Presentation is loading. Please wait.

Presentation is loading. Please wait.

Tasks using L2 literature for intercultural development Leticia Goodchild School of Language and Communication Studies University.

Similar presentations

Presentation on theme: "Tasks using L2 literature for intercultural development Leticia Goodchild School of Language and Communication Studies University."— Presentation transcript:

1 Tasks using L2 literature for intercultural development Leticia Goodchild School of Language and Communication Studies University of East Anglia TBLT 2009, Lancaster Tasks: context, purpose and use 3rd Biennial International Conference on Task- Based Language Teaching Acknowledgements To Griselda Beacon, from Universidad de Buenos Aires, Argentina, for her useful insights and critical reading of the data in the pedagogic action research project funded by the Higher Education Academy, Subject Centre LLAS

2 Norma y Ester El libro de los afectos raros by Carlos Gamerro, Colección La Otra Orilla, Editorial Norma, April 19, 2014

3 TBLT the intercultural dimension of language learning stereotypes binary opposites action research project data in Spanish April 19, 2014

4 The plot Norma y Ester by Carlos Gamerro April 19, 2014

5 The men in the story Víctor treats women as if they only exist to satisfy his sexual needs. (Aude, French) The men in the story see women as no more than prostitutes. They want to control, dominate and own them. They use them as objects. They even choose their clothes. If the women dont obey them, they are cast aside. (Flora, English) Víctor treats women as if they were his slaves. (Johnny, English) April 19, 2014

6 The women in the story Norma and Ester dress like prostitutes … the colours Norma uses dont match with her make-up, which shows that she has no taste or sense of dress. (Sally, English) I found the way the women in the story dress atrocious! We, English women, are a lot more conservative and dress with more style. (Elizabeth, English) Norma and Ester are powerless. They are totally dominated and controlled by Víctor and el Gordo. (Linda, English) April 19, 2014

7 Phase One What experiences come to mind, are recalled or provoked by the reading of the story? Did the students reflect on those experiences at the time they happened? Or did they just live through the experiences without analysing them or reflecting on them? Have they thought critically of them and had a learning experience as a consequence? April 19, 2014

8 Autobiographical Narratives Identify one preconceived notion in your assigned narrative that the students have of the Hispanic Other. April 19, 2014

9 Stereotypes Argentinian men treat women as sex objects are promiscuous feel sex is a natural need so they do not apologise for their behaviour cannot control their actions or emotions due to this internal urge do not take womens feelings into account Argentinian women wear revealing clothes to please men are weak, submissive, obedient, subservient and fragile are not respected or listened to lack self-confidence and so do not fight for their rights are powerless in society are discriminated against April 19, 2014

10 Binary opposites Most Latin American... men disrespect women men treat women like sex objects women are vulgar women are fragile and weak women dress provocatively Most European... men respect women men take womens emotions into account women are elegant women are strong and confident women have a sense of dress April 19, 2014

11 About stereotypes There has been much discussion in recent times concerning the problems with stereotypes and essentialist models of culture. While varying degrees of cultural fixity are still projected in current thinking there seems to be a strong movement in the direction of seeing them as only starting points from which to explore complexity. (Holliday, A Foreword in Feng, A. Byram, M. & Fleming, M. Becoming Interculturally Competent through Education and Training) April 19, 2014

12 What then can be done? What pedagogical tasks can we design to reduce these cultural stereotypes and challenge the binary opposites? How can we support students to move away from generalised views of cultural identity through TBLT? What tasks can we design to challenge their dichotomous thinking and essentialist views of the cultural Other? April 19, 2014

13 Task Goals to raise awareness of learners own perceptions of the Other to question their own assumptions and beliefs to problematise their own worldview to develop criticality to consider the personal and contextual variables to develop higher order thinking skills to develop empathy to foster tolerance for ambiguity, uncertainty and complexity April 19, 2014

14 Phase Two What did I do? April 19, 2014

15 Reflections on the data Can you identify any altered schemata and/or different viewpoint(s) in the students comments? April 19, 2014

16 Emerging themes 1.Reflections on the inner self 2.Changes of perspectives 3.Instances of transformation 4.Use of tentative language 5.Recognition of individual differences 6.Emotional impact April 19, 2014

17 What next? -more self-reflection -more cross-cultural analysis -more explicit teaching and learning of criticality. -more awareness that cultural identity is not fixed -more of a questioning attitude -more critical of their own personal responses -more critical of their own culture April 19, 2014

18 The role of the intercultural teacher […] is more interested in fault lines than in smooth landscapes, in the recognition of complexity and in the tolerance of ambiguity, not in the search for clear yardsticks of competence or insurances against pedagogical malpractice … understanding and shared meaning, when it occurs, is a small miracle, brought about by the leap of faith that we call communication across cultures. Language teachers are well aware of the difficulties of their task. But they often view these difficulties in dichotomous terms that unduly simplify the issues and prevent them from understanding the larger context. Kramsch, C. (1993) Context and Culture in Language Teaching. Oxford Applied Linguistics., pp. 2

19 Thank you April 19, 2014

Download ppt "Tasks using L2 literature for intercultural development Leticia Goodchild School of Language and Communication Studies University."

Similar presentations

Ads by Google