Developing Intercultural Language Materials

ISBN-13: 9781032651378 / Angielski / Miękka / 2024 / 222 str.

Tamas Kiss

Opis

Developing Intercultural Language Learning Materials puts intercultural competence at the forefront of the learning agenda.This research-grounded and action-oriented text is essential reading for language and cultural studies practitioners who want to help their students thrive in today’s multicultural world. 

Spis treści

Contents

 

Foreword.. 6

Acknowledgements

 

Part I From research to implications: Core concepts for designing intercultural materials. 7

Introduction.. 7

Outline of the book.. 7

Intercultural competence in language teaching coursebooks. 8

‘Localisation’ 11

Section 1: Core concepts and influences. 14

Contextualising intercultural competence. 14

Towards a conceptualization of ‘culture’ 14

Culture, language and identity. 15

Intercultural communication and L2 identity. 17

The context for intercultural competence. 18

Multiculturalism, interculturalism and nationalism... 18

Education in the 21^st century. 21

The digital environment. 23

Towards a conceptualization of ‘Intercultural competence’ 25

The role of affect and cognition in (intercultural) learning. 26

Section 2 Analysing intercultural materials. 30

Materials analysis/evaluation.. 30

Methodological frameworks. 31

Content analysis. 31

Critical Discourse Analysis. 32

Semiotic analysis. 33

Section 3: Complex Dynamic Systems and intercultural learning. 35

What are Complex Dynamic Systems?. 35

Types of systems. 36

Characteristics of Complex Dynamic (learning) Systems. 37

Complex dynamic systems and education.. 40

Culture as a complex dynamic system... 41

Intercultural learning in a complex dynamic system... 42

A framework for the design of intercultural learning materials. 43

Summary. 47

Part II From implications to application: Developing materials for intercultural competence. 53

Introduction.. 53

Activity Set (A): Materials evaluation tasks for practitioners. 56

Using evaluation checklists. 56

1. Investigating materials. 56

Content Analysis. 57

2. Locally-used materials. 57

3. Enact: Learn languages through culture. 58

4. ‘The Human Library’ 59

5. ‘Class Human Library’. 60

Semiotic analysis: Levels of meaning making. 61

6. Exploring the self 62

Critical Discourse Analysis: Working with texts. 62

7. Texts from language coursebooks. 62

Activity Set (B): Learner activities for fostering (critical) cultural awareness. 65

8. Greetings. 65

9. Intercultural handball 65

10. ‘You’re late!’ 66

11. Interpreting the Visual 67

12. A picture paints a thousand words. 68

13. Culture iceberg. 69

14. ‘Combo-culture’ 70

15. View through a different lens. 71

16. Cooking Class. 73

17. Small cultures. 74

18. Six degrees of separation.. 74

19. I DIVE (Schaerli-Lim, S., unpublished). 75

20. The Johari window of culture. 76

21. The ‘Smelly socks’ group.. 77

22. The Cultura project. 78

23. Identity Boxes. 80

24. A-land versus Zed-land.. 81

Literature: The written and spoken word.. 84

25. The universal language of poetry. 84

26. ‘Don’t sleep, there are snakes’ 86

27. Story circles. 87

28. Story exchange. 90

29. Pop culture. 91

30. Short films: Directed viewing and thinking activity. 92

31. Empathy museum website: ‘a mile in my shoes’ 94

Learner-generated materials. 95

32. Memes. 96

33. Comic strips. 97

34. Cultural video exchange project. 99

Activity Set I: Materials development activities. 101

Intercultural Materials Development: Actualising the principles. 101

35. Activity order. 102

36. Deconstructing the materials design framework.. 103

CDS features: Sensitivity to initial conditions. 104

37. Using semiotic analysis. 105

38. Reflection tasks. 105

39. Organizing content. 106

40. Working with initial conditions. 107

CDS features: Non-linearity. 107

41. Working with non-linearity: Categorisation.. 108

CDS features: Dynamic change and feedback loops. 109

42. Working with dynamic change and feedback loops: Dynamic grouping. 110

43. Working with dynamic change and feedback loops: The importance of input. 111

CDS features: Unpredictability and emergent learning. 111

44. Working with unpredictability and emergent learning. 112

CDS features: Openness. 113

45. Working with openness. 113

Intercultural Materials Development: Implementing the framework.. 114

46. Template for the design of intercultural learning materials. 114

Activity Set (D) Adapting materials to fit cultural contexts. 116

47. Materials adaptation template. 117

48. Focus on intercultural awareness-raising. 119

49. Adapting a global coursebook.. 119

50. Repurposing coursebook visuals. 119

Conclusion.. 120

Part III Integrating intercultural competence materials into the curriculum... 123

Introduction.. 123

The status of intercultural competence skills in curricula worldwide. 123

Integrating intercultural materials into the curriculum: Vignettes from the field. 130

Conclusion.. 152

PART IV From implementation to research: Intercultural competence - ‘Where to go from here?’ 155

Introduction.. 155

Intercultural competence training in teacher education. 155

Research methods for investigating intercultural learning and materials. 156

Researching intercultural competence: Areas of focus. 161

Materials in use - how are intercultural materials used?. 162

Cultural sensibilities. 166

Critical pedagogy. 172

Student-developed learning materials. 173

Assessment of Intercultural Competence. 176

Conclusion.. 179

Index

 

 

 

 

 

 

 

 

 

 

 

O autorze

 

Tamas Kiss works as an Associate Professor at Sunway University, Centre for English Language Studies, in Malaysia. He has been involved with language teacher education programmes in Europe, the Middle East, South Asia, Latin America and South East Asia.

 

Freda Mishan has over forty years’ experience in TESOL. Her research and publications are primarily in materials development, including development of intercultural language learning materials, ESOL and blended learning.