The discussion about aims, content and methods of foreign language lessons resulted in demands for a broader integration of intercultural learning. Jörg Roche, who dedicated one chapter of his book Interkulturelle Sprachdidaktik: Eine Einführung to the role of intercultural language didactics in the teaching and learning of foreign languages, makes specific suggestions about restructuring the traditional concepts of foreign language lessons. According to him, the best learning success is achieved when intercultural learning and foreign language teaching are integrated. He explains conclusively that language and culture are inseparably bound to one another. Roche also warns not to use isolated or poorly researched pieces of cultural information, since this would lead to a falsified image of the target culture and prevent the learners from authentic language use.
Roche’s appeal illustrates the growing need of intercultural communication. Young pupils in Germany do not only live in a country that maintains contact with cultures all over the world, but they are also part of a multicultural society that is mirrored by the school classes. Foreign language lessons offer the opportunity to help them deal with it and prepare them for living in a multicultural society. After the introduction of English as a foreign language as an obligatory school subject in the classes 3 and 4 of the primary schools in 2003, it is now possible for the young learners in Germany to exhaust their enormous language learning potential more effectively. However, how they should be taught, and what exactly, is still discussed extensively.
The new school subject made it necessary to develop a new curriculum and new school books, which were supposed to meet the needs of the young foreign language learners and the conditions of the guidelines. Considering the textbooks Bumblebee 3 and Bumblebee 4 (Schroedel 2003) as examples, this paper examines in how far the school books concur with the regulations concerning intercultural learning. Of course, school books do not solely represent what is taught in the lessons; the way the teachers uses them and what they teach additionally must also be regarded for that. Yet, the books play a central role in the lessons. Tasks, content and especially the illustrations have much influence on how the lessons are perceived by the pupils. Furthermore, the pupils can take the books home where they can work autonomously.
Table of Contents
1. INTRODUCTION
2. OFFICIAL DEMANDS ON INTERCULTURAL LEARNING
2.1 The general guidelines
2.2 The specific guidelines for English
3. ASPECTS OF INTERCULTURAL LEARNING IN THE BUMBLEBEE TEXTBOOKS
3.1 Criteria of the examination
3.2 Analysis of Book 3
3.3 Analysis of Book 4
3.4 Evaluation of the findings
4. CONCLUSION
5. BIBLIOGRAPHY
Research Objectives and Key Themes
This paper aims to evaluate the extent to which the English primary school textbooks "Bumblebee 3" and "Bumblebee 4" align with the official curriculum requirements of North-Rhine Westphalia and the pedagogical principles of intercultural learning as defined by Jörg Roche.
- Integration of intercultural learning in foreign language instruction.
- Alignment of school textbooks with regional educational guidelines.
- Analysis of multiethnic representation and cultural authenticity in teaching materials.
- Evaluation of textbook tasks regarding their potential for fostering tolerance and openness.
- Role of illustrations and thematic content in shaping pupils' perceptions of cultural diversity.
Excerpt from the Book
3.2 Analysis of Book 3
As I said in the previous section, there is a group of English pupils that accompanies the learners throughout the book. Four of them are depicted on the front cover. Among them are Lee, obviously a girl of Asian descent, and Bahman, whose name and skin colour suggest that his parents come from Iran. The four children are having an interview and Lee asks the others, ‘What games do you like?’ This first impression of a multicultural community is affirmed by the inside of the cover. It shows the complete group, which consists of six boys and four girls wearing school uniforms. The boy introduced as Nelson has dark skin and black, frizzy hair which suggests that he is possibly of African descent. Thus, the proportion of the presumably foreign children in the group is 30%. Compared to the real situation at German schools, this number is about three times higher than the overall average percentage. However, there are certainly many classes where this percentage really mirrors the proportion of foreign pupils. The intention of displaying multiethnicity among the pupils also becomes evident throughout the rest of the book. Most group pictures show children of more than one nationality.
The table of contents does only indicate that the topics have the potential of integrating intercultural learning. For example, ‘At school’, ‘Sports and action’ and ‘Christmas’ are subjects that offer many possibilities of comparing the customs of the pupils’ own culture with the English culture. ‘Children of Europe’, which is the title of the last chapter, suggests quite explicitly that the German pupils will learn about foreign children.
Summary of Chapters
1. INTRODUCTION: This chapter introduces the theoretical necessity of integrating intercultural learning into foreign language lessons and outlines the scope of the textbook evaluation.
2. OFFICIAL DEMANDS ON INTERCULTURAL LEARNING: This section summarizes the legal and pedagogical requirements for intercultural education set forth by the North-Rhine Westphalia curriculum for primary English instruction.
3. ASPECTS OF INTERCULTURAL LEARNING IN THE BUMBLEBEE TEXTBOOKS: This chapter provides a detailed analysis of the criteria, content, and visual representations of diversity within the "Bumblebee" textbook series.
4. CONCLUSION: The final chapter summarizes the findings, confirming that the textbooks successfully integrate intercultural learning in line with official requirements and pedagogical standards.
5. BIBLIOGRAPHY: This section lists the academic sources and official curriculum documents used throughout the research.
Keywords
Intercultural Learning, Primary Education, English as a Foreign Language, Bumblebee Textbooks, North-Rhine Westphalia, Curriculum, Multiethnicity, Cultural Authenticity, Foreign Language Didactics, Educational Guidelines, Integration, Diversity, Language Teaching, Social Responsibility, Pedagogical Evaluation
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines how the "Bumblebee" textbook series for primary schools integrates intercultural learning into English lessons in accordance with the current curriculum in North-Rhine Westphalia.
What are the central thematic fields addressed in the study?
The study focuses on the representation of multiethnic communities, the authenticity of cultural content, and the balance between language acquisition and the development of intercultural competence.
What is the primary goal of the author?
The primary goal is to determine if the selected textbooks adequately prepare young learners for life in a heterogeneous society by promoting tolerance, curiosity, and awareness of foreign cultures.
Which scientific method is utilized in this paper?
The author employs a qualitative content analysis approach, evaluating both the macrostructure and individual elements—such as illustrations, tasks, and texts—of the "Bumblebee 3" and "Bumblebee 4" textbooks.
What topics are covered in the main section?
The main section evaluates specific chapters of the books, focusing on how cultural information is conveyed, the depiction of diverse student groups, and the integration of tasks that encourage students to compare foreign customs with their own.
Which keywords define this work?
Key terms include Intercultural Learning, Foreign Language Didactics, North-Rhine Westphalia Curriculum, Multiethnicity, and Textbook Evaluation.
How does the book portray multiethnicity?
The author notes that the textbooks consistently feature a diverse, multiethnic group of children across illustrations to create a sense of natural harmony and representative diversity within the school environment.
What is the significance of the "Lisa's Newsletters" in Book 4?
These newsletters serve as a recurring, authentic source of information that provides deeper insights into British culture, customs, and daily life, replacing the simpler narrative style found in Book 3.
How is the concept of "Native Americans" handled in the textbooks?
The textbooks address the topic of Native Americans by providing historical details while using open-ended tasks that allow children to interpret scenes autonomously, thereby avoiding simplistic or prejudiced narratives.
- Quote paper
- Sebastian Heinrichs (Author), 2005, Intercultural Learning at Primary Level, Munich, GRIN Verlag, https://www.grin.com/document/74950
