Abstract
In der folgenden Hausarbeit wird der Einsatz von Liedern in dem Sprachunterricht beleuchtet. Dabei wird nicht nur auf die allgemeine Wichtigkeit, Literatur im Unterricht einzusetzen, hinge-deutet, sondern auch die Bedeutung des interkulturellen Kompetenzerwerbs erläutert. Diese kann durch einen Aufenthalt im betreffenden Land erworben werden oder, wenn dies nicht möglich ist, durch den Einsatz von authentischen literarischen Werken des betreffenden Landes. Der interkulturelle Kompetenzbegriff umfasst dabei nicht nur Themen wie, typisches Essen oder geographische Lage, sondern auch ungeschriebene Regeln, Einstellungen, Glauben, Werte und Normen. Diese können nicht nur durch komplexe Beziehungen von Charakteren in einem Ro-man, sondern auch über Lieder übermittelt werden. Durch oftmals kurze, aber intensive Ausei-nandersetzungen mit tagtäglichen Problemen, bieten Lieder ebenfalls die Möglichkeit bestimmte Haltungen und Denkweisen der anderen Kultur darzustellen und zu hinterfragen. Nach dem theoretischen Teil der Hausarbeit folgt ein exemplarischer Unterrichtsentwurf in dem ein Lied als Hauptbestandteil in der Stunde eingesetzt wird, um sich mit dem Thema der Homosexualität auseinander zu setzen.
In the following term paper, the use of songs in the language classroom will be examined. In addition to the general importance of using literature in the classroom, the importance of inter-cultural competence acquisition is explained. This can be acquired through a stay in the country of the language that is learned, or if this is not possible, using authentic literary works from the country in question. The concept of intercultural competence includes not only topics such as typical food or geographical location, but also unwritten rules, attitudes, beliefs, values, and norms. These can be conveyed not only through complex relationships and actions of characters in a novel, but also through songs. Through often brief but intense confrontations with every-day problems, songs also offer the opportunity to present and question certain attitudes and ways of thinking of the other culture. After the theoretical part of the paper follows an exempla-ry lesson plan in which a song is used as the main component in the lesson to deal with the top-ic of homosexuality.
Table of Contents
1. Introduction
2. Theory
2.1. The use of literature in class
2.2. Importance of intercultural competence
2.3. Using literature to foster intercultural learning
2.4. Categorization of songs into a literature genre
2.5. Using songs in the EFL classroom
3. Practice
3.1. Analysis of the study group
3.2. Factual Analysis – Topic of the lesson
3.3. Placement of the lesson in the unit
3.4. Didactic Analysis
3.5. Methodical Analysis
3.6. Planned course of instruction in tabular form
4. Conclusion
Research Objectives and Key Topics
This academic paper examines the integration of songs as authentic literary material within the EFL (English as a Foreign Language) classroom. The primary research focus is to investigate how songs can be effectively utilized to foster intercultural competence among students, moving beyond traditional text-based approaches to address complex contemporary social issues.
- The theoretical significance of using authentic literature in language instruction.
- Defining and fostering intercultural competence within institutional secondary education.
- Conceptualizing songs as a modern subcategory of poetic literature.
- A practical, competence-oriented lesson design centered on the song "Same Love" to address themes of homosexuality and social discrimination.
Excerpt from the Publication
2.1. The use of literature in class
According to Collie and Slater (2007) there are four main arguments for the general use of literature in class.
First, literature is considered as “valuable authentic material” (Collie & Slater, 2007, p. 3). With valuable it is meant that literature is important because it deals with “fundamental human issues” (Collie & Slater, 2007, p. 3) although this often becomes relevant only after some time has passed. For this reason, a literary work is not dependent on the time or culture in which it was written but can reach a reader or listener of a different culture or country in a completely different time. Collie and Slater (2007) point out that this is a reason why a meaning of a literary work is not static but depends on the consumer. This in turn is interesting for school, because it can help students to understand how the language and culture have developed and what values and norms have shaped the country of the language that is learned. Literary work being authentic simply means that the creation of a literature piece did not focus on teaching a language but that it had been created with the intention to be read, listened, or presented by native speakers. This, in turn, speaks for its use in schools, because students encounter new, different linguistic meanings and forms of the language such as irony, argumentation, comments or criticism (cf. Collie & Slater, 2007, 3-4).
Chapter Summaries
1. Introduction: Outlines the mandatory role of literature in the curriculum and posits that songs function as authentic literary material that motivates learner engagement.
2. Theory: Explores the scientific foundations of using literature for language acquisition and the development of intercultural competence, highlighting the unique properties of songs as literary tools.
3. Practice: Details a specific lesson design for a Gymnasium level classroom using the song "Same Love" to teach intercultural awareness regarding sensitive social topics.
4. Conclusion: Summarizes the pedagogical importance of using authentic songs to overcome the distance often perceived by learners when dealing with foreign cultural texts.
Keywords
Intercultural Competence, EFL Classroom, Authentic Literature, Song Lyrics, Language Acquisition, Cultural Awareness, Social Issues, Homosexuality, Pedagogy, Didactic Analysis, Teaching Methodology, Learner Motivation, Identity Development.
Frequently Asked Questions
What is the core focus of this research?
The paper focuses on the pedagogical potential of using songs as authentic literary material to foster intercultural competence in the English as a Foreign Language (EFL) classroom.
What are the primary themes addressed?
The paper covers the importance of authentic material in language teaching, the definition of intercultural competence, and the practical application of music to discuss social topics like gender, religion, and human rights.
What is the main objective of the lesson plan presented?
The goal is to move beyond language structures and use a song to sensitize students to social issues, particularly regarding same-sex love and discrimination, while improving communicative skills.
Which methodology is applied in the paper?
The paper employs a literature-based theoretical analysis followed by a practical didactic and methodical analysis of a real-world lesson design using the "Think-Pair-Share" and "Expert Group" methods.
What constitutes the "Practice" section of the paper?
It provides a concrete lesson plan including the analysis of the study group, an explanation of the topic's factual background, and a detailed tabular course of instruction.
Which core concepts characterize the research?
Key concepts include "Fremdverstehen," cultural enrichment, the motivational power of music, and the integration of digital tools like Padlet for collaborative learning.
How is "Same Love" by Macklemore and Ryan Lewis utilized?
The song is used as an investigative tool where students analyze lyrics and music video imagery to challenge their own stereotypes and understand the nuances of the song's social message.
How does the author propose to overcome the "distance" between students and literary texts?
The author suggests selecting texts like songs that align with the students' own lifeworld and developmental tasks to reduce the cognitive distance typically associated with foreign-language literature.
- Arbeit zitieren
- Hannah Berg (Autor:in), 2021, Fostering intercultural competence using songs for teaching, München, GRIN Verlag, https://www.grin.com/document/1291036
