Intercultural communicative competence & meta-cultural ... · Intercultural Competence. Skill of...
Transcript of Intercultural communicative competence & meta-cultural ... · Intercultural Competence. Skill of...
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INTERCULTURAL COMMUNICATIVE COMPETENCE & META-CULTURAL
COMPETENCE
Ideas for activity designDr. Thuy Dinh (Monash University)
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EIL teachers
■ motivator, needs analyst, materials developer, organizer of learning activities, monitor of student learning and provider of language input
■ promoter of intercultural competence and multiculturalism
■ promoter of other varieties of English
■ critical user of course books and teaching methodology
Teachers as curriculum(Tomlinson, 2012)
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Intercultural Communicative Competence
Linguistic Competence
Sociolinguistic Competence
Discourse Competence
Intercultural Competence
Skill of Interpreting/Relating
(savoir comprendre)
Attitudes-Curiosity/Openness
(savoir être)
Critical cultural
awareness(savoir s’engager)
Knowledge(savoirs)
Skills of discovery/interaction
(savoir apprendre/faire) (Byram, 2000; Jackson, 2014)
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Cultural Linguistics & meta-cultural competence
■ One language, but diverse cultural conceptualisations
■ Ability to use language to negotiate different conceptualisations
■ Awareness, Acknowledgement, Explication, and Negotiation.
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Bungalow Duyen
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TASK DESIGN(Chonachy, 2009; Dinh, 2013, 2014,
forthcoming)
Language – based
Information – based
Function – based
Comparative
Speculative
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TASK DESIGN(Dinh, 2017)
Language questions
Content questions
Affect questions
Application questions
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Ideas for primary level
■ Cultural boxes■ Cultural corners■ Short-stories and create a play■ Research ■ Cultural costume festival ■ …
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Ideas for > intermediate level ■ Conversation analysis (CA research corpus) A – I – D – R Ex: This is a conversation between a professor and studentA: Hello, why don’t you sit down?B: Because you don’t tell me to
DCT (Discourse Completion Test)A: I have ruined your dressB: …………………………………..
A: Your child is so smartB: …………………………………….
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■ Role-play Scenario 1: You are the director of the scholarship program and you inform a candidate that he/she did not get the award. How would you say to be polite?
Scenario 2: One student in your class chews gum and checks facebook all the time. What would you do and say to remind him/her in a polite and face-saving manner?
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■ Role-playEx: Imagine you are a tourist guide and take a group of Australian tourists to Hue city. Play the role of the tour guide and the tourists
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Writing across cultures
Ex: Write to your lecturer to ask for extension for one of assignments
Reading across cultures
Ex: Choose a short story written by a Vietnamese writer of English and write an essay in 100 words to describe the extent to which the story has captured the Vietnamese society
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Brainstorming
■ Who writes what to whom?
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SOME EXAMPLES
Integrated Practice in TEIL
Objectives: The students will
- Acquire identity as EIL users
- Become familiar with linguistic and cultural diversity of EIL
- Gain cross-cultural awareness needed for communication in EIL
- Establish their own thinking to cope with the varieties of values in EIL
- Acquire reading skills in EIL in combination with other skills
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Materials:
TV news across the world: CNN (United States), BBC (UK), Channel NewsAsia (Singapore), ATV (Hongkong), ABS-CBN (Philippines) and NHK World Daily News (Japan)
Internet news media: CNN (United States), BBC (UK), Channel NewsAsia(Singapore), ATV (Hongkong), ABS-CBN (Philippines) and NHK World Daily News (Japan), Al Jazeera (Qater), The Jerusalem Post (Israel), Dawn (Pakistan), The times of India (India), Bangkok Post (Thailand), The Korea Herald (Korea), People’s Daily (China) and The Standard (Hongkong)
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■ Pedagogical concepts and frameworks
Content-based language teaching
Media Literacy Education/ Critical thinking
- Students watch and read real time news in World Englishes and discuss those news in their own English
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Possible topics
Politeness across cultures
Taboos across cultures
Slangs across cultures
Non-verbal communication
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It’s your turn
ACTIVITY EXPO
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Design at least 1 activity
■ Level:
■ Age:
■ Topic:
■ Form:
■ Aim:
■ Implications:
Discuss the extent to which your activity helps facilitate ICC or MCC?