When it comes to the English foreign language classroom, often people’s first associations are grammar rules or learning vocabulary. In fact, it needs much more to learn a language and be able to use it properly, than just achieving grammatical skills and knowledge in terms of vocabulary. In order to internalize and successfully apply English as a foreign language in spoken and written code, it will not suffice to merely learn about syntax, lexis, phonology and other features that structure the language. The learner should also be aware of the specific cultural background, which speakers of the English language have. Cultural awareness is necessary in order to show etiquette and avoid misunderstandings in intercultural communication. Thus, intercultural communicative competence is a quality, which helps speakers of English as a foreign language to successfully communicate with native speaker. English - as much as any other language - has developed over centuries and was shaped by culture. Therefore, intercultural learning plays an important role in foreign language learning and should be systematically integrated in the English foreign language classroom.
As a matter of fact, English has become the official language of many nations worldwide and every nation developed its own history and culture, there are many cultures involved when it comes to learning about English culture. Since the English language originates from Britain, this term paper will focus on approaching British culture in the English foreign language classroom and its necessity for the development of an intercultural communicative competence.
The term paper will commence by giving a definition of culture and what it has to do with language in general. In the next step, it examines the purpose and development of intercultural learning in the foreign language classroom. Finally, this term paper gives an overview of how intercultural learning can be approached. It works as a guide for teachers and offers practical examples for the English foreign language classroom with focus on British culture.
Table of Contents
1 Introduction
2 What is Culture and How Does It Connect to Language?
3 The Development and Relevance of Intercultural Learning in the English Foreign Language Classroom
4 How to Approach (Inter-) Cultural Learning with Focus on British Culture?
5 Conclusion
Objective and Research Focus
This term paper examines the integration of intercultural learning into the English foreign language classroom, specifically focusing on how British culture can be used to foster intercultural communicative competence. It explores the reciprocal relationship between language and culture and provides practical pedagogical guidance for teachers.
- The definition of culture and its intrinsic connection to language learning.
- The historical development and current relevance of intercultural learning in education.
- Strategies for creating an effective intercultural learning atmosphere in the classroom.
- Methodological approaches, including project-based learning and the use of textbooks.
- The role of the teacher as a mediator between different cultures.
Excerpt from the Book
4 How to Approach (Inter-) Cultural Learning with Focus on British Culture
Now that the importance of intercultural learning for the foreign language classroom has been clearly elucidated, a question emerges: How can intercultural learning effectively be integrated in the English foreign language classroom? First of all, an adequate learning atmosphere has to be created. Especially in culturally heterogeneous classrooms it is crucial that the teacher, as well as every student in the classroom respect each other’s opinions, feelings etc. and consider each other equal. This is necessary in order to build up (self-) confidence and trust among students. An open and friendly atmosphere allows for a mutual learning process (how to create a pleasant atmosphere for intercultural learning is explained on page eight).
The teacher’s task is it, to enable students to become intercultural speakers. Therefore, the teacher works as a mediator between different cultures. As a matter of fact, it is not difficult for a teacher to encourage his or her students to become aware of others and their culture, but it is a demanding task to bring students to frankly speak about their own ethnicity, gender, race or class. Teachers have to be careful to avoid stereotyping or reductionism of certain groups or cultures in the classroom. In addition, it is a teacher’s obligation to teach students that stereotyping is wrong because every individual is different and cannot be reduced to certain characteristics. Also in terms of teaching about cultures it is crucial for teachers to emphasize that there is no such thing as a national culture because every culture offers a broad variety of individuals that differentiate to some extent in their way of living. A national culture would deny the pluralism of society.
Chapter Summaries
1 Introduction: Provides an overview of the necessity of cultural awareness in foreign language learning and outlines the paper's focus on British culture.
2 What is Culture and How Does It Connect to Language?: Defines culture as a complex, dynamic construct and establishes the reciprocal influence it shares with language acquisition.
3 The Development and Relevance of Intercultural Learning in the English Foreign Language Classroom: Analyzes how the focus in language teaching shifted from literature to communicative competence and describes the importance of "critical cultural awareness."
4 How to Approach (Inter-) Cultural Learning with Focus on British Culture?: Discusses practical classroom strategies, ranging from icebreaker activities and textbook exercises to complex projects like the "Airport Project."
5 Conclusion: Summarizes the necessity of integrating cultural and language learning to foster an intercultural communicative competence that helps reduce prejudice.
Keywords
Intercultural Learning, British Culture, Foreign Language Classroom, Communicative Competence, Cultural Awareness, Third Space, Language Teaching, Stereotyping, Pedagogy, Cultural Identity, Authentic Communication, Education, Social Interaction.
Frequently Asked Questions
What is the primary focus of this term paper?
The paper focuses on the significance of intercultural learning in the English foreign language classroom and how teachers can effectively approach British culture to develop students' communicative competence.
What is the core connection between culture and language?
The author argues that culture and language are deeply intertwined, as language is not only a tool for communication but also a medium through which culture is formed, described, and maintained.
What does the term "intercultural communicative competence" mean?
It refers to the ability of learners to communicate and act appropriately between different cultures, which includes having the empathy, tolerance, and critical awareness to understand different perspectives.
What role does the teacher play in this pedagogical context?
The teacher acts as a mediator between cultures, creating an open learning atmosphere and guiding students to critically examine stereotypes and diverse lifestyles.
Which methods are suggested for the classroom?
Suggested methods include brainstorming, icebreaker activities, analyzing textbook representations of different lifestyles, and real-world projects such as the "Airport Project."
Why is critical cultural awareness important?
It allows students to relativize their own cultural identity and develop a critical perspective on their own and other cultures, which is essential for reducing racism and oppression.
What is the "third space" in the context of this study?
The "third space" describes the new identity learners create between two cultures, resulting in an enriched personality and greater openness to new cultural experiences.
How does the "Airport Project" contribute to language learning?
It provides an authentic, practical experience where students conduct interviews with English-speaking travelers, enabling them to encounter real-world speakers from various backgrounds.
- Citar trabajo
- Nils Hübinger (Autor), 2010, The Purpose of Intercultural Learning. Teaching about British Culture in the English Foreign Language Classroom, Múnich, GRIN Verlag, https://www.grin.com/document/213785
