Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. A pair of jeans by qaisra shahraz pdf, intercultural learning is a topic which receives much interest. This is mainly due to the rise of cultural studies and globalization.
Culture has become an instrument for social interpretation and communicative action. Intercultural learning is primarily important in the context of the foreign language classroom. Valued rules, norms, and expectations of the relationship are not violated significantly. Intercultural competence is generally thought to require three components on the learner’s side: a certain skillset, culturally sensitive knowledge, and a motivated mindset. The teacher’s task is to induce the learning of all in these aspects in the learner. Being successful, intercultural learning results in culturally competent learners.
In the context of intercultural learning, it is important to be aware of different subcategories of culture, such as “little c” and “big C” culture. While the latter one is also called “objective culture” or “formal culture” referring to institutions, big figures in history, literature, etc. Competence in both C2 and L2 is usually thought to generate culturally appropriate behavior in a particular cultural context. Instead, they are concerned with “universal categories” which function as general characteristics of cultures in general. These categories can be used to make cross-cultural comparisons, for example. Thus, “culture-general” approaches provide a cognitive framework for cultural analysis.
Intercultural learning requires the teacher to employ a mix of “culture-specific” and “culture-general” approaches in order to address the larger issues of ethnocentrism, cultural self-awareness, etc. The MUSIC Intercultural Model was designed by Jon Jeeves in 1996 to help businesses become more aware and effective when dealing with people from different cultures. The name for the model is an acronym and is based on five cultural dimensions, which through research and practical experience of international projects, have shown to represent the major value differences with conflict potential in global business. The model compliments research from Hall, Trompenaars and Hofstede in addition to the validation and refinement carried out by Jon Jeeves and his ongoing work with international teams. Contexts that are seen as appropriate for intercultural learning in the classroom are those which promote the acquisition of intercultural competence consisting of the components mentioned above.
Of particular importance to intercultural learning is understanding cultural differences in learning processes. Intercultural learning programs could benefit greatly from the analysis of cultural trends in these processes. By doing so, educators can see how indigenous people of America are affected by classroom norms. For example, members of indigenous American and indigenous-heritage American communities prefer to learn in collaborative groups as opposed to individually. Teachers in Zuni schools arrange the students’ desks in a circle and address the group from the center, spinning around slowly to address all members equally.
Formal and informal learning are different among westernized cultures and indigenous cultures. Indigenous ways of learning has often been marginalized or discriminated against in formal schooling because it does not follow society ways of learning. Analysis of cultural differences in learning can provide new and useful insight that can be applied to intercultural learning practice. In other words, learning trends in students’ cultural backgrounds can be used by teachers to create more well informed pedagogy. As with most activities employed in the classroom, activities for intercultural learning are supposed to keep the affective domain of learning in mind, that is, they are to keep the students motivated and enable them to somehow identify with topic that is dealt with. For intercultural learning this is especially true because this field is likely to turn into a delicate matter.
An example of an activity which focuses on the stereotypes and prejudices that people are likely to have is called “Who should be hired? Most suggested exercises that are believed to support intercultural learning, and in this especially to promote empathy, are of a role-play nature. They especially support students in making the shift in perspective: their own culture becomes a strange one and is looked at from the outside, while the target culture becomes familiar. Events that relate to family and community, such as working together help Native-American students in some classroom aspects. Many are used to collaboration, so they work in groups and interact with their peers. However, they still pay attention when working individually. Because Native American students are used to collaboration they are able to participate in group activities that don’t create a distinction between individual performer and audience.
He is no longer a mere communicator of knowledge, but a mediator and moderator, and has to be educated accordingly. In times of globalization and hope for peace, this issue needs to be researched further and remain of huge interest. A Model of Intercultural Communication Competence. Culturally Compatible Conversations in Native American Classrooms. A Perspective on Unifying Culture and Psychology: Some Philosophical and Scientific Issues. Formal and informal learning situations or practices vs formal and informal ways of learning”.
Knowledge base for the beginning teacher. English lernen und lehren, in: Didaktik des Englischunterrichts, Berlin: Cornelsen, pp. Allen, Wendy: Developing Intercultural Competence in the Language Classroom, in: Page, R. Culture as the Core: Integrating Culture into the Language Curriculum. 15, Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition, November 1999. Douglas: Principles of language learning and teaching, Englewood Cliffs: Prentice Hall Regents.
Teaching about culture, ethnicity, and diversity: Exercises and planned activities. This page was last edited on 7 December 2016, at 23:34. Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. Currently, intercultural learning is a topic which receives much interest. This is mainly due to the rise of cultural studies and globalization. Culture has become an instrument for social interpretation and communicative action.
Intercultural learning is primarily important in the context of the foreign language classroom. Valued rules, norms, and expectations of the relationship are not violated significantly. Intercultural competence is generally thought to require three components on the learner’s side: a certain skillset, culturally sensitive knowledge, and a motivated mindset. The teacher’s task is to induce the learning of all in these aspects in the learner.