Incorporating World Heritages and Cultures into Thematic Units for TEYL

TESOL Convention 2013, Dallas, Texas USA

By Chaouki M’kaddem, Ministry Of Education, Tunisia.

Abstract:

TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.

References:Byram, M., & Zarate, G. (1997). Defining and assessing intercultural

competence: Some principles and pro-posals for the European context. Language Teaching,

29, 239–243. Liddicoat, A.J. (2002). Static and dynamic views of culture and

intercultural language acquisition. Babel, 36(3), 4–11, 37. Piaget, J. (1970). The science of education and the psychology of the

child. New York:Orion Press.Ruben, B. D. (1976). Assessing communication competency for

intercultural adaptation. Group and Organization Studies, 1, 334-354.

Shin, J. K. (2006). Ten helpful ideas for teaching English to young learners. English Teaching Forum, 2. p. 2-7, 13. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/06-44-2-b.pdf

Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT Press.

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of child Psychology and Psychiatry, 17:2, 89–100.

Young learners’ characteristics and culture

Why Thematic Units?Through thematic units there will be:

– more comprehensible instruction– meaningful context– achievement of meaningful goals through language– smooth transition between activities and lessons – connection of content, language and culture to a broad idea– incorporation of real life situations in instruction.– Integration of language skills communicatively and naturally – focus on experiential learning – easy selection of the cultural aspects.– adaptation of the cultural aspects– reinforcement of the awareness of cultural aspects through

recycling– more motivation and learner involvement

Ruben (1976) identified seven dimensions

of intercultural competence: 1. Display of respect individual’s ability to

express respect and positive regard for other individuals.

2. Interaction posture individual’s ability to respond to others in a descriptive, non-evaluative, and non-judgmental way.

3. Orientation to knowledge individual’s ability to recognize the extent to which knowledge is individual in nature.

4. Empathy individual’s ability to put her/himself in someone else’s shoes.

1. Self-oriented role behavior individual’s ability to be flexible and to function in initiating and harmonizing roles.

2. Interaction management individual’s ability to take turns in discussion and initiate and terminate interaction based on a reasonably accurate assessment of the needs and desires of others.

3. Tolerance for ambiguity individual’s ability to react to new and ambiguous situations with little visible discomfort.

Language teachers should:

enable YLs to actively engage in culture learning, rather than only learn about cultural information in a passive way.

engage YLs in the process of exploring their own culture and other cultures.

involve YLs in the process of discovering their own cultural dimensions and cultural differences.

Guide the YLs to set stereotypes into question.

enable YLs to reflect on cultural otherness.

lead YLs to be tolerant and to accept what is different.

let YLs compare and contrast without being judgemental.

intervene when necessary to adjust YLs attitude towards cultural otherness.

sharpen the YLs’ critical thinking skills. facilitate learning through ICT use. create a social network group for the

class (Facebook)

The process of developing intercultural competence is cyclical:

A pathway for developing intercultural competence (Liddicoat, 2002)

Information (Input) Sources Teachers should be careful when selecting information. The input may

be found in: • Extracts from films/TV programs• Internet (videos, images, podcast, websites …)• DVD & CDs• Encyclopedias• Background information• Anecdotes• Plays & songs• Photographs• Illustrations• Newspapers, magazines• Stories• Jokes• Proverbs

Activity types (Output):Activities need to be task-based and should meet YLs’ learning

styles. They can be done in groups, in pairs, or individually. Below are some examples of activities that are suitable for young learners.

Story telling Drawing Role-play Simulation Problem solving Projects Quizzes Class debate Writing assignments

Examples of cultural aspects related to themes:

Take home message:World Cultures within Kids’ Reach

(by Chaouki M’kaddem)

Dear language teacher,

Young learners are known for malleability 

And zeal to quench their curiosity

So as to grasp life aspects and any novelty

Why not seize such a golden opportunity

And make their future free from hostility?

Dear language teacher,

It is mainly your responsibility

To offer young learners the immunity

To stereotypes, prejudice and bigotry 

By exposing them to a selected variety

Of other people’s culture and society

Dear language teacher,

Enrich every class with an extra activity

About cultural aspects of a different community

Be careful! Select your items with sincerity

And mind those concealing duplicity

To avoid any backfire or tendency to animosity

Dear language teacher,

When it comes to techniques and methodology

Do some readings to broaden your creativity

Then adjust them to match learner specificity

Make use of twenty-first century technology

To manage motivating hands-on activity

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