This paper will be evaluating a unit of the textbook Greenline Oberstufe in order to determine whether transcultural and intercultural communicative competences are fostered by the textbook. To do so, this paper will first look at intercultural learning in general and how this concept takes shape in the Common European Framework of References for Languages and in the Curriculum of North Rhine Westphalia. The didactic principal of Byram’s modified model of transcultural and intercultural communicative competences will then be elaborated.
Based on this, criteria for the analysis will be determined. The analysis of the textbook unit will be divided into three parts, where first culturally relevant tasks will be identified and described. Secondly, the unit will be analysed according to the five components of the model of transcultural and intercultural communicative competences. Ultimately it will be determined whether the textbook unit fulfilled the objectives of the five components of transcultural and intercultural communicative competences.
Table of Contents
1 Introduction
2 Intercultural Learning
2.1 Culture and Identity
2.2 Interculturalism
2.3 Components of Intercultural Competences
2.4 The Common European Framework of Reference for Languages
2.1 North Rhine Westphalia`s Curriculum for Gymnasium and Gesamtschule
3 Intercultural Learning in the EFL-Classroom
3.1 Intercultural Competences in the Foreign Language Classroom
3.2 New Purposes for language learning
3.3 Transculturality
4 Didactic Principles
4.1 Byram’s Model of Intercultural Communicative Competence
4.1.1 Knowledge
4.1.2 Skills of Interpreting and Relating
4.1.3 Skills of Discovery and Interaction
4.1.4 Attitude
4.1.5 Critical Cultural Awareness
4.2 Model of Inter-/ Transcultural Communicative Competences
5 Method and Material
5.1 Reflection on Textbook Analysis
5.2 Criteria for Analysing Intercultural Competences in Textbooks
5.2.1 Level of Objective Description
5.2.2 Level of Subjective Analysis
5.2.3 Level of Subjective Inference
5.3 Presentation of the Textbook ‘Greenline’
6 Evaluation of the Textbook Unit India
6.1 Level of Objective Description
6.2 Level of Subjective Analysis
6.2.1 Knowledge
6.2.2 Attitudes
6.2.3 Skills of Interpreting and Relating
6.2.4 Skills of Discovery and Interaction
6.2.5 Critical Cultural Awareness
6.3 Level of Subjective Inference
7 Conclusion
Research Objectives and Themes
This thesis examines the integration of transcultural and intercultural communicative competences within the EFL textbook "Greenline Oberstufe". Through a systematic textbook analysis based on Littlejohn’s evaluation framework and Byram’s model, the study investigates how cultural diversity and identity are addressed in the specific unit concerning India, evaluating whether the instructional material effectively prepares learners for intercultural encounters as mandated by the North Rhine-Westphalia curriculum.
- Theoretical foundations of intercultural and transcultural learning in foreign language education.
- Didactic principles of Byram’s model of intercultural communicative competence.
- Methodological criteria for predictive textbook evaluation.
- Analysis of the textbook unit "India" regarding its potential to foster intercultural awareness.
- Critique of cultural representation as static versus fluid constructs in educational settings.
Excerpt from the Book
6.1 Level of Objective Description
In the first part of this analysis part culturally relevant and irrelevant task were distinguished. The analysis focuses on the tasks which put their primary focus on the culture of the people of India, on their values, traditions, and beliefs and not on tasks that solely require the analysis of a text and focus purely on stylistic devices. Although this part of the analysis should be objective, in this case the distinctions of culturally relevant and irrelevant text can be subjective. Due to the analysis focus being on intercultural competences, this analysis will solely be focusing on culturally relevant tasks.
The findings for the criteria for analysing the unit at the level of objective description have been added to a checklist that can be answered with yes or no. The following table illustrates the checklist of this analysis category:
Summary of Chapters
1 Introduction: Provides the rationale for the study, emphasizing the necessity of intercultural competences in a globalized world and the role of textbooks in German English language teaching.
2 Intercultural Learning: Explores the theoretical concepts of culture, identity, interculturalism, and the components of intercultural competences within the CEFR and regional curricula.
3 Intercultural Learning in the EFL-Classroom: Discusses the shift toward competence-oriented approaches and the emergence of transculturality as essential paradigms for modern language teaching.
4 Didactic Principles: Details Byram’s model of ICC and its expansion to include transcultural elements for more effective integration of cultural learning into didactic planning.
5 Method and Material: Describes the methodological approach of predictive textbook evaluation and defines the criteria used to analyze the chosen material.
6 Evaluation of the Textbook Unit India: Presents the empirical analysis of the specific unit using objective and subjective layers to determine the fostered intercultural competences.
7 Conclusion: Synthesizes the findings, highlighting the limitations of the analyzed textbook unit, such as the static representation of culture and lack of learner-centered cultural reflection.
Keywords
Intercultural Communicative Competence, Transculturality, Textbook Analysis, EFL Teaching, Greenline Oberstufe, Cultural Identity, Byram's Model, Competence-Orientation, Curriculum Analysis, India, Didactic Principles, Global Citizenship, Language Learning, Educational Standards, Cultural Awareness.
Frequently Asked Questions
What is the core focus of this master's thesis?
The thesis focuses on the integration of intercultural and transcultural learning within the EFL textbook "Greenline Oberstufe," specifically investigating how the unit on India fosters intercultural communicative competences.
What are the primary themes discussed in the work?
Key themes include the definition of culture and identity, the didactic framework of Byram’s model, the role of textbooks in Standardized German education, and the empirical evaluation of teaching materials.
What is the main research objective?
The objective is to determine—through a predictive analysis—to what extent teaching materials incorporate the objectives of Intercultural Communicative Competence (ICC) and if they successfully move beyond static cultural representations.
Which scientific methods are applied?
The research utilizes Littlejohn’s three-level analysis method (objective description, subjective analysis, and subjective inference) supported by a checklist to systematically evaluate the textbook unit.
What content constitutes the main body of the work?
The main body examines the theoretical background of intercultural learning, follows with didactic principles for foreign language teaching, and concludes with a detailed evaluation of 71 tasks contained in the "India" unit.
What are the characterizing keywords of this study?
The work is defined by concepts such as Intercultural Communicative Competence, Transculturality, Textbook Analysis, ICC, and Competence-Orientation.
How is the "India" unit analyzed in the textbook?
The unit is split into six structural parts, and tasks are scrutinized based on whether they require genuine cultural engagement or merely stylistic text analysis.
What is a key conclusion regarding the analyzed textbook?
The study concludes that the "India" unit largely fails to meet core transcultural criteria because it presents Indian culture in a static way and neglects the learner's own cultural positioning.
- Citation du texte
- Anonym (Auteur), 2022, The Integration of Intercultural Learning Integrated in EFL-Textbooks, Munich, GRIN Verlag, https://www.grin.com/document/1270489
