Intercultural competence has become the key competence of the 21th century. All German Bundesländer have added this term to their school curriculum and included it in their foreign language learning classrooms. Culture is conceived through language and by that an important element of the foreign language learning process. Communicating with someone from a different part of the world is not only based on knowing his or her language but also on understanding where this person comes from. Therefore it has become essential to help foreign language learners to create a cultural profile as an orientation and a guideline for the diverse cultures of their target language. In particular this is mostly achieved through the work with authentic literary texts and its influence on the learner’s knowledge and thought.
By regarding language as a “[…] social practice, culture becomes the very core of language teaching.” (Kramsch 1993, 8) and has its main goal in conveying tolerance and acceptance for foreign cultures and their way of life.
Table of Contents
I. Thesis
II. The importance of intercultural competence
III. Literary texts and intercultural competence
IV. Conclusion
Objectives and Core Topics
The primary objective of this academic paper is to examine the essential role of intercultural competence within a modern multicultural society and to analyze how literary texts can be effectively utilized in a foreign language (FL) classroom to convey this competence to students.
- The significance of intercultural competence in 21st-century education.
- Understanding cultural differences and their impact on communication.
- The role of stereotypes and the necessity of developing an open-minded perspective.
- The use of authentic literary texts as a medium for intercultural learning.
- Developing empathy and self-reflection through cultural engagement in the classroom.
Excerpt from the Book
III. Literary texts and the intercultural competence
When learning a foreign language, language is not enough to communicate on the same basis as we do with our fellow man in our home country. Literature can help us to understand how people from other cultures communicate with each other as well as give us information about the place and society they live in. It can encourage our way of thinking and broaden our minds when dealing with intercultural situations.
Language Learners have to understand the differences between their own and the cultures of their target language. Most importantly it should be kept in mind that one language relates to more than one culture. In an English learning classroom we focus at least on the main countries like Great Britain, the USA and Australia. Although all of them speak the same language they have rather different ways of life, historical backgrounds and values. Pupils of a FL classroom have to be sensitized for intercultural encounters and develop the skill to see those as an enrichment of their life experience. Furthermore they need to be made aware of the foreign cultures phenomena and ought to compare them to their own.
Summary of Chapters
I. Thesis: This chapter introduces intercultural competence as a key skill of the 21st century and argues for its integration into the foreign language curriculum through authentic literary texts.
II. The importance of intercultural competence: This section explores how globalization and multiculturalism necessitate an awareness of foreign cultures to avoid misinterpretation and manage stereotypes effectively.
III. Literary texts and the intercultural competence: This chapter discusses how literature serves as a vital source of foreign experience, helping students broaden their perspectives and develop empathy for otherness.
IV. Conclusion: The final chapter summarizes that while intercultural competence is a lifelong learning process, the classroom provides foundational elements for students to integrate and navigate diverse cultural environments.
Keywords
Intercultural competence, Foreign language classroom, Multicultural society, Literary texts, Cultural awareness, Stereotypes, Communication, Language teaching, Empathy, Global education, Cultural differences, Target language, Self-reflection, Lifelong learning, Social practice.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper focuses on the vital necessity of intercultural competence in modern education and explores how literature can be used as a pedagogical tool in foreign language classrooms to foster cultural understanding.
What are the central themes discussed in this work?
The central themes include the definition of intercultural competence, the challenge of overcoming cultural stereotypes, the role of literature in cultural education, and the sensitization of students to foreign norms and values.
What is the primary goal of the author?
The author's primary goal is to demonstrate how foreign language education can move beyond mere linguistic proficiency to include the cultivation of tolerance and acceptance toward diverse cultural lifestyles.
Which scientific methodology is primarily applied here?
The work utilizes a theoretical and didactic analysis, incorporating established definitions from scholars in the field of intercultural communication and literature didactics to support its pedagogical arguments.
What topics are covered in the main section of the paper?
The main section covers the psychological impact of cultural differences, the analysis of stereotypes, the necessity of paraverbal and nonverbal communication skills, and the specific application of literary texts to encourage student-oriented, empathetic learning.
Which keywords characterize this paper best?
Key terms include intercultural competence, foreign language learning, literary texts, cultural awareness, and multicultural education.
How does the paper suggest dealing with stereotypes in the classroom?
The paper suggests that teachers should use stereotypes as a starting point to raise awareness about distorted self-images and generalized perceptions, teaching students to be open-minded and critical observers.
Why are literary texts considered specifically effective for this purpose?
Literary texts allow students to absorb foreign experiences in a controlled, interpreted way, providing a "source" for comparing their own lives to others, which ultimately fosters empathy and self-reflection.
- Citation du texte
- Aria Reid (Auteur), 2012, Intercultural Competence in a Foreign Language Classroom, Munich, GRIN Verlag, https://www.grin.com/document/193590
