Presentation on theme: "Intercultural knowledge and language awareness"— Presentation transcript:
1 Intercultural knowledge and language awareness Interpersonal developmentQuestions for class discussion
2 Interpersonal development: Building social relationships Students are expected to demonstrate:Knowledge of appropriate behaviour in different contextsInclusive behaviour that recognises similarities and acknowledges differenceRespect for different needs when maintaining harmonious social relationshipsAwareness of how diversity can influence social behaviour; for example, differences in culture, abilities or economic statusAwareness of another’s feelings through observation, discussion and thoughtfulnessAwareness of strategies for recognising and responding appropriately in diverse contextsAwareness of perspectives of othersRespect of diverse traditions and practices; for example, different religious beliefs or celebrationsBehaviour that is mindful of how people of other cultures may think and feel about significant eventsAwareness of that there are a range of influences that determine people’s values and beliefsKnowledge and skills in the employment of a range of strategies for managing differences in social relationshipsUnderstanding of the many social influences, such as values, culture, gender and power, that may affect relationships
3 LOTE: Intercultural knowledge and language awareness Students are expected to:Possible interpersonal tasks:apply relevant conversational rules and expectations.use appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language.demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use.identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use.Visiting a friend’s house for the first timeBuying a presentPlanning an outing, and expressing preferencesIntroducing yourself, friends and family at a partyAsking for assistance in a shopAsking a friend for a favourWriting an to request informationWriting a letter to complainAttending a job interviewDiscussing a problem in your host family, or with the exchange student living with you:sharing chorestime on the phone/computercurfewsprivacymeals or other needsDiscussing a problem at your host schoolPersuading teachers to adopt a new dress code at your host schoolPersuading teachers at your host school to allow a new student-friendly ruleGiving a thank-you speech at your host school
4 Students are expected to: Possible language / interpersonal tasks: interact with a variety of speakers of the language, possibly from different countries and communities, including Australiaextend their understanding of perspectives on the themes and topics studiedgain understanding of diverse views and beliefs within and between these communities.Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language.Students express their own views and values in relation to simple scenarios or propositions. They compare them with previously held views.Planning a mealCelebrating a special occasionBeing or hosting an exchange student over the Christmas/New Year periodAttending a weddingResponding to an invitation to go hunting or to a blood sport eventInterview: leisure activitiesDiscussion about women’s positions and roles in the LOTE communityInterview: family life and family structures (and the changing nature of relationships)A survey about career choices and expectationsInterview: the immigration experience, and coming to live in AustraliaDiscussion about what is taught in schoolsDiscussion about the role religion plays in daily lifeInterview: an experience of war or violenceDiscussion: what is expected of teenagersInterview: the role of the elderly in society
5 Interacting: first stage Teachers:present tasks or scenarios appropriate to the classsupport scenarios with appropriate models of languageavoid stereotyped or generalised scenarios and modelspromote participation of all learners.Students:view, read and listen to the texts and language models that support the scenarioundertake tasks and discussions to build comprehension, language proficiency and awareness, and cultural knowledgeattempt performances of the scenario.
6 Noticing Class activity Questions for discussion Students:engage in pair / group / class discussions to analyse interpersonal interactions in the scenarioexpress themselves in both English and the LOTE where possibleTeachers:ask guiding questionsprovide additional resources and language models if necessaryencourage students to notice forms, processes, strategies, hierarchies, and responses to language choices.listen to and build upon student responses.What is happening here?What is being said?What do you see?What do you think?Is this surprising or confusing?Is there something you don’t understand?What would you expect to happen?How would you feel in this situation?
7 Comparing Class activity Questions for discussion Students:compare cultural similarities and differencesuse their personal experience of diverse cultures to inform discussiondiscuss the range of values, beliefs and practices that exist within the target culture, as well as within the cultures ‘owned’ by class membersquestion stereotypes and generalisationsexpress themselves in both English and the LOTE where possibleAcknowledge the opinions of classmatesTeachers:create opportunities for students to discuss values, beliefs and practices with members of the LOTE-speaking communityask guiding questionslisten to and build upon student responsesShow respect for diversity of views in the classroom.How is this similar to what you would think, say and do?How is this different from what you would think, say and do?Can there be different perspectives on this situation?How do you expect people from other cultures to respond to this situation?Does everyone from the other culture respond in the same way?
8 Reflecting Class activity Questions for discussion Students: analyse how language reflects culturethink about how responses to a scenario vary depending on the individual’s cultural beliefs and social positionconsider the effects of migration and travel on cultural perspectivesidentify general cultural patterns that flow across specific settings and timesdiscuss how language use varies depending on the position and relationship of the speakers/ writer/ readerreflect on their own roles as language users, and how others would respond to their language choicespresent examples in the LOTE to demonstrate their language awarenessdescribe some of their present understanding about culture (their own and the LOTE culture), and compare this with previously held viewsTeachers:promote reflection on linguistic and cultural concepts.create a multi-perspective, intercultural space for engaging with cultures, without students abandoning their first culture.How did/would you react to this situation?How did/would you interpret the writer/speaker’s meaning?Was the meaning different from what you expected?Why did you interpret this situation in this way?Which influences can you identify in this situation: culture? age? gender? social position? economic status?Does everyone from a culture always act in the same way?What kind of language would you use in this situation? What would the consequences of your language choice/response/reaction be?What are possible reasons why others respond in the way they do?Would you now have a new way of looking at the situation?Would you respond differently if in future you found yourself in this situation?
9 Interacting: with insight Class activityStudent evaluationStudents:show willingness to interact with people from other languages and cultures.demonstrate awareness of the validity of values and beliefs other than their own.when presented with fresh scenarios, demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use.identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settingsTeachers:provide fresh opportunities for students to apply their intercultural knowledge and language awarenessavoid presentation of stereotyped or generalised cultural scenarios.promote participation of all learners.encourage self-monitoring and self-assessment.I think that interacting with people from other cultures, and in other languages, is a positive experience.I am aware of my own values and cultural influences, and realise how this influences the way I interact with people.I can acknowledge the individual and not just the cultural backgroundI can try to see a situation from other perspectivesI can use language and cultural knowledge wisely in new situationsI can accept feedback from others about my use of language and cultural knowledge