theoretical definition of ICC, teaching methods for foreign languages, the pedagogical importance of direct cultural contact, and the practical challenges and benefits associated with international school exchanges.
What is the central research question?
The core research question asks whether ICC acquired during a school exchange program leads to a demonstrably better understanding of the target culture.
Which scientific methods are employed in this study?
The study combines a theoretical review of literature on ICC and foreign language didactics with a qualitative case study evaluation based on student questionnaires from a specific German-American exchange program.
What topics are covered in the main body?
The main body covers the definition of ICC, Byram's model of the intercultural speaker, awareness-raising activities, the ethnographic approach in teaching, and a detailed evaluation of an exchange between a German Gymnasium and an American high school.
Which keywords best characterize the work?
Key terms include Intercultural Communicative Competence, school exchange, cultural studies, ethnographic approach, and foreign language teaching.
How does the author define the role of "critical incidents" in cultural exchange?
Critical incidents are defined as moments of miscommunication arising from different cultural backgrounds; the author argues that teachers should prepare students for these by sharing stories and discussing cultural differences to prevent prejudices.
What was the specific outcome regarding the student's development?
The student involved in the case study showed improved language skills, gained knowledge about American life, and developed a more positive attitude toward American culture, although the author notes the exchange was likely too short for long-term integration.
- Quote paper
- Heidi Furchback (Author), 2008, ICC acquired on a school exchange - Does it lead to a better understanding of the target culture?, Munich, GRIN Verlag, https://www.grin.com/document/123070
