Intercultural competence is an important goal to teach and learn. Times of teaching only the four skills are finally identified not to be enough for a necessary communication in a foreign language and in interaction between people of different cultures.
Table of Contents
Introduction
1. Bildungsstandards
1.1. Competences
1.2. Intercultural Competences
1.3 Intercultural communicative Competence
2. Culture
3. Intercultural Learning on the example of literature
3.1 Literature
3.2 Black and Asian British Literature
4. Teaching Proposal
4.1 Learning Goals
4.2 Object analysis
4.3. Analysis of the short Novel
4.4. Didactical Approach
4.5 Methodological Approach
5. Conclusion
Objectives and Core Themes
This paper aims to explore the role of intercultural learning within the EFL (English as a Foreign Language) classroom, specifically utilizing Asian British literature as a tool to foster empathy and cultural understanding among students. It examines how teachers can move beyond traditional linguistic instruction to address the complexities of multicultural societies and identity formation in the modern classroom.
- The theoretical foundation of intercultural competence and its development in students.
- Defining 'culture' and its impact on identity through models such as the "iceberg-model."
- The pedagogical potential of literary texts to encourage perspective-taking and conflict reflection.
- Practical teaching proposals for addressing cultural clashes using the short story "A Pair of Jeans."
- Challenges of assessing intercultural learning within current standardized educational frameworks.
Excerpt from the Book
3.2 Black and Asian British Literature
In many multicultural societies, literature of the immigrants and minorities developed more and more and became own genres. Characteristics of these genres are the different cultural poles and their conflicts within (between the new and old culture, first generation with origins in another country and the second generation born in the new one or between minorities themselves or them and the ruling society) (cf. Freitag 2007: 149). Setting the focus to Great Britain, we can talk about black Britons and Asian Britons. With these terms, British born citizens with an foreign ethnical background are defined (roots in Jamaica, the Caribbean, Pakistan, India, etc.)
“British fictions of migration inszenieren unterschiedliche Sichtweisen zu individuellen und kulturellen Selbst- und Fremdbildern in Gegenwart und Vergangenheit und fordern im Literaturunterricht zur Reflexion sowie zur Stellungnahme sowie der Übernahme der Perspektive von Migranten oder deren nachfolgenden Generationen heraus. Die in den Texten artikulierten Erfahrungen reichen von Rassismus und Ausgrenzung über die Sehnsucht nach und Rückbesinnung auf Traditionen (oft verklärt wahrgenommen) Heimat bis hin zur Entwicklung einer Stimme des Protests oder einer neuen multikulturellen Identität“ (Freitag: 2007: 150)
Examples for Asian British Literature are the book The black Album by Hanif Kureishi or the short story A Pair of Jeans by Qaisra Shahraz (which will be the essential work of the following teaching proposal). Both of them work with the conflicts which are already mentioned. With this context, it gives the learners a great opportunity to identify themselves with the narrators of the texts. Even they maybe do not have roots in different countries; they may have friends who do or have their own generation conflicts with their parents. The learners can get a good view into the foreign reality, norms, traditions and their lifestyle.
Summary of Chapters
Introduction: Outlines the purpose of the paper, focusing on the importance of teaching multiculturalism in London within an EFL classroom setting.
1. Bildungsstandards: Provides an overview of the educational standards (Bildungsstandards) and the shift toward competency-based learning in foreign language instruction.
1.1. Competences: Clarifies the distinction between language skills and the broader, action-based concept of competences.
1.2. Intercultural Competences: Defines intercultural competence as a key goal that goes beyond linguistic proficiency to include awareness of social norms and cultural differences.
1.3 Intercultural communicative Competence: Discusses the CEF's emphasis on becoming plurilingual and developing intercultural awareness to facilitate genuine communication.
2. Culture: Explores the complexity of defining 'culture' and introduces the "iceberg-model" to distinguish between visible and invisible aspects of culture.
3. Intercultural Learning on the example of literature: Analyzes how literature serves as a bridge for intercultural learning by encouraging empathy and change of perspective.
3.1 Literature: Examines the pedagogical potential of fictional texts in creating a rich learning environment that challenges stereotypes.
3.2 Black and Asian British Literature: Focuses on the literary genre of migration and how it reflects the conflicts of second-generation immigrants.
4. Teaching Proposal: Presents a concrete lesson plan for a tenth-grade class using the short story "A Pair of Jeans."
4.1 Learning Goals: Sets specific educational objectives, including promoting empathy and understanding of diverse ethnic backgrounds.
4.2 Object analysis: Discusses the demographic reality of London and the Commonwealth context as the basis for the teaching material.
4.3. Analysis of the short Novel: Summarizes the conflict in "A Pair of Jeans" regarding traditional expectations versus European lifestyles.
4.4. Didactical Approach: Places the teaching proposal within the framework of the Hessian school curriculum.
4.5 Methodological Approach: Details the multi-methodological steps, including pre-, while-, and post-reading tasks, to guide student learning.
5. Conclusion: Summarizes the necessity of teaching intercultural competence and the challenges posed by current standardized testing.
Keywords
Intercultural learning, EFL classroom, Bildungsstandards, Asian British Literature, cultural competence, perspective-taking, identity formation, A Pair of Jeans, migration, multiculturalism, pedagogy, student empathy, intercultural communicative competence, language acquisition, social norms.
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on integrating intercultural learning into the EFL classroom to better prepare students for the realities of multicultural societies, using Asian British literature as a primary pedagogical tool.
What are the central themes discussed in this work?
Central themes include the development of intercultural competence, the definition of cultural identity, the role of literature in fostering empathy, and the pedagogical challenges of addressing cultural diversity in schools.
What is the core research goal?
The goal is to demonstrate that reading literary texts allows students to move beyond surface-level language learning to achieve a deeper, more empathetic understanding of the "foreign" and to reflect on their own cultural identities.
What scientific methods are utilized?
The author employs a theoretical analysis of educational standards and pedagogical concepts, combined with a didactic design approach that structures a teaching proposal for secondary school level.
What does the main body of the paper cover?
The main body covers the theoretical basis of intercultural competence, the conceptualization of 'culture', the specific role of literature, and a detailed practical application using the short story "A Pair of Jeans."
Which keywords best characterize this research?
Key terms include Intercultural learning, Asian British Literature, cultural competence, pedagogy, identity, and the EFL classroom framework.
How does the "iceberg-model" help in understanding culture?
The iceberg-model illustrates that culture consists of visible elements (like language or food) and deeper, invisible elements (like values, beliefs, and attitudes), emphasizing that students must learn to look beyond the surface to truly understand a culture.
Why is "A Pair of Jeans" selected for the teaching proposal?
The story is chosen because it explicitly portrays the conflict between modern lifestyles and traditional expectations, providing an ideal platform for students to discuss intergenerational conflicts and the struggles of second-generation immigrants.
What role does perspective-taking play in the proposed teaching methods?
Perspective-taking is central; students are encouraged to adopt the roles of different characters from the story to reflect on the conflict from multiple viewpoints, thereby developing empathy and reducing prejudice.
What are the limitations in teaching intercultural competence mentioned in the conclusion?
The conclusion highlights that limited teaching time in EFL classrooms and the pressure of standardized testing frameworks make it difficult to teach and assess intercultural competence effectively.
- Citation du texte
- Nadine Custer (Auteur), 2013, Intercultural learning on the example of Asian British Literature, Munich, GRIN Verlag, https://www.grin.com/document/265704
