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  1. Learning Learning Languages Jeanne Gilbert School Support Services University of Waikato Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  2. Resources for Cultural Language Learning Joseph Lo Bianco. Background information and training materials about an intercultural approach to teaching language. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  3. To reflect on and find possible answers to the following questions: • What are the key aspects of cultural teaching? • How is culture ‘layered’ in everyday social behaviour? • What is the third place? • What is the aim of intercultural language teaching? Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  4. What do you understand by “Teaching culture”? Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  5. “Teaching culture” Wortigel Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  6. Key aspects to cultural teaching • Culture is inseparable from language • Culture is part of everyday life • Culture in everyday language is not easily observable • Culture is complex and dynamic • Culture is not fixed and homogenous • Culture is not well taught as a series of facts • Humans are shaped by culture and language • Humans can to some extent step out of their first culture and language • Successful inter-cultural interaction/relationships are common Lo Bianco, J. (1999) Sinhala and Tamil: Languages of Sri Lanka. Ministry of Education and Higher Education, Colombo, Sri Lanka (– p 28 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  7. Three macro layers of culture in everyday social behaviour • The archaic culture • The residual culture • The emergent culture Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. (pp29 – 30 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  8. Right angle thinking strategy Interesting information Associated thoughts Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  9. The archaic culture • Connects people to patterns of the past • Is observable in sayings, proverbs and popular wisdom • Continues into the present Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. (p 30 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  10. The residual culture • Is the lived and current patterns of behaviour in daily life • It encompasses all expressions of culture as ‘ways of life’ to the arts and literature Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. (p 30 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  11. The emergent culture • Is the making of culture in the moment • Draws from archaic and residual patterns • But also transforms them Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. (p 30 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  12. Three steps / dimensions of Intercultural Language Teaching • Learning about cultures • Comparing cultures • Intercultural exploration (P35 – 45 handout) Crozet, C and Liddicoat A.J(1999). The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom”. In Lo Bianco, J., Liddicoat, A.j. and Crozet, C. (eds). Striving for the Third Place. Language Australia. Melbourne (pp 113 – 125) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  13. Intercultural exploration Intercultural competence is now a wide ranging concept which encompasses all the strategies and approaches any given person might use to shift from a monocultural to a more multicultural view of any subject . Crozet, C and Liddicoat A.J(1999). The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom”. In Lo Bianco, J., Liddicoat, A.j. and Crozet, C. (eds). Striving for the Third Place. Language Australia. Melbourne (pp 113 – 125) (p42 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  14. Intercultural exploration Intercultural competence is the ability to create for oneself a comfortablethird place between one’s first language-culture and the target language-culture. Crozet, C and Liddicoat A.J(1999). The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom”. In Lo Bianco, J., Liddicoat, A.j. and Crozet, C. (eds). Striving for the Third Place. Language Australia. Melbourne (pp 113 – 125) (p42 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  15. The role of language teachers is to be supportive of language learners as they articulate and resolve conflicts they will encounter in trying to reconcile the sometimes opposite values between their native and target languages / cultures (p43) Native speaker in the target language-culture Non-native speaker in his/her own language-culture 3 Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  16. Intercultural linguistic space = zone of negotiatedlanguage-culture(p44) Native speaker in the target language-culture Non-native speaker in his/her own language-culture Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  17. Main Features of Intercultural Language Teaching Approach • Culture is not acquired through osmosis. It must be taught explicitly • The bilingual/multilingual speaker should be the norm • Conceptual and experiential learning is required to acquire intercultural competence • Roles of teachers and learners are redefined • New approaches to language testing are needed to assess intercultural competence Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  18. Aim of Intercultural Language Teaching “The ultimate goal of Intercultural language Teaching is to help learners… Finish this sentence and share … Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  19. Aim of Intercultural Language Teaching “The ultimate goal of Intercultural language Teaching is to help learners transcend their monocultural view of the world through the learning of a foreign language.” Crozet, C and Liddicoat A.J(1999). The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom”. In Lo Bianco, J., Liddicoat, A.j. and Crozet, C. (eds). Striving for the Third Place. Language Australia. Melbourne (pp 113 – 125) (p 34 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005

  20. Ka tangi te titiThe mutton birds cries out • Ka tangi te kaka The parrot cries out • Ka tangi hoki ko au And I cry out too • Tihe Mauriora Let there be life Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005