1. Can language materials promote the development of ICC? A case study carried out in Bogota- Colombia Carlos Rico Troncoso PhD. Pontificia Universidad Javeriana The MATSDA/University of Liverpool Conference Authenticity and Materials Development for Language Learning June 18 th -19 th 2016

2. The role of language materials in Spanish courses 1.Why language materials? 2. Why language materials for Intercultural Communicative Competence? 3. How can we adapt materials for the development of ICC?

3. 1. Why language materials? Language materials are powerful tools to enhance the development of the Intercultural Communicative Competence. They should not force learners to create stereotypes about cultures. On the contrary, they might bridge gaps between cultures and become socio-cultural mediators to enable learners to understand diversity. (Rico, 2008)

4. 1. Why language materials? Figure 2. Problematic forms of language. Thompson (2003: 139)

5. 1. Why language materials? Materials development is a practical undertaking and a field of study (Tomlinson, 2003) As field of study requires the identification and exploration of diverse methodologies.

6. Components for materials development (Rico, 2010) Who, where, what and why Materials Development What? How? Context Language descriptionsLanguage learning

7. CYCLE 2 INTERVENTION (Preparation of the intervention strategy) Objective: Intervention in the field CYCLE 3 EVALUATION (Evaluation of the strategy being implemented) Objective: evaluation of the solution CYCLE 1 RECONNAISSANCE (Initial collection of data. Development of the hypothesis) Objective: Exploration of the field ACTION RESEARCH IN MATERIALS DEVELOPMENT Language materials as a field of study

8. 2. Possible solution Adaptation of materials Following the TDA and DMIS 3. Evaluation of the solution Materials Evaluation in use Matrix to assess materials for ICC 1.Problem identified Lack of materials for the development of ICC LANGUAGE MATERIALS FOR THE DEVELOPMENT OF ICC (Action Research) LANGUAGE MATERIALS FOR THE DEVELOPMENT OF ICC (Action Research)

9. Materials Development: a methodology Figure 1. A teacher’s path through the production of new or adapted materials (Jolly and Bolitho, 2003).

10. Step 1 INITIATION A teacher wants to change a situation within the classroom. The materials used in class (In particular the course book) does not seem to contribute to the development of students' Intercultural Competence Step 2 PRELIMINARY INVESTIGATION He spends some time collecting baseline data through questionnaires and observations with the purpose of exploring the field Step 3 HYPOTHESIS After reviewing the initial data, he forms the hypothesis that the materials used do not contribute to develop students' intercultural communicative competence. Thus he proposes a way to adapt the materials Step 4 INTERVENTION The teacher devises an strategy to adapt the materials based on students' interests and the programme. This strategy implies the definition of some principles and the adoption of a particular methodology Step 5 EVALUATION Students use the adapted materials within their classes. The teacher observes them in detail. He takes notes and observes whether students respond positively or not to the materials. Step 6 DISSEMINATION The teacher runs a workshop for colleagues and presents a paper at some language conferences Step 7 FOLLOW UP The teacher suggests other possible ways of adapting materials to develop students intercultural communicative competence

11. 2. Why language materials for Intercultural Communicative Competence? 1. How do people understand one another when they do not share a common cultural experience? 2. What kind of communication is needed by a pluralistic society to be both culturally diverse and unified in common goals? 3. How does communication contribute to creating a climate of respect, not just tolerance, for diversity? (Questions taken from Bennett, 1998)

12. Intercultural encounterss

13. Incidents such as these happen frequently when someone is confronted with members of another culture. They are caused by differences in routine behaviours and habits, which are mostly unconscious. It is impossible to describe all habits and patterns of behaviour and interaction in a given culture. Even if they were brought to a conscious level, they would be too complex and to a large degree not measurable. (to observe or to describe)

14. The central question of the debate is to what extent communities are prepared to deal with these new ways of intercultural exchanges, and more specifically, how to deal with divergence and diversity in a context where interlocutors portray different social identities?

15. In theory, one way of being able to deal effectively and appropriately with diversity, whether ethnic, racial, religious or cultural is by means of Intercultural Communicative Competence (ICC).

16. Fantini has defined ICC as the ‘ability to deal with differences in a positive manner’ (2000: 25), and it entails ‘an individual’s ability to communicate and interact across cultural boundaries’ (Byram, 1997: 7)

17. ICC is understood not as an ability but as the overall social and psychological capacity of an individual to manage appropriately encounters with people from other cultural backgrounds (Byram et al, 2001; Corbett, 2003; Bennett, 2004; Holliday, 2004; Sercu et al, 2005; Ildikó et al, 2007; Savicki 2008; Deardorff, 2008).

18. … To understand the shared meanings, individuals have to decentre the self and take up the role of the other. In doing so, they need to develop some capacities associated with the dimensions of ICC: the savoirs (Knowledge). (Byram, 1997; Corbett, 2003; Sercu 2005)

19. 1.Knowledge of self and other; of how interaction occurs; of the relationship of the individual to society. Savoir (knowledge) 2.Knowing how to interpret and relate information. Savoir-faire/savoir comprendre (skills) 3.Knowing how to engage with the political consequences of education; being critically aware of cultural behaviours. savoir-s´engager (awareness) 4.Knowing how to discover cultural information. savoir-faire/savoir apprendre (skills) 5.Knowing how to be: how to relativise oneself and value the attitudes and beliefs of the other. savoir-être (attitudes-traits)

20. Fig. 1 Intercultural Communicative Competence Model (Rico 2010) Message Message Interlocutor - C1 Interlocutor – C2 Non-VerbalCommunication VerbalCommunication Socio-cultural Context Discourse

21. … In any communicative situation people -from different cultures or backgrounds- interact and bring to the situation their knowledge, their awareness of similarities and differences, their beliefs, their attitudes, their behaviours, their skills and their language(s) to negotiate meanings and establish effective interpersonal relationships. (Rico2012)

22. When people interact in a language which is foreign to at least one of them, the shared meanings and values they convey by language cannot be taken for granted. ‘Learning a language as it is spoken by a particular group is learning the shared meanings, values and practices of that group as they are embodied in the language’. (Byram and Fleming, 1998: 2).

23. 3. How can we adapt materials for the development of ICC? How can a language teacher avoid to fall into the trap of stigmatization or stereotyping when developing language materials?

24. FLT has traditionally tested the linguistic competence and not the ICC. Objective testing is perhaps insufficient to reflect the full complexity of ICC. (Byram, 2001: 6)

25. An example…

26. Intercultural Communicative Competence Linguistic comp.Sociolinguistic comp. Discourse comp. Intercultural competence Skills of interpreting/relating (savoir comprendre) Knowledge (savoirs) Critical culture awareness (savoir s’engager)Openness/curiosity (savoir être) Skills of Discovery/interaction (savoir apprendre/faire) Byram, Nichols, Stevens (eds) 2001. Clevedon: Multilingual matters

27. Conclusions: Being able to deal with intercultural experiences requires that the person possesses a number of intercultural competencies and characteristics. willingness to engage in the foreign culture, self-awareness, and the ability to look upon oneself from the outside, the ability to see the world through the others´ eyes, the ability to cope with uncertainty, the ability to act as cultural mediator,

28. … the ability to evaluate others´ points of view opinions, the ability to consciously use culture learning skills and to read the cultural context, and the ability of understanding that individuals cannot be reduced to their collective identities.

29. REFERENCES ref ref

30. THANK YOU ! crico@javeriana.edu.co