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Abstract
The English are famous for their sense of humour – but what is it exactly that distinguishes English humour? Is there anything in it that we can identify as being peculiarly “English”?
Through video extracts from some of our funniest comedies, we shall be exploring themes, stereotypes and attitudes which illustrate an important point about classic English comedy: a great deal of the humour is class-based, based on our sense of social class and the absurdities that are created by class distinction.
Strand 1 - Teaching and learning – resources and strategies
Abstract
Some teachers remain concerned that intercultural training adds further demands on an already overcrowded course design. This talk will address these concerns by proposing practical techniques for designing classroom materials and activities.
It will:
- demonstrate how intercultural training can be integrated into an existing language course.
- propose a systematic intercultural syllabus, broadly organised under social conventions and rituals, customs and traditions and attitudes and beliefs.
- suggest different types of culture which can contribute to an intercultural training programme: macro and microculture , surface and deep culture , sample and target culture .
- explore some of the activity types and materials, ranging from cognitive training, experiential training, using critical incidents, cultural resonance, and L1 interference.
- consider the relationship between language, culture and communication, and the possible global consequences of not providing inter cultural training in the classroom.
Biographical information
Simon Greenall is a textbook writer, and a past President of IATEFL (1997 - 99). His textbooks include the Reward series, and People Like Us (Macmillan Education), which explores cultural values, attitudes, beliefs, customs and traditions around the world. He has given workshops and conference presentations in over 40 countries.
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Abstract
This session will report on a new project, based at Glasgow University , to connect teachers and learners across different countries – Argentina , Brazil , Scotland and Taiwan – using an open-source Virtual Learning Environment called ‘Moodle' (Modular Object-Oriented Dynamic Learning Environment). The project brings together university students, high school learners, state school teachers, professional materials designers, and university lecturers to develop an online dialogue on aspects of everyday language and culture: participants practise ‘virtual ethnography' through reflections on common issues such as globalisation of English, cultural tourism, and critical pedagogy. The session will consider the principles and motivations involved in setting up the project, and the growing pains experienced in developing it.
Biographical information
John Corbett is a Senior Lecturer in English Language at Glasgow University . He is the author of An Intercultural Approach to English Language Teaching (Multilingual Matters 2003) and from November 2004 he will take over as Editor of the journal, Language and Intercultural Communication.
Abstract
“...those of us deprived of history sometimes need to turn to mythology to feel complete, to belong.” Meera Syal Anita and Me
Immigration is taken by Claire Kramsch (1993) as a metaphor for the journey into a foreign language, with learners occupying ‘third places', no longer belonging unequivocally to the culture they have come from, nor yet to the new culture. Moving from one language world into another, learners should be particularly receptive towards the “boundary experiences of culturally displaced persons, who have grown up in one country but have emigrated to another”. There is a growing body of British films and novels in English reflecting immigrant and second-generation experience, and the rich diversity of an increasingly multi-cultural society. This workshop will explore ways in which such intra-cultural texts can be used in the language class to promote greater inter-cultural awareness.
Biographical information
Alan Pulverness is an Associate Trainer with the Norwich Institute for Language Education and Editor of IATEFL Conference Selections . Alan has worked extensively in Bulgaria , Hungary and Poland on developing materials for cultural studies. He co-chaired the British Council Oxford Conference on the teaching of literature in 2002 and 2003.
Abstract
This presentation raises a question which I shall address but do not intend to provide a simple answer to. Instead my aim is to provoke discussion on interdisciplinary themes which lie within an area of overlap, possibly a contentious area, between language teaching, Cultural and Media Studies.
The central concept here which acts as a link between these areas is that of intercultural communicative competence (ICC). Our students are citizens of the ‘global village' in our increasingly mediated world and, by implication, there are increasingly complex links between linguistic, cultural and media literacy. Issues such as whether ‘culture' any longer exists outside of media representations, are implicit here. How does that affect what we do in the classroom and how do students respond? Can we assume that ICC is made easier by rapid changes in technology and the flow of information around the world in cyberspace or do barriers remain? I will give some examples of teaching through recent films (e.g. Kill Bill ) to illustrate these themes.
Biographical information
Currently lecturing in the Centre for Translation and Comparative Cultural Studies at Warwick University but have wide experience of higher education in the UK and abroad. Have a keen interest in intercultural education because of working with students and lecturers from diverse backgrounds. I have run training workshops in Central/Eastern Europe and have presented relevant conference papers. My main interests now lie in the mediums of film and TV.
Abstract
Foreign language learning has acquired a new educational facet with the emergence of the intercultural dimension, being conferred an unprecedented importance as a vehicle for opening horizons, tolerance and international understanding.
One of the ways in which foreign language teaching has benefited from this conception is the need of conjugating the instruction of a language with the contextualization of that language, in other words, language in context or language-and-culture teaching.
This presentation explores the English-speaking communities contemplated in English language teaching textbooks marketed in Spain with the view to ascertaining whether an international and/or intercultural approach is a constituent element in their design.
Relevant conclusions will be drawn which will help us explore, in the course of the workshop and on the basis of the analysis of extracts from pre-university EFL textbooks, the best ways to make the most of our current textbooks for intercultural education.
Biographical information
I am a lecturer and researcher at the Departamento de Filología Inglesa. I have published on the cultural component in EFL material and intercultural competence and intercultural communication. I have experience in trans-national projects, the most recent one I am involved in being ‘International Competence for Professional Mobility' (European Commission).
Abstract
For many teachers and teachers in training intercultural learning is not a "proper subject". Many of them object to a moral tone, or even feel threatened by it. .Some typical comments are: " What else are we teachers supposed to do? We can't put right what society neglects! Our school doesn't need it - there are hardly any migrant children in this area."
What teachers and students need are good examples – to be shown that intercultural learning has to do with everybody , that it is not a moral threat but an important part of day-to-day-school-life for adults and children - and can actually be real fun .
I shall introduce two recommendable training programmes:
A World of Difference ( USA )
That's me - That's us ( Netherlands ).
Biographical information
Teacher of English and German since 1963 (just retired) in state schools in Northern Germany and for 3 years (1972-74) in Chile . For the last 25 years working with migrant and refugee children (10 – 13- year- olds). Since 1982 adviser for intercultural learning, teacher trainer, courses on intercultural learning at the University of Osnabrück , qualified trainer of the programme "A World of Difference" . Author of several articles in this area and a book " Deine Türken werden ganz schön frech " (Cornelsen/1985)
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Abstract
Art and design, cult objects, fashion icons and figures from popular culture constitute a rich and liberating (it can be so nice to get away from notions and functions!) area for engaging the attention of young adults and younger learners. Internationally young people share an interest in fashion, design and art which cuts across national boundaries and which can be used to generate real discussion and meaningful project work in an intercultural learning environment. In this seminar, techniques and ideas will be demonstrated for exploiting fashion icons, cult figures and images to encourage writing and speaking in the classroom.
Biographical information
James Banner is Director of External Courses at Hilderstone College , UK . He directed the RSA Diploma in Teaching Foreign Languages to Adults, which Hilderstone piloted with the University of Edinburgh , and a Certificate Programme in TFLA for Hilderstone College in conjunction with Kent Adult Education and the University of Kent . He has wide experience of teaching and training at all levels both in Britain and abroad and has published articles on language teaching and cultural issues. Currently he is author of the Langenscheidt-Longman language corner on www.youandmelink.com
Abstract
Within the workshop a batch of activities will be explored, elements constituting a teaching module on ICC (intercultural communicative competence) developed within LABICUM (Languages as a Bridge to Intercultural Communicative Competence: Teaching Modules), a project developed at the University of Primorska under the auspices of the British Council Slovenija.
Hands-on materials for intermediate to advanced learners of English, introducing various issues related to intercultural communication and citizenship will be used to illustrate teaching approaches heightening intercultural and intracultural awareness, thus fostering empathy, respect and critical thinking.
The workshop will introduce topics related to tourism, cultural and linguistic identity, mass media and European citizenship, while also reporting on responses elicited from a group of students at the Faculty of Humanities, University of Primorska .
Biographical information
Mag. Neva Cebron was co-ordinator of the Leonardo da Vinci CCBC (Cross-Cultural Business Communication) Project. Her professional interests include translation, ESP, comparative linguistics and intercultural education. She has been teaching ESP at tertiary level since 1991, first at the University of Ljubljana , and more recently at the University of Primorska , Slovenia .
Abstract
(Level: university students)
Currently members of the project – Simon Gill ( Czech Republic ), Amol Padwad ( India ), Radislav Millwood ( Russia ) and myself, Dennis Newson ( Germany ) are writing downloadable study guides for phase 2 - an online forum with additional centres involved. We have not aimed at producing a course in film criticism, or providing materials for advanced listening skills. As Radislav Millwood, initiator of the project recently wrote:
‘[The project] has focused on the cultural clashes as they are presented in the films and invited our students to clash on line about clashes. We have created a cross-cultural audience and immersed our students in the cross-cultural context of co-viewers.
We have been developing in our students not only reasoning but also argumentative skills based on acceptance, tolerance and the sharing of views. This has been a debating society online with the debaters brought together by their involvement in the critical viewing of British films.'
Biographical information
Beginning in 1961 I taught EFL in West Africa, Arabia and Norway . Until retirement I taught for 25 years at the University of Osnabrueck , Germany . I now spend far too much time writing to and running TEFL email discussion lists.
Abstract
In the enlarged European community, where one country's employment problem is another's employment opportunity, cross-cultural awareness is a must. Ensuring the cultural chemistry is the missing ingredient in cross-border management and joint ventures, many of which fail for precisely this reason. In a world where over 40% of relocations fail due to inability to adapt to the local environment, what can we do to reduce the attrition rate, of executives lost to companies as a result? Cross-cultural training is the answer.
The issue in cross-cultural teaching and learning is how to present cross-cultural issues in a clear management oriented way. The 5 C's is the answer – a clearly designed learning programme to help executives and students in upper secondary and college to understand the cultural requirements of the international professional world they are entering. This session presents the five C's and demonstrates some of the training instruments involved.
Biographical information
Barry Tomalin is lecturer in cross-cultural communication in the Applied Language Studies and Diplomatic Studies MA's at the University of Westminster in London and Director of the International Communications Training Institute at International House, London . Among his publications are ‘Cultural Awareness' (OUP 1995), and cultural guides to Germany , France , Italy and Russia .
Abstract
The paper discusses the ways in which ELT practice is related to learning about other cultures and to acquiring an ability to communicate in an intercultural environment. It is argued that the language learners have to be made aware of cultural differences in the modern world, especially in the context of global communication.
Basing on the experience of the British Council Poland Culture in ELT project and Materials Writing for the British Studies Web Pages ( http://elt.britcoun.org.pl ) the paper explores the skills of discovering and interpreting other cultures, other values and beliefs. It also demonstrates how web materials can be used to develop cultural awareness and how learners can acquire intercultural skills to help them investigate and understand socio-cultural aspects of language.
Biographical information
Malgorzata Zdybiewska is an ELT teacher trainer at Teacher Training College in Radom , Poland , and the Lead Consultant for the Culture in ELT Project and Materials' Writing for the British Council British Studies Web Pages. Her contributions to the web pages include book reviews, articles and classroom materials. She is also IATEFL CELT SIG Coordinator.
Abstract
“Comprehensive” is a word with several meanings. This session takes a poem called “Comprehensive” by Carol Anne Duffy, and looks at how it can be used in a language classroom. It also looks at how the poem illustrates the concept of intercultural communicative competence - a forbidding-sounding concept, but a key factor in helping our students to genuinely interpret and interact with the world around them.
Intercultural communicative competence has four levels:
- looking at your own culture from the point of view of your own culture
- being aware of how your culture is seen from outside, by other countries or cultures
- understanding or seeing the target culture from its own perspective
- being aware of how you see the target culture
The poem will be used to show how we can deal practically with these steps, and teach the present perfect at the same time.
Biographical information
Chris Rose has worked as a teacher and materials writer for over 10 years. He has given presentations on literature and intercultural awareness in Italy , Germany , Syria and the UK . He is particularly interested in using art and literature as learning experiences for children and adults, and co-ordinated the British Council Literature, Language and Culture materials project. He currently works at the British Council in Naples where he is also responsible for the BC arts programme.
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Abstract
A practical workshop demonstrating the best ideas which emerged from the joint British Council- IATEFL ( Slovenia ) project on promoting diversity through literature. Working with Prof. John McRae as consultant, we put together a selection of contemporary English language texts (poetry, f ict ion, and plays) which can be used to explore the theme of intercultural awareness in the European classroom at late primary and secondary levels. Our selections are all accompanied by our own extensive teaching plans, focusing on background, discussion points, language appreciation and a range of different approaches to the subject matter: multicultural identity, gender, different life stages, disability, and family relationships. The workshop will provide an overview of how we worked together, with tips for best practice, and give participants a chance to try out our techniques.
Biographical information
Genevieve Grace has worked in 7 countries for the British Council, in the areas of skills training, intercultural studies, and ESP. In Slovenia , she has been involved in a variety of projects relating to governance, literature and diversity, and specialised teacher training.
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Abstract
I would like to talk about the growing “cultural add ict ion” of EFL, especially in relation to some countries of the “eastern block”, in relation to secondary education. The “cultural component” of English classes in Poland has changed dramatically after 1989. I would like to look closer at those changes, try to establish the importance of ‘culturally-loaded' teaching and discuss the hopes it brings. Referring to my recent experience in teaching British Studies to gymnasium kids, I would like to present the potential benefits and dangers of intercultural learning. In the context of the European Union enlargement, Bieslan tragedy and Polish/German relations getting tense, the role the English teachers can play in creating a culture of peace will be demonstrated.
Biographical information
Academic teacher of British Studies for the last 15 years at English Philology Dept. Szczecin University . A teacher of English for 19 years, at all levels, running own private school. Co-writer of British Studies materials for teachers in Poland . Experimenting with introducing British Studies to Polish gymnasium since last year. Co-writer of English Zone course books (OUP) for Polish primary schools (mainly cultural content)
Abstract
The presentation will be based on a small scale research about what is considered to be the most relevant information regarding “intercultural knowledge”. Questionnaires were administered to teachers of English and also to students learning English in Romania . The data, revealing different subjective points of view, is analysed and discussed.
There seems to be a considerable mismatch between teachers' intentions and students' expectations in the area of intercultural knowledge - mostly stemming from a misunderstanding of the concept itself. The mismatch seems further complicated by the different apparent needs of the participants in the educational act.
Biographical information
I am a senior lecturer at Oradea University , Romania , where I teach courses in methodology of TEFL and other applied linguistics disciplines. I previously taught English as a foreign language to children and adults.
I am currently completing my PhD at Lancaster University , UK .
My research interest is mainly concerned with pre-service teacher training and in-service teacher development.
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