Intercultural communication has become more and more important over the past years because we live in a world where everything is becoming global. A few centuries ago, only people who dealt with international businesses needed to think about intercultural communication and its problems. Today, also ordinary people from different cultures come into contact with each other. Companies work more and more globally instead of locally. We live in a multicultural society with a variety of cultures. Intercultural communication has become a topic which concerns everybody. It will become more and more important in our world of globalization where people from all over the world come together and get in contact with each other.
Because of the aspects mentioned above, intercultural learning is an essential part in learning as well as in teaching. Intercultural aspects are involved in our daily life and this is why intercultural teaching is becoming more important. It should be an essential part of modern teaching. The subject English should help to develop students` intercultural awareness. The Kultusministerkonferenz considers intercultural learning as a key element of English language teaching. Because of this fact, the KMK put intercultural competence in the educational standards for grades 9 and 10 (cf. http://www.kmk.org/schul/Bildungsstandards/1.Fremdsprache
_MSA_BS_04-12-2003.pdf 10.10.2008, p. 16)
The novel “Bend it like Beckham” which is discussed in this work is very popular among young people. Football unites people from different nationalities, opinions, generations, classes, religions and cultures (cf. Thaler, 2006, p. 4). The language is understood anywhere in the world and this is why this novel is very adequate for teaching intercultural learning. Football is the most popular activity in Germany and kindles interest of the boys.
First of all, the following term paper “The potential of the novel Bend it like Beckham for intercultural learning in the EFL classroom” defines Intercultural Competence. Secondly, Byram`s Model of Intercultural Communicative Competence is presented. Afterwards a short summary about the novel “Bend it like Beckham” is given. A description of the title follows. The next aspect describes the potential of “Bend it like Beckham” in school. The term paper ends with a general conclusion and the bibliography.
Table of Contents
1. Introduction
2. What is Intercultural Communicative Competence?
3. Byram`s Model of Intercultural Communicative Competence
4. Short Summary of “Bend it like Beckham”
5. The title: “Bend it like Beckham“
6. The potential of “Bend it like Beckham” in the EFL classroom
7. Conclusion
8. Bibliography
Objectives and Core Themes
This paper examines the potential of the novel "Bend it like Beckham" as a pedagogical tool in the EFL classroom, specifically focusing on its ability to foster intercultural communicative competence among students. The research explores how the narrative addresses conflicts related to identity, tradition, and cultural integration.
- Theoretical foundations of Intercultural Communicative Competence (ICC) based on Byram's model.
- Pedagogical application of the novel "Bend it like Beckham" in secondary education.
- The role of cultural awareness in managing generation and integration conflicts.
- Teaching methods for facilitating curiosity and openness toward foreign cultures.
Excerpt from the Book
3. Byram`s Model of Intercultural Communicative Competence
Byram`s model is an approach to describe what ICC involves in order to facilitate its assessment. People have to keep in mind that “the exchange of information is dependent upon understanding how what one says or writes will be perceived and interpreted in another cultural context; it depends on the ability to decentre and take up the perspective of the listener or reader. But successful communication is not judged solely in terms of the efficiency of information exchange. It is focused on establishing and maintaining relationships” (Byram, 1997, p. 3).
Intercultural communicative competence is defined as the ability to communicate and interact with people of different cultures using a foreign language (cf. Byram, 1997, p. 70). The need for intercultural communicative competence arises when the participants of an interaction have different cultural origins. So, in “Bend it like Beckham”, the Bhamra`s are originally from India, normally speak another language and, especially the parents, practice the customs and traditional celebrations like they did in India.
Especially the first generation tries not to integrate completely but tries to keep her own culture in a foreign country. In this context the following topics could be discussed in class: Finding of the own identity between self-determination and heteronomy (Jesminder`s conflict), culture conflicts, female independence and significance of the family.
Summary of Chapters
1. Introduction: Presents the growing importance of intercultural communication in a globalized society and sets the scope for studying the novel in the classroom.
2. What is Intercultural Communicative Competence?: Defines the concept of ICC and details the necessary social and communicative abilities for students.
3. Byram`s Model of Intercultural Communicative Competence: Details the theoretical framework of Byram, emphasizing the skills of discovery, interaction, and critical cultural awareness.
4. Short Summary of “Bend it like Beckham”: Provides an overview of the plot concerning Jess, her family's Indian background, and her ambition to play football.
5. The title: “Bend it like Beckham“: Analyzes the ambiguity of the title, representing both a football technique and the bending of social or cultural rules.
6. The potential of “Bend it like Beckham” in the EFL classroom: Discusses practical classroom strategies, curriculum integration, and the use of role-play to develop cultural sensitivity.
7. Conclusion: Summarizes the findings and reaffirms the suitability of the novel as a key resource for promoting intercultural learning.
8. Bibliography: Lists the academic sources and references used throughout the study.
Keywords
Intercultural Communicative Competence, ICC, Bend it like Beckham, EFL classroom, Byram's Model, Cultural Awareness, Intercultural Learning, Identity, Generation Conflict, Migration, Teaching English, Secondary Education, Integration, Stereotypes, Cultural Diversity.
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates the suitability and potential of the novel "Bend it like Beckham" as a tool for teaching Intercultural Communicative Competence in English as a Foreign Language (EFL) classrooms.
What are the primary themes discussed in the work?
The work centers on cultural integration, the conflict between tradition and modernity, identity formation, generation gaps, and the role of sport in bridging cultural differences.
What is the ultimate goal of using this novel in school?
The goal is to foster "critical cultural awareness" among students, helping them to understand, respect, and mediate between their own culture and foreign perspectives.
Which theoretical framework does the author apply?
The author primarily utilizes Michael Byram's model of Intercultural Communicative Competence to assess the pedagogical value of the material.
What is covered in the main body of the text?
The main body covers the definition of ICC, a detailed breakdown of Byram's model, a plot summary of the novel, an analysis of the title's symbolic meaning, and practical teaching strategies.
Which keywords characterize this paper?
Key terms include Intercultural Communicative Competence, Cultural Awareness, EFL teaching, identity, and integration.
How does the author define the "bending" of rules?
The author interprets "to bend" as both the physical technique of shooting a ball and the metaphorical adaptation of social rules to suit an individual's goals and independence.
Why are stereotypes highlighted as a teaching point?
Stereotypes are considered vital for discussion because they are inherent in human interaction; recognizing them helps students develop the critical skills needed to challenge prejudices.
Does the author suggest specific classroom activities?
Yes, the author suggests brainstorming sessions, role-playing, and email projects with students from other countries to facilitate direct intercultural interaction.
- Quote paper
- Katharina Keil (Author), 2008, The potential of the novel "Bend it like Beckham" for intercultural learning in the EFL classroom, Munich, GRIN Verlag, https://www.grin.com/document/133659
