2. Listen to the recording and take notes to answer the questions.

1. What is the focus of the narrator’s research interest?

2. What did the American Council on the Teaching of Foreign Languages include in provisional proficiency guidelines?

3. Why can sometimes communication failure take place?

4. Why is it important to integrate cultural information into language class?

5. How can a teacher get benefit in teaching not just a language, but also linguoculture?

6. Why does the narrator say “As long as we teach culture, we will have students to teach!”

3. Listen again and fill in the gaps with suitable words.

Now, there now seems to be agreement that culture should be regarded as an essential component of all ________________ language instruction, a kind of "fifth skill." Indeed, we know that even with superior knowledge of the ________________ of a language, and mastery of a large basic vocabulary, without _________________ to give relevant meaning and significance to otherwise "correct" utterances, communication does not occur. We all know examples of the cultural faux pas that our students and we blunder into, even when the ________________ of their speech is correct! But there is more to cultural competence than merely talking about it in our classes. We need also to consider how best to ________________ information into our already over-committed hours of language instruction.

COMMUNICATION

1. Read the proverbs about languages and share your opinions in small groups. Support your opinions with any relevant examples from your own knowledge or experience.

1. A new language is a new life. (Persian proverb)

2. Learn a language, and you’ll avoid a war. (Arab Proverb)

3. One who speaks only one language is one person, but one who speaks two languages is two people. (Turkish proverb)

4. If you want people to understand you, speak their language. (African proverb)

2. Write a brief summary of your discussion about proverbs and present it to the group.

READING

1. Skim the text and complete it with the headings from the list.

A. Skills for interpreting and relating

B. Skills for discovery and interaction

C. Attitudes

D. Knowledge

E. Awareness

Intercultural Language Teaching and Learning

Intercultural language teaching and learning, as it is termed in the literature, is different from approaches to teaching language that focus on language without reference to culture, and also different from approaches that teach language and culture separately from each other and which primarily transmit information about a culture.

Intercultural language learning involves the fusing of language, culture and learning into a single educative approach. It begins with the idea that language, culture and learning are fundamentally interrelated and places this interrelationship at the centre of the learning process.

Intercultural language learning involves developing with learners the understanding of their own language(s) and culture(s) in relation to an additional language and culture. It is a dialogue that allows for reaching a common ground for negotiation to take place, and where variable points of view are recognized, mediated and accepted.

Intercultural language teaching and learning raises awareness of the pervasive presence of culture in language. It uses learning processes such as interacting, exploring, comparing, and experiencing languages and cultures to develop in learners the competencies that allow them to communicate effectively across cultural boundaries.

Intercultural language teaching and learning refocuses the goal of learning by shifting from a narrower focus on linguistic competence towards a more holistic goal of intercultural communicative competence - the ability ‘to communicate and interact across cultural boundaries’. This refocusing is reflected in the Council of Europe’s framework for intercultural language learning, which identifies the knowledge, skills and attitudes “which language users build up in the course of their experience of language use and which enable them to meet the challenges of communication across language and cultural boundaries”.

Byram (1997), one of the foremost theorists in the field of intercultural language teaching and learning, proposes a model of intercultural communicative competence that has five components: skills for interpreting and relating, attitudes, skills for discovering and interacting, knowledge, and awareness.

1_______________ required for effective intercultural communication and learning comprise two aspects: (a) values and beliefs, curiosity, and openness and (b) relativizing self and valuing others. Byram describes these as “readiness to suspend disbelief and judgment with respect to others’ meanings, beliefs and behaviours”, and “a willingness to suspend belief in one’s own meanings and behaviors, and to analyze them from the viewpoint of the others with whom one is engaging”, requirements that apply to teachers as well as students.

2. ______________ includes knowledge of self, of other cultures, and of social and cultural processes. Knowledge of self is knowledge about society and cultures in one’s own country. Knowledge about other cultures includes information about such things as everyday living, interpersonal relations, values and beliefs, body language and social conventions. Knowledge of social and cultural processes is knowledge about culture in general and how it affects behaviour.

3 _________________ involves “the ability to interpret a document or event or visual materials from another culture, to explain it and relate it to documents or events from one’s own”.

4 __________________ is ‘the ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction’.

5 _______________ refers to awareness of one’s own culture and language, as well as the language(s) and culture(s) of the target group.

The Newton report notes that, in the literature, it is generally considered that native speaker-level communicative competence is an unrealistic target for most learners and, from an intercultural perspective, it is also an undesirable one because it assumes that language learning leads to a form of assimilation. Rather, the aim of intercultural communicative competence is for learners to understand their own identity in relation to others, not to replace identities. 

(http://www.educationcounts.govt.nz/publications/curriculum/an-introduction-to-the-concept-of-intercultural-communicative-language-teaching-and-learning-a-summary-for-teachers/2.-intercultural-language-teaching)