In this term paper, I would like to reflect on how the book could be used for intercultural learning with main focus on The Giver’s different language culture, followed by practical implementations. A few centuries ago, in colonial times, an “only us, only now” world was one of the main themes. It was normal to see European culture as superior and to behave accordingly. Up to now, this thinking in relation to other cultures is still found in prejudices a How is that possible even though diversity of cultures is the new normal in Europe? Due to a lack of knowledge of each other and the resulting unfamiliarity, life in modern multicultural societies is more a next to each other than a together. To create a real multicultural society, it would be necessary to accept that there is no superior culture.
That does not mean that it is required to give up one’s own culture. In fact, understanding the differences between self’ and other is only possible by being aware one’s own values and traditions. But realizing the precious variety of lifestyles and
understanding other belief systems will provide the competences to engage “with other cultures in respectful and empathetic ways”.
As the classroom is also becoming more culturally diverse, it is important to teach these intercultural competences to maintain respect for one another, learn to appreciate plurality and prevent misunderstandings. Students should be aware of their own and the foreign cultural background, should be able to interpret and understand otherness and they should have the opportunity to talk and discuss different ways of life.
One possibility to create an intercultural learning situation in the classroom is to read books that include contents which can be used to initiate critical reflections. While discussing the book’s ideas, students can reflect their own as well as the book’s and other cultures. In this way, the conversations or lesson issues are never too personal or embarrassing for the students, since it is the book that is primarily discussed. As the students might have multiple cultural backgrounds, these differences are automatically considered and looked at as well. A popular book to read in schools is the utopian/dystopian novel The Giver by Lois Lowry. The loss of “colour and diversity” is one main theme in the book.
Table of Contents
1. Introduction
2. Theoretical Framework of The Giver
2.1 Literature in the Classroom
2.2 The Giver – Review
2.3 Language Culture in The Giver
3. Practical Implementations
3.1 Preliminary Considerations for a Lesson Suggestion
3.3 Work Sheets for Lesson Suggestion
3.4 Class Discussion with Possible Final Notes
3.5 Further Content Suggestions
4. Conclusion
5. Bibliography
7. Appendix
Objectives and Core Topics
The primary objective of this paper is to explore how Lois Lowry’s dystopian novel "The Giver" can serve as an effective tool for intercultural learning in the classroom, specifically by analyzing the unique language culture depicted in the novel and comparing it with real-world linguistic practices.
- Intercultural competence development through literary engagement.
- Analysis of "The Giver" as a utopian/dystopian narrative.
- Examination of language-based control and precision in the fictional community.
- Practical teaching models for addressing cultural communication differences.
- Comparing fictional societal structures with diverse real-world traditions.
Excerpt from the Book
2.3 Language Culture in The Giver
One possible point of discussion is the different language culture or language use in The Giver. Right at the beginning of the story the reader learns about Jonas being careful about language (Lowry, 2014, p. 10), about how the community must use precise and appropriate language (ibid, p.11) and what happens if you fail or misuse a word (Lowry, 2014, p. 48). For example, Jonas’ mother explained to him, after she has scolded him for using imprecise language, that the expression love is “a very generalized word, so meaningless that it’s become almost obsolete” (ibid, p. 100) and that their “community can’t function smoothly if people don’t use precise language” (ibid, p. 100). “Love” has a lot of various meanings to different people what makes it unacceptable in Sameness since multiple possibilities of interpretation lead to an awareness of differences in general. Also, exaggeration, as set out on page 60, when Jonas says starving instead of hungry, is not precise enough. In fact it is seen as a lie and therefore is not tolerated. That means, people must use exact the words and not something that is close to intended meaning.
In contrast to that, the government of the society in The Giver uses unclear euphemisms, for example to cover up embarrassing incidents. Release is used instead of kill which is supposed to soften the act of violence and keep people calm. But not only the people are manipulated and controlled, also the reader is blinded by these euphemisms without even realizing it in the beginning. Other euphemisms are used to pretend a higher meaning, for example assignment instead of job. This suggest that it is much more than just a function.
Chapter Summaries
1. Introduction: The introduction outlines the necessity of intercultural competence in modern classrooms and proposes "The Giver" as a medium to reflect on diversity and cultural values.
2. Theoretical Framework of The Giver: This chapter provides the foundation for using literature in education and reviews the novel's core themes, focusing specifically on how the community uses language as a tool for control.
3. Practical Implementations: This section presents concrete lesson plans, including worksheets and discussion prompts designed to help students compare the novel’s language culture with that of other nations.
4. Conclusion: The conclusion emphasizes that "The Giver" remains a powerful educational resource for teaching students to think critically about society and individual identity.
5. Bibliography: Lists all academic sources and teaching materials utilized for the research and lesson preparation.
7. Appendix: Provides supplementary keys and solutions for the developed student worksheets.
Key Words
Intercultural learning, The Giver, Lois Lowry, language culture, dystopian literature, precision of language, Sameness, intercultural competence, classroom literature, communication styles, critical thinking, cultural awareness, social control, euphemisms, educational methodology.
Frequently Asked Questions
What is the main focus of this paper?
The paper explores the use of Lois Lowry’s novel "The Giver" within an educational context, specifically focusing on how the novel's restrictive language culture can be used to teach intercultural competence.
What are the central themes investigated in the work?
The work investigates the intersection of language, societal control, literary experience, and the importance of fostering respect for cultural plurality in diverse classrooms.
What is the primary objective or research question?
The primary goal is to examine how the concept of "language culture" within the novel can facilitate critical reflection and intercultural learning among students in grades 8-10.
Which scientific method is applied?
The author employs a literature-based analysis, linking educational theory (TEFL studies) to textual analysis of the novel and practical didactic implementation models.
What topics are covered in the main section?
The main section covers the theoretical framework of teaching literature, a literary review of "The Giver," an analysis of language in the, and practical lesson suggestions including worksheets for comparing different cultures.
What keywords characterize the study?
Key terms include intercultural learning, The Giver, language culture, dystopian fiction, and pedagogical methodology.
How is the specific language of the community in "The Giver" characterized?
The community employs extremely precise language to eliminate ambiguity and prevent dissenting thought, reinforcing a state of "Sameness" and preventing independent interpretation.
What role do "loudspeakers" play in the novel's culture?
Loudspeakers act as a tool for constant surveillance and top-down instruction, ensuring all citizens remain informed only by the government and adhere to the strict societal rules.
Why is the concept of "release" considered a euphemism?
It is used by the government to mask the true, violent nature of termination, thereby maintaining public calm and blinding both the characters and the reader to the reality of the societal structure.
- Quote paper
- Ricarda Lange (Author), 2023, Cultural Learning with Lois Lowry’s "The Giver", Munich, GRIN Verlag, https://www.grin.com/document/1482030
