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.
Inhaltsverzeichnis (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
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to analyze the degree to which the Bumblebee 3 and Bumblebee 4 schoolbooks for English language learners at the primary level in Germany align with the official guidelines for intercultural learning. The paper examines how the textbooks integrate intercultural aspects and compares the findings with recommendations from Jörg Roche's work on intercultural language didactics.
- Intercultural learning in primary school English education
- Alignment of the Bumblebee textbooks with official guidelines
- Integration of intercultural aspects in the textbooks
- Comparison with recommendations from intercultural language didactics
- Evaluation of the textbooks' effectiveness in promoting intercultural learning
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduces the importance of intercultural learning in foreign language education and explains the need to integrate intercultural learning into the teaching and learning of English at the primary level. This chapter also outlines the specific focus of the paper, which is to analyze the Bumblebee 3 and Bumblebee 4 textbooks in terms of their adherence to intercultural learning principles.
- Chapter 2: Provides a detailed overview of the official guidelines for intercultural learning in the curriculum for English at the primary level in North-Rhine Westphalia. It examines both the general guidelines and the specific guidelines for English, highlighting key elements related to promoting intercultural understanding, diversity, and global citizenship in the classroom.
- Chapter 3: Presents an analysis of the Bumblebee 3 and Bumblebee 4 textbooks, evaluating their integration of intercultural learning concepts and practices. This chapter examines the textbooks' content, activities, and illustrations in terms of their effectiveness in promoting intercultural understanding, fostering a global perspective, and supporting the development of intercultural communicative competence in young learners.
Schlüsselwörter (Keywords)
Intercultural learning, foreign language teaching, English as a foreign language, primary education, curriculum analysis, textbooks, Bumblebee, intercultural language didactics, multicultural society, target culture, guidelines, North-Rhine Westphalia.
- Quote paper
- Sebastian Heinrichs (Author), 2005, Intercultural Learning at Primary Level, Munich, GRIN Verlag, https://www.grin.com/document/74950
