This paper therefore deals with the question to what extend the concepts of Intercultural Communicative Competence (ICC) and Global Education are integrated into learning materials in German grammar schools in North Rhine-Westphalia (NRW). The research will be performed on the exemplary textbook series ‘Green Line’ and to be more specific, on the edition ‘Green Line 03 G9’ which is used in the seventh grade of many grammar schools in NRW.
In the beginning of this paper, a closer look will be taken on the theoretical frameworks of both ICC and Global Education to delimit the exact aspects that will be analysed in the textbook. An analysis of the core curriculum of NRW will follow to conclude how important these concepts are regarded as in the educational system. Also, a look will be taken at an exemplary school curriculum that makes use of the Green Line series. The main part of this treatise will include a systematic in-depth evaluation of the tasks and contents of the "Green Line 03" textbook in regard to the research objects of ICC and Global Education, followed by a synopsis of the well-executed parts of the textbook, as well as the areas in which there have to be further improvements.
Of all languages that are spoken on this planet, English dominates all channels of communication in the interconnected world. It is the most spoken language around the globe, and it is taught in about 100 different countries. It not only acts as a medium of international commerce, education, and social discussion, it is arguably the vehicle of the western idea ls of hope, freedom, and material advancement. To be a successful individual with in the struggles of a globalised world and society, it is not only necessary to master the linguistic competences of the English language, but also the knowledge and methods of how to converse in a vast variety of different cultures and societies. This process starts with entering school as a child, so it is therefore a necessity in the educational system of nations to include the acquisition of these skills in order to create proficient world citizens that are able to traverse the complex structure of the interconnected world.
Table of Contents
1. Introduction
2. Theoretical Framework
2.1 The Concept of Intercultural Communicative Competence (ICC)
2.2 English as a Global Language and Global Education
3. Educational Requirements for Grammar Schools in NRW
3.1 Kernlehrplan für die Sekundarstufe I an Gymnasien
3.2 Case Study: The Sophie-Scholl-Gymnasium Oberhausen (SSG)
4. Analysing Educational Material: Green Line 03 NRW
4.1 Unit 1: Find your place
4.2 Unit 2: Let´s go to Scotland!
4.3 Unit 3: What was it like?
4.4 Unit 4: On the move
4.5 Across cultures
5. Critical Discussion and Conclusion
Research Objectives and Topics
This thesis examines the extent to which the concepts of Intercultural Communicative Competence (ICC) and Global Education are integrated into the "Green Line 03 G9" textbook used in North Rhine-Westphalia (NRW). It evaluates whether the learning materials align with state curriculum requirements to foster responsible "world citizens" and proficient intercultural communicators.
- Theoretical foundations of ICC and Global Education
- Educational policy requirements for EFL in NRW grammar schools
- Systematic analysis of "Green Line 03 NRW" content and tasks
- Evaluation of intercultural competence acquisition
- Assessment of methods for integrating global issues
Excerpt from the Book
4.1 Unit 1: Find your place
Unit one deals with the topic of ‘Find your place’. It is described that the main goals of this unit are to enable students to talk about their own and other´s personalities and what each person would do differently in different situations. In the Check-In section is stated that besides necessary vocabulary for talking about different interests and personalities and new grammar, students will also learn about phrases for agreeing, disagreeing, and compromising.
Although this might not seem relevant for answering the research question of this paper at first, students will already practice three aspects of Byram´s ICC model, those being skills of interpreting and relating, skills of discovery and interaction as well as attitudes which relativise the student´s own and value other´s. Besides the needed vocabulary that equips students with the linguistic tools of expressing themselves and understanding what other´s may want to express, a chart is given to them which depicts different ‘smart types’ that can be used to describe one´s personality and traits.
Summary of Chapters
1. Introduction: Presents the relevance of English as a global language and defines the study’s aim to evaluate ICC and Global Education in the "Green Line" textbook.
2. Theoretical Framework: Outlines Michael Byram's ICC model and the concepts of Global Education and English as a Lingua Franca as the basis for the analysis.
3. Educational Requirements for Grammar Schools in NRW: Analyzes the state's *Kernlehrplan* and the internal curriculum of the Sophie-Scholl-Gymnasium to define the mandatory educational goals for EFL.
4. Analysing Educational Material: Green Line 03 NRW: Provides an in-depth evaluation of the textbook's units and "Across Cultures" segments regarding their implementation of ICC and global awareness.
5. Critical Discussion and Conclusion: Synthesizes the findings, noting that while the textbook offers a solid framework, it lacks significant depth in critical cultural awareness and requires supplementary materials to meet educational standards.
Keywords
Intercultural Communicative Competence, ICC, Global Education, EFL, Green Line, North Rhine-Westphalia, Byram, Global Englishes, Language Teaching, Curriculum Analysis, Cultural Awareness, Lingua Franca, Textbook Evaluation, Education, Multilingualism
Frequently Asked Questions
What is the core focus of this paper?
The paper investigates how effectively the seventh-grade textbook "Green Line 03 G9" integrates concepts of Intercultural Communicative Competence (ICC) and Global Education into EFL classrooms in NRW.
What are the primary areas of study within the textbook?
The study centers on the textbook's four main units and its "Across Cultures" micro-units, examining how they address personality, history, travel, and cultural behavior.
What is the central research question?
The research asks to what extent ICC and Global Education are represented in learning materials and whether these materials fulfill the goals set by the state's core curriculum.
Which scientific framework is used?
The author primarily utilizes Michael Byram’s model of Intercultural Communicative Competence (1997) as the theoretical standard for analysis.
What is the main finding regarding the textbook's content?
The analysis finds that the textbook provides a good foundation but suffers from incomplete execution, particularly in failing to teach critical cultural awareness and relying on stereotypical representations.
Which keywords best describe this research?
Key terms include ICC, Global Education, Green Line, EFL, Curriculum Analysis, and Intercultural Communicative Competence.
Why is the Sophie-Scholl-Gymnasium (SSG) included?
The school serves as an exemplary case study to demonstrate how an internal school curriculum implements the state mandates using this specific textbook.
How does the author evaluate the "Across cultures" segments?
These are rated as strong points because they provide useful behavioral guidelines, although the author suggests they should be more specific to different regions of the UK rather than generalized.
- Arbeit zitieren
- Dominik Kruczinski (Autor:in), 2023, Global Education in the EFL Classroom at Grammar Schools in NRW. Textbook "Green Line", München, GRIN Verlag, https://www.grin.com/document/1395198
