With Byram's savoirs being represented in the most important documents that deal with foreign language education, do editors choose tasks that promote intercultural communicative competence based on Byram's savoirs? And if yes, to what extent? This paper aims at answering these questions for the Camden Town 4 coursebook for the German Gymnasium. To be able to answer them at the end of this paper, I define intercultural communicative competence. A special focus is placed on Michael Byram's Model of Intercultural Communicative Competence, which will be explained in detail, then examples of how this competence can be implemented in the foreign language classroom will be presented. To round off the theoretical part, critiques that arose on Byram's model will be presented. Before starting to analyze the chosen coursebook, the methodology for this analysis will be explained. The term paper finished off with a conclusion that will answer the above-stated research question.
In our rapidly growing and globalized world, more and more businesses require workers that are not only skilled in their areas but also interculturally competent. The lack of intercultural competence manifests itself in the training these businesses provide for their employees to develop it. With this necessity, intercultural competence logically moves into the focus not only of businesses but are also addressed in educational environments and are of special interest to foreign language teachers. Michael Byram already identified the necessity to include this competence in the goals in foreign language teaching in the late 90s. Up to then, the existing goals for language learners disregarded the importance of "the social identities and cultural competence of the learner in any intercultural interaction." (Byram, 1997: 8). He established a new model that had the goal to turn language learners into intercultural speakers. His model consists of five so-called savoirs and is, although developed 25 years ago, still one of the most important and present models concerning intercultural competence.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Intercultural Communicative Competence
- 2.1 Byram's Model of Intercultural Competence
- 2.2 Implementation into the FL classroom
- 2.3 Critique on Byram's model
- 3. Methodology
- 4. Analysis
- 4.1 Unit 1 – American high schools
- 4.2 Unit 2 - Wyoming
- 4.3 Unit 3 - New York
- 4.4 Unit 4 Colorado
- 4.5 Unit 5 California
- 4.6 Unit 6 – Philadelphia
- 5. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper analyzes the Camden Town 4 coursebook used in German Gymnasium to determine the extent to which it promotes intercultural communicative competence (ICC) based on Byram's model. The analysis examines if and how the coursebook integrates Byram's five "savoirs" into its tasks.
- Intercultural Communicative Competence (ICC) and its application in foreign language education.
- Byram's model of ICC, its components (savoirs), and its relevance to language teaching.
- Analysis of specific units within the Camden Town 4 coursebook for the presence and implementation of ICC principles.
- Evaluation of the effectiveness of the coursebook in fostering students' ICC.
- Critique and discussion of Byram's model and its limitations in practical application.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This chapter introduces the growing importance of intercultural communicative competence (ICC) in today's globalized world, particularly in business and education. It highlights the limitations of previous language learning goals, which often overlooked the social and cultural aspects of communication. The chapter establishes the significance of Byram's model of ICC, which emphasizes the development of intercultural speakers, and outlines the research question: Does the Camden Town 4 coursebook promote ICC based on Byram's savoirs, and to what extent? The introduction lays out the structure of the paper, which will delve into Byram's model, its implementation in language classrooms, a methodology for analysis, and a concluding answer to the research question.
2. Intercultural Communicative Competence: This chapter provides a detailed explanation of intercultural communicative competence (ICC), contrasting Byram's definition with a broader understanding of intercultural competence. It clarifies that ICC involves an integrative interaction between linguistic, sociolinguistic, discourse, and intercultural competence. The chapter emphasizes Byram's vision of fostering intercultural speakers who can mediate between cultures.
2.1 Byram's Model of Intercultural Communicative Competence: This section focuses on the structure and components of Byram's model of ICC, which divides competence into five "savoirs": savoir comprendre (interpreting and relating), savoir s'engager (political education and critical cultural awareness), savoir être (attitudes), savoir apprendre/faire (discovering and interacting), and savoir faire (knowledge of self and other; of interaction). The chapter explains how these competences are interconnected and how they contribute to the overall development of ICC. The significance of savoir s'engager as the central component is discussed.
2.2 Implementation of ICC into the foreign language classroom: This section explores how Byram's model can be practically implemented in foreign language teaching. It emphasizes the importance of integrating ICC from the beginning of the learning process and cites the German Kultusministerkonferenz (KMK) guidelines that include ICC as a crucial competence in foreign language exams. Examples of tasks that foster the development of the five savoirs are provided, showcasing how theoretical concepts translate into practical classroom activities.
Schlüsselwörter (Keywords)
Intercultural Communicative Competence (ICC), Byram's Model, Savoirs, Foreign Language Teaching, Camden Town 4, Coursebook Analysis, Gymnasium, Cultural Awareness, Critical Thinking, Political Education, Intercultural Communication.
Frequently Asked Questions: Analysis of Intercultural Communicative Competence in the Camden Town 4 Coursebook
What is the main focus of this document?
This document presents a comprehensive analysis of the Camden Town 4 coursebook, assessing its effectiveness in promoting intercultural communicative competence (ICC) among German Gymnasium students. The analysis is grounded in Byram's model of ICC.
What is Byram's model of Intercultural Communicative Competence (ICC)?
Byram's model is a framework for understanding and developing ICC. It outlines five key "savoirs" (types of knowledge): savoir comprendre (interpreting and relating), savoir s'engager (political education and critical cultural awareness), savoir être (attitudes), savoir apprendre/faire (discovering and interacting), and savoir faire (knowledge of self and other; of interaction). These savoirs work together to create a holistic ICC.
How does the document analyze the Camden Town 4 coursebook?
The analysis examines how well the coursebook integrates Byram's five "savoirs" into its tasks and activities. It involves a detailed investigation of specific units within the coursebook to determine the extent to which they promote ICC.
What are the key themes explored in the document?
Key themes include the application of ICC in foreign language education, the components of Byram's model, the analysis of specific coursebook units, the evaluation of the coursebook's effectiveness in fostering ICC, and a critique of Byram's model and its practical limitations.
What is the structure of the document?
The document is structured with an introduction, a section detailing Byram's model and its implementation in the classroom, a methodology section, a detailed analysis of the Camden Town 4 coursebook (broken down by unit), and a concluding section summarizing the findings.
What are the chapter summaries?
The document provides summaries for each chapter, including an introduction setting the research question and context, a chapter on Byram's model, its implementation in classrooms, and a chapter detailing the methodology for the coursebook analysis. The analysis chapter is further broken down by specific units within the Camden Town 4 coursebook (Units 1-6 focusing on different American locations).
What are the key objectives of the analysis?
The primary objective is to determine the extent to which the Camden Town 4 coursebook promotes ICC based on Byram's model. This involves assessing the presence and implementation of Byram's five "savoirs" within the coursebook's activities and tasks.
What are the keywords associated with this analysis?
Key words include Intercultural Communicative Competence (ICC), Byram's Model, Savoirs, Foreign Language Teaching, Camden Town 4, Coursebook Analysis, Gymnasium, Cultural Awareness, Critical Thinking, Political Education, and Intercultural Communication.
What is the overall conclusion of the analysis (without revealing specific details)?
The conclusion summarizes the findings of the analysis, answering the research question regarding the extent to which the Camden Town 4 coursebook successfully promotes ICC according to Byram's model. It offers an overall assessment of the coursebook's effectiveness in this area.
What is the target audience for this document?
This document is intended for academic use, focusing on researchers and educators interested in foreign language teaching, intercultural communication, and the application of Byram's model to curriculum analysis.
- Quote paper
- Anonym (Author), 2022, Intercultural Communicative Competence in Camden Town 4. Coursebook Analysis, Munich, GRIN Verlag, https://www.grin.com/document/1333575
