In this work the author analyses the usage of a picture book as a key to develop intercultural communicative competence in primary schools with an "English as a foreign language"-setting.
In the paper at hand, the approach is rather humanistic and based on literature studies. It serves for a broad introduction into the relations of culture and education and is structured in the following way: First, we will define the terms culture and ICC more closely. A lot of details will deal with what ICC is about. Then, I present two examples of greater out-groups which have to face prejudices. The next point will deal with the connection of ICC and the primary school, which is followed by the link of ICC with picture books. Moreover, there is a detailed analysis of Joanna Troughton's "The Tiger Child" in relation to the given context. Last but not least, a creative teaching idea for a couple of lessons, thematising "The Tiger Child", is presented, and the work is ended with a compact conclusion. Among the most important resources are the Byram (1997) work, books of facts like the Enc. Britannica and the seminar slides.
To begin with, we have to clarify what culture means. The Oxford English Dictionary (2006) speaks of culture as the arts and other instances of human intellectual achievement regarded as a whole; refined understanding or appreciation of this; or the art, customs, ideas, and social behaviour of a nation, people, or group. The "Pyramid of mental programming" model by Hofstede & Hofstede (2005) specifies culture as specific to a group or category - a learned field or dimension-lying on a basis called "human nature" which is universal and inherited. "Personality" forms the top of this pyramid as something which is specific to the individual and learned but also inherited.
Table of Contents
1. Introduction
2. The terms ‘culture’ and ‘ICC’
3. The importance of ICC in general
4. Stereotypes regarding two example out- groups
5. ICC and the primary school
6. ICC and picture books
6.1 The term ‘picture book’
6.2 Picture books as a key for learning ICC
7. “The Tiger Child”
7.1 Culture within “The Tiger Child”
-> necessary thematic excursion on tiger facts
7.1.1 Karma and caste
7.2 Teaching idea
8. Conclusion
Objectives and Topics
This paper explores how picture books can be effectively utilized in primary EFL classrooms to foster Intercultural Communicative Competence (ICC), arguing that literature serves as a vital tool for young learners to navigate globalized societies and address cultural stereotypes.
- The theoretical conceptualization of Culture and ICC.
- An analysis of stereotypes concerning specific out-groups.
- The pedagogical significance of ICC within primary education.
- Practical implementation strategies using the picture book "The Tiger Child".
Excerpt from the book
7.1 Culture within “The Tiger Child”
To get to know and understand the incorporated culture of the book (-> ICC), the "Eisbergmodell" (cf. seminar slides, 10-4-2019, p. 17, 18) can be applied here.
The cultural surface elements are clearly represented in the book- like the dress: The traditional Sari and short blouse of the women, turbans of men, who also wear a dhoti (form of trousers) with a bare body above the waist (cf. Enc. Britannica, India/ Cultural life/ Clothing). In reality, this men clothing is still widely spread, especially in rural areas while the female clothing is common throughout the greatest part of India. These clothing elements can be found throughout the book pictures.
The first and the last double- sided pictures show the Indian village from a bird's eye perspective and they are identical. This illustration forms a situational framework due to its positions in the book. Here, the tiger child is a bit hidden like on a wimmelpicture. That invites children to look on the drawing more closely. We learn that rural Indians live from fishing and planting rice- as there are fishing boats on a river and clusters of rice fields beneath the village with straw- covered houses. The sedentary people hold cattle and chicken.
We learn something about the wild animal life of the Indian jungle, as there are monkeys on two pictures, parrots on three pictures, and a big snake on one picture. That reflects the real Odisha, which is characterised by a tropical savanna, also hosting several types of tigers (Enc. Britannica, Odisha/ Land/ Plant and animal life).
Summary of Chapters
1. Introduction: This chapter outlines the motivation for the study, emphasizing the importance of ICC in primary schools and providing an overview of the paper's structure and methodology.
2. The terms ‘culture’ and ‘ICC’: This section defines the concepts of culture and Intercultural Communicative Competence, referencing scholarly models like Hofstede’s "Pyramid of mental programming" and Byram’s factors in intercultural communication.
3. The importance of ICC in general: This chapter argues for the universal necessity of ICC to facilitate successful communication and conflict resolution in a globalized world.
4. Stereotypes regarding two example out- groups: This section examines the negative implications of cultural stereotypes by looking at historical and media-based portrayals of the Orient and Native Americans.
5. ICC and the primary school: This chapter discusses why the primary school years are a critical window for developing ICC due to children's cognitive plasticity and the increasing diversity within classrooms.
6. ICC and picture books: This section evaluates why picture books are uniquely suited for promoting ICC, focusing on their visual-textual interplay and emotional appeal.
7. “The Tiger Child”: This chapter provides an in-depth cultural and pedagogical analysis of Joanna Troughton’s "The Tiger Child" as a case study for the EFL classroom.
8. Conclusion: The paper summarizes that while picture books are effective tools for developing ICC, further qualitative and quantitative research is needed to refine practical implementation.
Keywords
Intercultural Communicative Competence, ICC, Primary Education, Picture Books, Culture, Stereotypes, Joanna Troughton, The Tiger Child, EFL, Foreign Language Teaching, Cultural Awareness, Humanism, Literature, Socialization, Education.
Frequently Asked Questions
What is the primary focus of this work?
The paper explores the integration of picture books into the primary English as a Foreign Language (EFL) classroom to develop pupils' Intercultural Communicative Competence (ICC).
What are the central thematic fields covered?
Key themes include the definition of culture and ICC, the psychological impact of stereotypes, the role of primary education in intercultural learning, and the analysis of specific cultural representations in children's literature.
What is the core objective of the research?
The primary goal is to provide a theoretical and practical framework showing how literature can help children decenter from their own cultural viewpoints and understand the complexity of other cultures.
Which scientific methods are utilized?
The study adopts a humanistic approach based on extensive literature studies, incorporating curriculum analysis, pedagogical theory, and a didactic case study of a specific picture book.
What does the main body of the paper address?
It moves from theoretical definitions to the critique of stereotypes, and finally to a concrete teaching concept using the book "The Tiger Child" to bridge theory and classroom practice.
Which keywords characterize the work?
The work is characterized by terms such as Intercultural Communicative Competence, Primary Education, Picture Books, Cultural Awareness, and EFL Teaching.
How does the author define the relationship between pictures and text in books?
The author argues that in quality picture books, images and text are autonomous carriers of meaning that interact to create complex narrative experiences for the reader.
How is the specific case study of "The Tiger Child" justified?
The author selects this book because its folkloric nature allows for a multi-layered discussion of cultural symbols, Indian history, and ethical topics like caste and animal protection within a primary school context.
- Arbeit zitieren
- Alexander Eisener (Autor:in), 2019, Intercultural Communicative Competence. Picture Books in the Primary EFL-Classroom, München, GRIN Verlag, https://www.grin.com/document/924434
