TEFL – theory, practice and methodology 1st International Conference on Teaching English as a...

TEFL – theory, practice and TEFL – theory, practice and methodologymethodology

1st International Conference on Teaching English as a 1st International Conference on Teaching English as a Foreign LanguageForeign Language

João Carlos Amorim da Costa Lopes VieiraColégio Paulo VI - Gondomar

THE INTERCULTURAL DIMENSION AND THE THE INTERCULTURAL DIMENSION AND THE TEACHING OF ENGLISH IN PORTUGALTEACHING OF ENGLISH IN PORTUGAL

Faculdade de Ciências Sociais e Humanas

Universidade Nova de Lisboa

Lisbon, 28-29 November 2008

INTRODUCTIONINTRODUCTION

It is important to analyse:It is important to analyse:

– how culture is interpreted by the English syllabus how culture is interpreted by the English syllabus for the 2nd and 3rd cyclesfor the 2nd and 3rd cycles

– how students and teachers how students and teachers useuse the syllabus the syllabus

– the opinion of both learners and teachers about the the opinion of both learners and teachers about the teaching of culture in the English classroomteaching of culture in the English classroom

– the syllabus capacity to prepare and adapt the syllabus capacity to prepare and adapt students’ cultural knowledge to the (multicultural) students’ cultural knowledge to the (multicultural) world they live inworld they live in

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL INTERCULTURAL

DIMENSIONDIMENSION Culture shall be defined as:Culture shall be defined as:

– a dynamic and interrelated system of a dynamic and interrelated system of values, beliefs, (personal) interactions, values, beliefs, (personal) interactions, habits, behaviours and traditions of a habits, behaviours and traditions of a specific community that influences and is specific community that influences and is influenced by the behaviour of those that influenced by the behaviour of those that belong to that very same community. belong to that very same community.

– the symbolism that is given to the the symbolism that is given to the elements of the above mentioned system.elements of the above mentioned system.

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION

1.2 – Language and Culture1.2 – Language and Culture

Language is a dynamic system that encodes Language is a dynamic system that encodes cultural meanings (such as behaviour and ways cultural meanings (such as behaviour and ways of thinking of a community) and enables of thinking of a community) and enables communication between people from different communication between people from different communities;communities;

Culture and language awareness are important Culture and language awareness are important to allow appropriate behaviour and language use to allow appropriate behaviour and language use within specific social encounters;within specific social encounters;


1.3 - Multiculturalism & 1.3 - Multiculturalism & InterculturalismInterculturalism

MulticulturalismMulticulturalism is society’s attempt to embrace is society’s attempt to embrace different cultures which share the same physical space different cultures which share the same physical space and give them equal rights. However, it does not and give them equal rights. However, it does not necessarily mean that cultures bond with each other. necessarily mean that cultures bond with each other. This process is often referred to as This process is often referred to as interculturalisminterculturalism..

The ‘intercultural dimension’ in language teaching aims The ‘intercultural dimension’ in language teaching aims to develop learners as intercultural speakers or to develop learners as intercultural speakers or mediators who are able to engage with complexity and mediators who are able to engage with complexity and multiple identities and to avoid the stereotyping which multiple identities and to avoid the stereotyping which accompanies perceiving someone through a simple accompanies perceiving someone through a simple identity. It is based on perceiving the interlocutor as an identity. It is based on perceiving the interlocutor as an individual whose qualities are to be discovered, rather individual whose qualities are to be discovered, rather than as a representative of an externally ascribed than as a representative of an externally ascribed identity.identity.

(Byram, 2002: 9)(Byram, 2002: 9)

An interculturally-oriented language An interculturally-oriented language syllabus should make students able to:syllabus should make students able to:

acknowledge multiculturalism and cultural diversity;acknowledge multiculturalism and cultural diversity;

have factual and social knowledge concerning the have factual and social knowledge concerning the country where the language is spoken.country where the language is spoken.

recognise otherness by being aware of other recognise otherness by being aware of other perspectives in life;perspectives in life;

show interest and respect towards (different) values, show interest and respect towards (different) values, beliefs and perspectives shared by other beliefs and perspectives shared by other communities;communities;


1.3 – Multiculturalism & Interculturalism1.3 – Multiculturalism & Interculturalism


1.3 – Multiculturalism & Interculturalism1.3 – Multiculturalism & Interculturalism

develop attitudes of openness towards the Other, develop attitudes of openness towards the Other, perceive him/her as somebody to be discovered perceive him/her as somebody to be discovered and modify previous (cultural) knowledge where and modify previous (cultural) knowledge where necessary;necessary;

avoid prejudice and stereotyping;avoid prejudice and stereotyping;

observe difference and similarities between observe difference and similarities between cultures, both mother culture and target culture(s).cultures, both mother culture and target culture(s).

view their own culture from a critical point of view;view their own culture from a critical point of view;

2.2. CULTURE IN THE CULTURE IN THE SYLLABUSSYLLABUS

the presence and the presence and relevance of culture in the relevance of culture in the

English syllabus for the 2nd English syllabus for the 2nd and 3rd cycles. It is divided and 3rd cycles. It is divided

into two major sections:into two major sections:

analysis of students’ and analysis of students’ and teachers’ opinions on the teachers’ opinions on the intercultural dimension in intercultural dimension in the teaching of English in the teaching of English in

PortugalPortugal

analysis of the contents of analysis of the contents of the syllabus from an the syllabus from an

intercultural perspectiveintercultural perspective

This section deals withThis section deals with

2.2. CULTURE IN THE CULTURE IN THE SYLLABUSSYLLABUS

2.1.1 -2.1.1 - Students’ QuestionnairesStudents’ Questionnaires

Purposes Purposes MethodologyMethodology

To find out which of the To find out which of the cultural topics dealt with cultural topics dealt with in the school year 2006-in the school year 2006-2007 were the most 2007 were the most meaningful for learners meaningful for learners (and why) and the topics (and why) and the topics they would like to discuss they would like to discuss

in future school years.in future school years.

Analysis of Analysis of quantitative quantitative data from 132 data from 132 questionnaires questionnaires distributed in June distributed in June 2007 to 6th, 8th and 2007 to 6th, 8th and 9th grade students in a 9th grade students in a school in the suburbs of school in the suburbs of Porto:Porto:

6th grade - 50 6th grade - 50 questionnaires questionnaires

8th grade - 36 8th grade - 36 questionnaires questionnaires

9th grade - 46 9th grade - 46 questionnairesquestionnaires

2.2. CULTURE IN THE CULTURE IN THE

SYLLABUSSYLLABUS 2.1.1 - Students’ Questionnaires2.1.1 - Students’ Questionnaires

FINDINGSFINDINGS

FAVOURITE TOPICS: Food, Daily Life, FAVOURITE TOPICS: Food, Daily Life, (Un)employment, the (Un)employment, the

EnvironmentEnvironment REASONS: it can be helpful in the future, both REASONS: it can be helpful in the future, both

personally and personally and professionally; relevant to professionally; relevant to personal interestspersonal interests

FUTURE TOPICS: English-speaking countries and FUTURE TOPICS: English-speaking countries and societies;societies; The The Environment; Sports; Environment; Sports; Terrorism or Poverty; Terrorism or Poverty; Music; Cinema Music; Cinema

REASONS: possible need in professional terms; relevant REASONS: possible need in professional terms; relevant to to theirtheir interests interests


SYLLABUSSYLLABUS 2.1.1 - Teachers’ Questionnaires2.1.1 - Teachers’ Questionnaires

Purposes Purposes MethodologyMethodologyTo identify the To identify the importance teachers give importance teachers give to culture: to culture:

- role of culture- role of culture

- relevance of the topics - relevance of the topics

suggested by the suggested by the syllabussyllabus

- how culture should be - how culture should be dealt dealt

in the classroomin the classroom

Analysis of quantitative Analysis of quantitative data resulting from 38 data resulting from 38 questionnaires questionnaires distributed between distributed between April and July 2007 to April and July 2007 to English teachers of English teachers of different ages working different ages working in several parts of in several parts of Portugal.Portugal.


SYLLABUSSYLLABUS 2.1.1 - Teachers’ Questionnaires2.1.1 - Teachers’ Questionnaires

FINDINGSFINDINGS

Culture plays an important role in the teaching of Culture plays an important role in the teaching of EnglishEnglish

Linguistic features are not more important than cultural Linguistic features are not more important than cultural onesones

The syllabus gives enough relevance to cultural itemsThe syllabus gives enough relevance to cultural items The teaching of English can make students culturally The teaching of English can make students culturally

competent in a globalised world.competent in a globalised world. English-speaking culture should include all English-English-speaking culture should include all English-

speaking countriesspeaking countries Stereotypes are not an important feature of ELT.Stereotypes are not an important feature of ELT. Learning about a new culture is a good tool to make Learning about a new culture is a good tool to make

students get to know their culture better.students get to know their culture better. The teaching of culture should be about making The teaching of culture should be about making

students understand and accept other people’s beliefs, students understand and accept other people’s beliefs, values and lifestylesvalues and lifestyles

2.2. CULTURE IN THE CULTURE IN THE SYLLABUSSYLLABUS 2.2 – The Syllabus2.2 – The Syllabus

Expected goals of 2nd & 3rd cycle syllabi:Expected goals of 2nd & 3rd cycle syllabi:

promotion of contact with other languages and promotion of contact with other languages and culturescultures

awareness of own language and culture by awareness of own language and culture by comparing it with foreign language and comparing it with foreign language and culture(s)culture(s)

establishment of communication as a way of establishment of communication as a way of

social interaction, as to enable respect for the social interaction, as to enable respect for the Other and the sense of cooperation, solidarity Other and the sense of cooperation, solidarity and citizenshipand citizenship


2ND & 3RD CYCLES SYLLABI – SOME ASPECTS FOR REFLECTION:2ND & 3RD CYCLES SYLLABI – SOME ASPECTS FOR REFLECTION:

There is a progression from the 2nd to the 3rd cycles as far as There is a progression from the 2nd to the 3rd cycles as far as

cultural aspects are concerned in terms of topics and cultural aspects are concerned in terms of topics and

functionsfunctions

2nd cycle: expects a rather passive attitude from students: 2nd cycle: expects a rather passive attitude from students:

they are mostly asked to identify, describe, distinguish and they are mostly asked to identify, describe, distinguish and

recognise (several aspects of cultural life)recognise (several aspects of cultural life)

3rd cycle: students are expected to perform same functions 3rd cycle: students are expected to perform same functions

but also to relate, analyse and comparebut also to relate, analyse and compare

The syllabus suggests comparisons between mother and The syllabus suggests comparisons between mother and

target culture(s). target culture(s).


2ND & 3RD CYCLES SYLLABI – SOME ASPECTS FOR 2ND & 3RD CYCLES SYLLABI – SOME ASPECTS FOR REFLECTION:REFLECTION:

(Too much) emphasis given to the UK and the USA(Too much) emphasis given to the UK and the USA

The student is expected to develop ‘positive attitudes’ The student is expected to develop ‘positive attitudes’

towards the target culture although it is not towards the target culture although it is not

mentioned what is understood by ‘positive attitudes’mentioned what is understood by ‘positive attitudes’

Cultural topics are suitable for students’ age and most Cultural topics are suitable for students’ age and most

of their interests. However, they are not dealt with of their interests. However, they are not dealt with

from an intercultural perspective from an intercultural perspective

CONCLUSIONSCONCLUSIONS

A lot is still to be done until we can talk about A lot is still to be done until we can talk about an an intercultural approach for the intercultural approach for the 2nd and 3rd cycles 2nd and 3rd cycles in Portugal. To achieve the purposes of such an in Portugal. To achieve the purposes of such an

approach the syllabi should:approach the syllabi should:

recognise multiculturalism as a reality of today’s recognise multiculturalism as a reality of today’s world;world;

give more relevance to cultural issues instead of give more relevance to cultural issues instead of focusing so much on linguistic features;focusing so much on linguistic features;

broaden the scope of English-speaking countries broaden the scope of English-speaking countries included in the syllabus in order to ensure cultural included in the syllabus in order to ensure cultural diversity and attention to smaller English-speaking diversity and attention to smaller English-speaking communities;communities;


lead students to show interest and respect lead students to show interest and respect towards other cultures;towards other cultures;

remove the identification of stereotypes as a remove the identification of stereotypes as a competence to be achieved by students;competence to be achieved by students;

guide students towards the perception of the guide students towards the perception of the Other as somebody that is not a mere Other as somebody that is not a mere representation of a stereotype, but rather a representation of a stereotype, but rather a person that has his/her own beliefs, values, person that has his/her own beliefs, values, perspectives, practices and behaviours;perspectives, practices and behaviours;


steer students towards attitudes of steer students towards attitudes of openness, openness, i.e., readiness to find in the Other something i.e., readiness to find in the Other something not previously learned or presented;not previously learned or presented;

help students observe differences and help students observe differences and similarities between cultures (both mother similarities between cultures (both mother and target culture(s));and target culture(s));

develop students’ ability to view their own develop students’ ability to view their own culture from a critical point of view by culture from a critical point of view by observing and analysing the above observing and analysing the above mentioned differences and similarities.mentioned differences and similarities.

FINAL CONCLUSIONFINAL CONCLUSION

Making Portuguese students interculturally Making Portuguese students interculturally competent users of English is no easy task. It competent users of English is no easy task. It demands hard work from students, teachers and demands hard work from students, teachers and the bodies that regulate the teaching of English in the bodies that regulate the teaching of English in Portugal. However, it is a task that must be Portugal. However, it is a task that must be embraced as quickly as possible if we wish to embraced as quickly as possible if we wish to raise our students’ awareness to issues like raise our students’ awareness to issues like human rights, citizenship, identity and (cultural) human rights, citizenship, identity and (cultural) difference and thus lead them to accept, respect difference and thus lead them to accept, respect and even relate to other cultures and peoples in a and even relate to other cultures and peoples in a deep and rewarding way.deep and rewarding way.

REFERENCESREFERENCES

Recommendation no.R(98)6 of the Committee of Ministers to member States Recommendation no.R(98)6 of the Committee of Ministers to member States concerning modern languages’.concerning modern languages’. (1998) Strasbourg, Council of Europe cited in (1998) Strasbourg, Council of Europe cited in Council of Europe (2001), Council of Europe (2001), Common European Framework of Reference for Common European Framework of Reference for Languages: Learning, teaching, assessment, Languages: Learning, teaching, assessment, Council of Europe Publishing, Council of Europe Publishing, http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, on-line text http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, on-line text accessed on 22/07/2007accessed on 22/07/2007

AGUADO ODINA, M. T. (2003) AGUADO ODINA, M. T. (2003) Pedagogía Intercultural, Pedagogía Intercultural, Madrid: McGraw-HillMadrid: McGraw-Hill BUTTJES, D. & BYRAM, M. (1991) BUTTJES, D. & BYRAM, M. (1991) Mediating Languages and Cultures: Towards an Mediating Languages and Cultures: Towards an

Intercultural Theory of Foreign Language EducationIntercultural Theory of Foreign Language Education, Clevedon: Multilingual , Clevedon: Multilingual MattersMatters

BUTTJES, D. (1991) ‘Mediating Languages and Cultures: the social and BUTTJES, D. (1991) ‘Mediating Languages and Cultures: the social and intercultural dimension restored’ in Buttjes, D. & Byram, M. (1991) intercultural dimension restored’ in Buttjes, D. & Byram, M. (1991) Mediating Mediating Languages and Cultures: towards an Intercultural Theory of Foreign Language Languages and Cultures: towards an Intercultural Theory of Foreign Language EducationEducation, Clevedon: Multilingual Matters, Pp. 3-16, Clevedon: Multilingual Matters, Pp. 3-16

BYRAM, M. (1989) BYRAM, M. (1989) Cultural Studies in Foreign Language Education, Cultural Studies in Foreign Language Education, Clevedon: Clevedon: Multilingual MattersMultilingual Matters

BYRAM, M. (1991) ‘Teaching Culture and Language: Towards an Integrated Model’ BYRAM, M. (1991) ‘Teaching Culture and Language: Towards an Integrated Model’ in Buttjes, D. & Byram, M. (1991) in Buttjes, D. & Byram, M. (1991) Mediating Languages and Cultures: towards an Mediating Languages and Cultures: towards an Intercultural Theory pf Foreign Language EducationIntercultural Theory pf Foreign Language Education, Clevedon: Multilingual , Clevedon: Multilingual Matters, Pp. 17-30Matters, Pp. 17-30

BYRAM, M. (1997) BYRAM, M. (1997) Teaching and Assessing Intercultural Communicative Teaching and Assessing Intercultural Communicative Competence, Competence, Clevedon: Multilingual Matters.Clevedon: Multilingual Matters.

BYRAM, M. (ed. 2003) BYRAM, M. (ed. 2003) Intercultural CompetenceIntercultural Competence, Strasbourg: Council of Europe , Strasbourg: Council of Europe PublishingPublishing


BYRAM, M. et al (2002) BYRAM, M. et al (2002) Developing the Intercultural Dimension in Language Developing the Intercultural Dimension in Language Teaching – A practical introduction for teachersTeaching – A practical introduction for teachers, Strasbourg: Council of , Strasbourg: Council of Europe PublishingEurope Publishing

BYRAM, M. et al. (1997) BYRAM, M. et al. (1997) Sociocultural Competence in Language Learning and Sociocultural Competence in Language Learning and TeachingTeaching, Strasbourg: Council of Europe Publishing, Strasbourg: Council of Europe Publishing

CARDOSO, C. M. (1996) CARDOSO, C. M. (1996) Educação MulticulturalEducação Multicultural, Lisboa: Texto Editora, Lisboa: Texto Editora CHOUAN, K. (2004), ‘So what exactly is multiculturalism?’, CHOUAN, K. (2004), ‘So what exactly is multiculturalism?’,

http://news.bbc.co.uk/1/hi/uk/3600791.stm, 08/04/2007http://news.bbc.co.uk/1/hi/uk/3600791.stm, 08/04/2007 CONSELHO NACIONAL DE EDUCAÇÃO (2001), ‘Minorias, Educação CONSELHO NACIONAL DE EDUCAÇÃO (2001), ‘Minorias, Educação

Intercultural e Cidadania’, Recomendação nº1/2001 in Diário da República – II Intercultural e Cidadania’, Recomendação nº1/2001 in Diário da República – II Série, nº57 – 8 de Março de 2001, Pp. 4389-4392Série, nº57 – 8 de Março de 2001, Pp. 4389-4392

CORBETT, J. (2003) CORBETT, J. (2003) An Intercultural Approach to English Language TeachingAn Intercultural Approach to English Language Teaching, , Clevedon: Multilingual MattersClevedon: Multilingual Matters

COUNCIL OF EUROPE (2001), COUNCIL OF EUROPE (2001), Common European Framework of Reference for Common European Framework of Reference for Languages: Learning, teaching, assessment, Languages: Learning, teaching, assessment, Council of Europe Publishing, Council of Europe Publishing, http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, on-line text http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, on-line text accessed on 22/07/2007accessed on 22/07/2007

DELORS, J. (1996) “DELORS, J. (1996) “Learning: The Treasure Within - Report to UNESCO of the Learning: The Treasure Within - Report to UNESCO of the International Commission on Education for the Twenty-first Century”International Commission on Education for the Twenty-first Century”, , UNESCO, in UNESCO, UNESCO, in UNESCO, Guidelines on Intercultural Education,Guidelines on Intercultural Education, http://unesdoc.unesco.org/images/0014/001478/ on-line text accessed on http://unesdoc.unesco.org/images/0014/001478/ on-line text accessed on 17/07/200717/07/2007


GUILHERME, M. (2002) GUILHERME, M. (2002) Critical Citizens for an Intercultural World: Foreign Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Language Education as Cultural Politics. Clevedon: Multilingual MattersClevedon: Multilingual Matters

HALL, EDWARD. T.(1990), HALL, EDWARD. T.(1990), The Silent Language, The Silent Language, New York: Anchor BooksNew York: Anchor Books HALLIDAY, M. A. K. (1978) HALLIDAY, M. A. K. (1978) Language as Social Semiotic: The Social Language as Social Semiotic: The Social

Interpretation of Language and Meaning. Interpretation of Language and Meaning. London: Edward ArnoldLondon: Edward Arnold HINKEL, E. (ed. 1999) HINKEL, E. (ed. 1999) Culture in Second Language Teaching and Learning. Culture in Second Language Teaching and Learning.

Cambridge: CUPCambridge: CUP JENSEN, I. (2003) JENSEN, I. (2003) The Practice of Intercultural Communication, The Practice of Intercultural Communication,

http://www.immi.se/intercultural/nr6/jensen.rtf, on-line text accessed on http://www.immi.se/intercultural/nr6/jensen.rtf, on-line text accessed on 26/06/0626/06/06

KRAMSCH, C. (1998), KRAMSCH, C. (1998), Language and CultureLanguage and Culture, Oxford: OUP, Oxford: OUP LANTOLF, J. (1999) ‘Second Culture Acquisition: Cognitive considerations’ in LANTOLF, J. (1999) ‘Second Culture Acquisition: Cognitive considerations’ in

Hinkel, E. (ed. 1999) Hinkel, E. (ed. 1999) Culture in Second Language Teaching and Learning. Culture in Second Language Teaching and Learning. Cambridge: CUP, Pp. 28-46Cambridge: CUP, Pp. 28-46

LIBBEN, G. & LINDNER, O. (1996) ‘Second Language Acquisition and Second LIBBEN, G. & LINDNER, O. (1996) ‘Second Language Acquisition and Second Culture Acquisition: Faux Amis?’, Culture Acquisition: Faux Amis?’, Zeitschrift für Interkulturellen Zeitschrift für Interkulturellen FremdsprachenunterrichtFremdsprachenunterricht, , http://www.spz.tu-darmstadt.de/projekt_ejournal/jg-01-1/beitrag/libben2.htm, http://www.spz.tu-darmstadt.de/projekt_ejournal/jg-01-1/beitrag/libben2.htm, on-line text accessed on 15/11/2006on-line text accessed on 15/11/2006


MINISTÉRIO DA EDUCAÇÃO – DEPARTAMENTO DO ENSINO BÁSICO (2002), Currículo Nacional do Ensino Básico. Competências Essenciais. Lisboa: ME

MINISTÉRIO DA EDUCAÇÃO (1996), Programa Inglês. Programa e Organização Curricular. Ensino Básico 2º Ciclo. Lisboa: Imprensa Nacional-Casa da Moeda.

MINISTÉRIO DA EDUCAÇÃo (1997), Programa Inglês. Programa e Organização Curricular. Ensino Básico 3º Ciclo. Lisboa: Imprensa Nacional-Casa da Moeda.

MORAN, P. R. (2001), Teaching Culture: Perspectives in Practice, Canada: Heinle & Heinle

NEUNER, G. (1997) ‘The role of sociocultural competence in foreign language teaching and learning’ in BYRAM, M. et al. (1997) Sociocultural Competence in Language Learning and Teaching, Strasbourg: Council of Europe Publishing, pp. 47-122

NIETO, S. (1992) Affirming Diversity. The Sociopolitical context of multicultural education, New York: Longman.

TING-TOOMEY, S. (1999) Communicating Across Cultures, New York: Guilford Press

UNESCO (2006), Guidelines on Intercultural Education, http://unesdoc.unesco.org/images/0014/001478/147878e.pdf, on-line text accessed on 17/07/2007

Further reading and Further reading and infoinfo

For detailed reading about this presentation please log For detailed reading about this presentation please log

on to:on to:

http://biblioteca.sinbad.ua.pt/teses/2008001647http://biblioteca.sinbad.ua.pt/teses/2008001647

questions, comments and suggestions: questions, comments and suggestions: [email protected]@gmail.com

TEFL – theory, practice and methodology 1st International Conference on Teaching English as a...

Documents

Transcript of TEFL – theory, practice and methodology 1st International Conference on Teaching English as a...