1. Humanistic and Critical Approaches Michael Byram

2. REMINDER College English Teaching Guideline 2015 College English course is part of the humanity (liberal arts) education and it represents both instrumental and humanistic features. 4.2.3 Intercultural communication course Intercultural communication course aims at intercultural education, helps students understand the different outlook, values, thinking modes between China and other countries, cultivate the students' intercultural awareness, improve their social linguistic and intercultural communication ability. [instrumental = skills of discovery AND interpreting/relating (AND knowledge) [humanistic = openness/curiosity AND critical cultural awareness] 2

3. ‘To study without thinking is futile. To think without studying is dangerous’ – The Analects 2.15 Part 1: The teacher’s dilemma Part 2: Intercultural Competence and Mediation Part 3: Critical thinking and ‘action in the community’ Part 4: Language teaching in society – the European example [if time]

4. Part 1 The Teacher’s Dilemma

5. The teacher’s dilemma – as teacher and learner … As teacher = neutral language teacher or languaculture teacher … As learner = being a teacher-learner in a foreign country …

6. 6 Developmental Model of Intercultural Sensitivity - Bennett Denial →Defence → Minimization →Acceptance → Adaptation → Integration Teacher’s dilemma: -How far do I want my learners to go? Teacher-learner’s dilemma (when teaching Chinese in another country): - How far do I want to go?

7. Cultural and Bicultural Competence Cultural competence – ability to do (most of the time) ‘behaviours, values and beliefs of group X’ = Chinese person does what other Chinese do / is the same as other Chinese Bicultural competence – ability to do … in groups X and Y when X and Y are ‘the same’ = Chinese person can do (and be) same as ‘Chinese’ and same as ‘American’/ ‘French’/ ‘Japanese’ etc Teacher’s dilemma – Do I want my US/Vietnamese learners to do the same as Chinese? To be the same? 7

8. Examples Culture = values, beliefs and behaviours Behaviours e.g. Politeness: most but not all (Chinese/ English/ Japanese etc.) greet each other by saying … Beliefs e.g. most but not all … believe that teachers should have rights to punish … Values e.g. most but not all … give priority/ admire young people’s ways of life Teacher’s dilemma = Do I want my Us/Vietnamese learners to behave/believe/ value the same as Chinese? 8

9. Language teaching and identity Teach language competence (4 skills to imitate native speaker) = no effect on identity Teach cultural competence (beliefs, values and behaviours to imitate native speaker) = change identity Teacher’s dilemma = What should a teacher do? 9

10. Teacher’s dilemma – my answer NOT Bicultural competence: Vietnamese and Chinese = have culture of both (most but not all) Vietnamese and Chinese = 2 identities BUT Intercultural competence : know that/how (most but not all) Americans believe value and behave AND same for Chinese (but remain Chinese in identity) AND be able to ‘mediate’ MEDIATION examples: history teachers ‘mediate the past for their learners … Chinese teachers mediate Chinese culture for their learners 10

11. Part 2 Intercultural Competence and Mediation

12. Learning Intercultural Competence REMINDER OF EXAMPLES: Christmas cards, fruits, chopsticks… Learn ‘how to discover’ others’ values beliefs and behaviours ‘how to compare/contrast’ with ours ‘how to analyse’ and ‘critique’ our and their cultures ‘knowledge about’ another social group (Chinese, teachers, footballers etc.) To be curious for MEDIATION = help myself and others to understand and act together 12

13. Mediator for others

14. Mediator for myself

15. Mediation In Christmas cards: Mediation for others = explain English Christmas to other Bulgarians mediation for myself = learn about charity in Britain and think about Bulgaria before and after communism In Fruits : Mediation for others = explain fruit eating in other countries to other Americans mediation for myself = learn about eating in other countries and think about my town and myself and the environment In chopsticks : Mediation for others = explain chopsticks to Americans etc mediation for myself = learn about eating instruments in my country and others in Asia

16. Part 3 Critical Thinking and ‘Action in the Community’

17. Critical thinking / Critical cultural awareness Analysis and ‘judgement’ Analyse what people ‘do’ and ‘values and beliefs’ for why they do what they do [EXAMPLE: send Christmas cards] Judge values beliefs and behaviours [EXAMPLE: ‘charity’ ; ‘communism’] o By what criteria? Is the learner conscious of criteria used? o Role of teacher – tell learners what to think? Allow learners to judge? Make learners explain judgement? o = teacher’s dilemma 17

18. Falklands / Malvinas Project Citizenship education for a culture of peace: The case of the Malvinas/Falklands project in language teaching in Higher Education Melina Porto & Leticia Yulita In: Byram, Golubeva, Han and Wagner (eds) (1st Nov 2016) Education for Intercultural Citizenship – Principles in Practice. Multilingual Matters

19. The Malvinas/Falklands War (1982): An opportunity for citizenship education in the foreign language classroom in Argentina and the UK 50 Argentinean university students of English (CEFR C1) AND 50 UK students of Spanish (Honours) AIMS – THINKING encouraging STUDENTS to explore and reflect on historical issues – nationally and internationally understand historical issues and how to analyse them in national and international context, challenge taken-for-granted assumptions about history AIMS – ACTING Research (historical documents – newspapers, interviews …) Communicate with people about historical issues – from international perspective researched conflict and -- focus on interaction based on respect, mutual understanding and cooperative conflict resolution 19

20. Activities STAGE 1 – DISCOVER ABOUT ‘US’ AND PREPARE FOR ’THEM’ researched newspapers, talked with parents, created PPTs about the war STAGE 2 – PRESENT ‘US’ TO ‘THEM’ AND COMPARE communicated synchronically and diachronically (wiki and Elluminate) interviewed Argentine and English war veteran - created blogs/facebook pages and noting reactions STAGE 3 – WORK TOGETHER – IN ‘US AND THEM’ GROUP collaboratively created leaflets etc to show both national perspectives and reconciliation

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23. ‘Action in the Community’ STAGE 4 Distributed leaflets taught special class in English language school taught class with NGO in poor neighbourhood [youtube] ETC 23

24. Melina Porto (2014): Intercultural citizenship education in an EFL online project in Argentina, Language and Intercultural Communication, DOI:10.1080/14708477.2014.890625 Melina Porto and Michael Byram (2015) A curriculum for action in the community and intercultural citizenship in higher education. Language Culture and Curriculum 28, 3, 226-242.

25. Green Kidz project Green Kidz: Young learners engage in intercultural environmental citizenship in English language classroom in Argentina and Denmark. Melina Porto, Petra Daryai-Hansen, María Emilia Arcuri and Kira Schifler In: Byram, Golubeva, Han and Wagner (eds) 2016, Education for Intercultural Citizenship – Principles in Practice. Multilingual Matters

26. Participants and aims Learners in Argentina and in Denmark - learning English (ages 10-12) – connected by internet Aims: THINKING encouraging children to explore and reflect on environmental issues - globally and locally understand environmental issues and how to recognize them in their own surroundings, challenge taken-for-granted representations of the environment, ACTING engage in trash sorting and recycling practices, contribute to improving the environment in their local communities = ACTION IN THE COMMUNITY 26

27. Activities STAGE 1 – DISCOVER ABOUT ‘US’ AND PREPARE FOR ’THEM’ Pupils identified green crimes in their schools and in their communities and drew or video-taped these crimes. trash analysis listing, classifying and sorting trash in waste bins in schools STAGE 2 – PRESENT ‘US’ TO ‘THEM’ AND COMPARE compared and discussed results using a wiki. survey among family members, friends, etc. about their environmental habits - compared on wiki analyzed critically (audio) visual media images and texts, produced in Argentina and in Denmark, STAGE 3 – WORK TOGETHER – IN ‘US AND THEM’ GROUP collaboratively online using skype and wiki (ie Argentinean and Danish pupils in mixed groups) designed advertisements to raise awareness of environmental issues 27

28. Using the internet to share understanding http://www.youtube.com/watch?v=uysvpqx2vN0 https://www.facebook.com/pages/Save-the-Planet-Argentina/603179783054514 http://www.youtube.com/watch?v=uysvpqx2vN0 http://www.youtube.com/watch?v=8zTlOCskmo8 http://www.youtube.com/watch?v=DjgTR6QeetQ http://www.youtube.com/watch?v=nGE9oq3hTdo 28

29. Action in the community STAGE 4 – FOCUS AGAIN ON ‘US’ AND ACTING … Argentine pupils: created videos and songs and shared in facebook page were interviewed by a local journalist and got the collaborative posters published in local newspaper, designed a “pasacalles” (banner) and hung in the school street. 29

31. The meaning of the examples Learners are critical → analyse what people do [in war; in environment] → judge what they do according to criteria of liberal societies Learners take action [after discussing with international partners; in their own community] → act as mediators between perspectives [‘theirs’ and ‘ours’] → teachers encourage action – teacher’s dilemma.

32. Part 4 Language Teaching in Society – the European Example

33. Language Teaching in Society the European example The European situation – ‘Charly-Hebdo’ and after Before ‘Charly-Hebdo’ – 2008 ‘European Year of Intercultural Dialogue and White (Policy) Paper on ‘Living together … Intercultural Dialogue’ Education as a means to create change Education for citizenship Education for democratic citizenship [and intercultural dialogue] → Model of Competences for Democratic Culture [and intercultural dialogue] → how to plan ALL subjects to develop Competences … http://www.coe.int/t/dg4/education/competences_en.asp

35. Malvinas/Falklands and Green Kidz Existed before CDC Demonstrate CDC competences FOR EXAMPLE: Valuing democracy, justice, fairness, equality and the rule of law This set of values is based on the general belief that societies ought to operate and be governed through democratic processes which respect the principles of justice, fairness, equality and the rule of law.

36. Malvinas/Falklands and Green Kidz Openness to cultural otherness and to other beliefs, world views and practices Openness is an attitude towards people (…) or towards beliefs, world views and practices which differ from one’s own. It involves (…) willingness to engage with other people and other perspectives on the world. Responsibility Responsibility (…) involves being reflective about one’s actions, (…) about how to act in a morally appropriate way, (…) performing those actions and holding oneself accountable for the outcomes of those actions.

37. Malvinas/Falklands and Green Kidz Linguistic, communicative and plurilingual skills (…) the skills required to communicate (…) with people who speak the same or another language, and to act as a mediator between speakers of different languages. Knowledge and critical understanding of language and communication (…) of the socially appropriate verbal and non-verbal communicative conventions that operate in the language(s) which one speaks, (…) of how every language expresses culturally shared meanings in a unique way.

38. And …. ‘action in the community’ = using competences in life (in education, and in society) Language teaching can/should influence and change society The teacher’s dilemma – Shall I teach my learners to take ;action in the community’

39. Conclusion Teachers have responsibility – have dilemmas – must take own decisions