Cultural knowledge is a key factor in the acquisition of a foreign language. This paper focuses on the development and advancement of intercultural competences of learners through literature. The main focus lies on the possibility of a change of perspective which can be stimulated by literary texts and is of great importance for the school and extracurricular context. For this purpose, a theoretical part is given in which definitions and explanations regarding intercultural competencies, literature in class, and a combination of these two approaches are given. In the second part of the thesis, a practical implementation of the theoretical knowledge will be presented. This will be done by preparing a lesson plan and presenting didactical considerations. In addition, learning objectives are formulated and indicators are determined. The lesson plan is intended to show exemplarily how intercultural competencies can be taught through literary texts. For this purpose, the lesson plan is based on the novel "The Hate U Give" by Angie Thomas.
Table of Contents
1. Introduction
2. Intercultural Competences
2.1. Importance of Intercultural Competences in Foreign Language Teaching
2.2. Teaching Intercultural Competences: Guidelines for Effective Teaching and Teaching Objectives
3. Literature in the English as a Foreign Language (EFL) Classroom
3.1. Relevance of Teaching Literature in EFL
3.2. Literary Communicative Competences: Teaching and Learning Aims
3.3. Teaching Literature
3.3.1. Principles of Text Choice
3.3.2. The Role of the Teacher
3.3.3. Methods of Teaching Literature
4. Intercultural Competences through Literature
4.1. Reasons for Teaching Intercultural Competences through Literature
4.2. Aims of Intercultural and Literature-oriented Teaching
5. Lesson Plan: Practical Example on “The Hate U Give” by Angie Thomas
6. Conclusion
Objectives and Topics
This paper explores the integration of literature in English as a Foreign Language (EFL) instruction to foster intercultural competence among secondary school students. The primary research goal is to demonstrate that literary texts serve as an effective medium for stimulating a change of perspective, thereby enabling learners to engage empathetically with diverse socio-cultural contexts and address complex issues like racism and prejudice.
- Intercultural communicative competence in foreign language education.
- Methodological approaches to teaching literature (pre-, while-, and post-reading phases).
- The role of the teacher as a moderator in sensitive, identity-related learning processes.
- Practical implementation using Angie Thomas's novel "The Hate U Give".
- Didactic strategies for fostering empathy and perspective-taking in the classroom.
Excerpt from the Book
3.3.2. The Role of the Teacher
While teachers play an important role in the choice of reading material, it is also their task to formulate learning goals and to present these goals to their students transparently. In addition, the teacher has the task of defining working methods and social forms for the lessons, for example individual or group work, and developing concrete tasks. Furthermore, the pupils should be prepared for the text thematically through input. The activator's role also falls to the teacher, because he stimulates the students' expectations and activates experiences, the hermeneutic process and cultural knowledge. In addition, he or she promotes the process of creating a sense of identity among the learners by asking them questions about the text and encouraging interpretation. The teacher is thus a mediator between the text and the students (Nünning & Surkamp, 2006, p. 50). The readers should be encouraged to exchange their interpretations and the results of the discussion must be secured by suitable forms, such as blackboard pictures. In this process, the teacher acts as a moderator who has to perform a demanding balancing act. This balancing act consists of ensuring that the individual and collective processes of understanding and reading are not affected by the teacher using his or her own reading and language skills or cultural knowledge too early, thereby bringing this to the fore. Premature assumptions should be held back and spontaneous or emotional reactions of the students to the text should be given free. Nevertheless, it is the teacher's task to guide and stimulate the teaching (2006, pp. 51-52).
Chapter Summary
1. Introduction: Outlines the increasing importance of intercultural awareness in a globalized society and introduces the paper's goal of using literature to teach these competencies.
2. Intercultural Competences: Defines intercultural competences and explores their significance in foreign language teaching, including the iceberg model of culture.
3. Literature in the English as a Foreign Language (EFL) Classroom: Discusses the didactic relevance of literature and introduces methods and criteria for effective, student-centered text instruction.
4. Intercultural Competences through Literature: Connects literature with intercultural learning, arguing that narrative texts facilitate a 'third space' and a necessary change of perspective.
5. Lesson Plan: Practical Example on “The Hate U Give” by Angie Thomas: Provides a concrete, action-oriented lesson plan designed to foster intercultural skills through role-play and narrative analysis.
6. Conclusion: Summarizes findings, affirming that literature is a vital tool for developing intercultural competence and overcoming inauthentic, traditional teaching patterns.
Keywords
Intercultural Competence, Literature Teaching, EFL Classroom, Change of Perspective, The Hate U Give, Angie Thomas, Cultural Awareness, Empathy, Didactic Methods, Role-play, Foreign Language Acquisition, Bias, Social Justice, Learner-centered Teaching, Identity.
Frequently Asked Questions
What is the core focus of this work?
The paper examines how intercultural competence can be effectively taught and advanced within English as a Foreign Language (EFL) classrooms by utilizing literary texts as a primary instructional medium.
What are the central thematic fields discussed?
The main themes include the definition and importance of intercultural competence, the pedagogical value of literature, the teacher's role in facilitating understanding, and the application of these concepts to contemporary youth literature.
What is the primary research goal?
The goal is to prove that literature is an essential, highly effective tool for stimulating a change of perspective in students, which is critical for successful intercultural learning.
Which scientific method is utilized?
The paper employs a didactic and pedagogical research approach, analyzing theoretical frameworks and integrating them into a practical, action-oriented lesson plan.
What is covered in the main body of the text?
The main body moves from theoretical definitions of intercultural competence to criteria for selecting literary texts, and concludes with a detailed, practical case study using the novel "The Hate U Give".
Which keywords characterize this research?
Key terms include Intercultural Competence, Literature Teaching, Change of Perspective, EFL Classroom, and Didactic Methods.
How does the author propose to use "The Hate U Give" in class?
The author suggests using the novel to spark discussions on ethnic diversity and bias, specifically by having students engage in role-play activities that force them to adopt the perspectives of different characters.
What role does the 'iceberg model' play in this lesson plan?
The iceberg model is used as a visual tool to help students understand the complexity of culture, separating observable surface features from the deeper, invisible elements like values and beliefs.
Why does the author advocate for moving away from the "typical canon"?
The author argues that traditional, older canonical texts can sometimes be outdated or difficult for students to relate to, suggesting that contemporary novels provide more authentic and engaging material for modern learners.
- Quote paper
- Jana Held (Author), 2020, Developing Intercutural Competences Through Literature. Theory and Practice, Munich, GRIN Verlag, https://www.grin.com/document/983925
