This term paper will analyse a student exchange to England, carried out by a grammar school in Stolzenau, as an encounter program promoting Intercultural Communicative Competence (ICC). First, it will present the development of ICC as one main goal of the contemporary Foreign Language Teaching (FLT) and will define the intercultural speaker as its ideal. Furthermore it will give a short overview on the targeted knowledge, skills, attitudes and educational aims behind this concept, and will introduce school exchanges as one mean to facilitate the development of ICC. The ensuing paragraphs will deal with principles of the design of encounters. They will present important factors, prerequisites and practical options for organizing exchanges. These principles will lay the foundation of an evaluation of the Stolzenau exchange to Cullingworth trying to establish a connection between theory and practice.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Main Part
- 2.1. The Development of ICC as a Goal of FLT with the Ideal of the Intercultural Speaker
- 2.2. Intercultural Encounters as a Means to Promote the Development of ICC
- 2.3. The Stolzenau School Exchange in the Light of an ICC Promoting Encounter Design
- 2.3.1. General Principles for the Design of Encounters
- 2.3.2. Preparation Phase
- 2.3.3. Encounter Phase
- 2.3.4. Post Encounter Phase
- 3. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper analyzes a student exchange to England, organized by a grammar school in Stolzenau, as a program promoting Intercultural Communicative Competence (ICC). The paper examines the development of ICC as a central objective in contemporary Foreign Language Teaching (FLT), focusing on the ideal of the intercultural speaker. It provides an overview of the knowledge, skills, attitudes, and educational goals associated with this concept and introduces school exchanges as a method for fostering the development of ICC. The analysis then focuses on the design principles of encounters, outlining essential factors, prerequisites, and practical options for organizing exchanges. This framework is used to evaluate the Stolzenau exchange to Cullingworth, establishing a connection between theory and practice.
- The development of Intercultural Communicative Competence (ICC) as a primary goal of Foreign Language Teaching (FLT).
- The concept of the intercultural speaker and its characteristics.
- The use of intercultural encounters, particularly school exchanges, as a means to promote ICC development.
- The design principles for creating effective encounters.
- An analysis of the Stolzenau school exchange to Cullingworth in terms of ICC promotion.
Zusammenfassung der Kapitel (Chapter Summaries)
The introduction presents the purpose of the term paper, which is to analyze a student exchange to England as a program promoting Intercultural Communicative Competence (ICC). It outlines the focus of the paper, which is to explore the development of ICC as a central goal of contemporary Foreign Language Teaching (FLT) and to define the ideal of the intercultural speaker. The chapter also introduces the concept of school exchanges as a means to facilitate the development of ICC, leading into the subsequent analysis of the Stolzenau exchange to Cullingworth.
The main part of the paper delves into the development of Intercultural Communicative Competence (ICC) as a primary goal of Foreign Language Teaching (FLT). It examines the concept of the intercultural speaker, focusing on the five essential factors outlined by Michael Byram's model of ICC: savoirs. These factors include knowledge of social groups and their cultures, both in the learner's own country and in the interlocutor's country, as well as knowledge of interaction processes at individual and societal levels. The chapter further explores the skills necessary for intercultural communication, such as interpreting foreign texts and incidents and relating them to the learner's own culture, as well as the skills of discovery and interaction. It also highlights the importance of attitudes such as curiosity, openness, and the readiness to suspend disbelief and judgment when interacting with others. Finally, the chapter emphasizes the central role of political education and critical cultural awareness in developing ICC, empowering learners to critically reflect on and evaluate cultures, including their own.
The second part of the main part focuses on intercultural encounters as a means to promote the development of ICC. It argues that personal relationships with foreigners provide valuable insights into unfamiliar cultures and their value systems, acting as a mirror for reflecting on one's own culture group. It emphasizes the role of encounters in breaking down cultural preconceptions and promoting understanding through the discovery of differences and similarities. The chapter also highlights the importance of encounters in providing younger learners with opportunities for developing independence and mental autonomy, and in illuminating the mutual perceptions of the respective cultures. Furthermore, it suggests that encounters facilitate international understanding and serve peace-keeping efforts.
Schlüsselwörter (Keywords)
The core keywords and focus topics of this term paper include Intercultural Communicative Competence (ICC), Foreign Language Teaching (FLT), intercultural speaker, intercultural encounters, school exchange, encounter design, and the Stolzenau exchange to Cullingworth. It explores the role of these concepts in promoting intercultural understanding and communication within the context of educational programs.
- Citation du texte
- Dipl.Jurist Marco Sievers (Auteur), 2005, Intercultural encounters in foreign language teaching , Munich, GRIN Verlag, https://www.grin.com/document/76042
