Enfoque intercultural de la Enseñanza del Inglés

INSTITUTO SUPERIOR DE FORMACION DOCENTE NRO 97

EDI – Enfoque intercultural de la Enseñanza del Ingles – 2021

Practice Lesson Classwork 3

Prof. Veronica Di Bin

Alumna: Analia Vasquez

TASK 1: Summarize the concepts of

• Sphere of interculturality
• Intercultural communication
• Intercultural speaker
• Intercultural competence

Sphere of interculturality

It promotes the idea that the learning of culture is more tan just the transfer of information between cultures. It also entails, within the process of learning, the reflection on one’s own culture as well as the target culture

Intercultural communication

It is linked with the notions of identity and interaction. It is related to the way we perceive ourselves and others, in terms of our social identities, one which is our ethnic identity.

Intercultural speaker

Speaker who is able to establish a relationship between their own and the other cultures, to mediate and explain differences and to see the common humanity beneath it.

Intercultural competence

It is necessary wether a different language is present or not. Its components are:

• Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one’s own.
• Knowledge: knowledge of social processes (how social groups and social identities functions) and knowledge of illustrations of those processes and products (knowledge about how other people see oneself as well as some knowledge about other people)
• Skills: comparison (putting ideas, events, documents side by side and seeing how each might look from the other perspective), interpreting and relating (ability to interpret a document or event from another culture, to explain it and relate it to documents or events from one’s own), discovery and interaction (to acquire new knowledge of a culture and cultural practices and the ability to opérate knowledge, attitudes and skills under the constraints of real-time communication and interaction)
• One’s own values and beliefs: critical cultural awareness (ability to evaluate, critically and on the basis of explicit criteria, perspectives, practices and products in one’s own and other cultures and countries)

TASK 2:

• What aspects of language can the teacher exploit by using the poem?

Teacher can exploit both the linguistic and cultural aspects of the telephone conversation. For example, the use of questions tags (you’re Korean, aren’t you); the use of vague language (C’mon)

• How are intercultural issues presented?
• How does the poem present the “two voices” (the Korean child and the American child) as regards their identities and their culture?

• How intercultural competence is developed? (Consider Byram’s framework)
• Develop a plan for a class in which you use the poem as the main resource. Include tasks that include, in some way, the concepts developed in the classwork.

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