1. The intercultural approach

2. Pluralistic approaches to languages and cultures
… are didactic approaches which use teaching/learning activities involving several (i.e. more than one) varieties of languages or cultures.

3. Four pluralistic approaches
Integrated didactic approach to languages
Intercomprehension between related languages
Awakening to languages
The intercultural approach

4. Culture – a definition dynamic open complex transnational
- culture(s)
- context/situation
- person
transnational
complex

5. Intercultural pedagogics
Intercultural education is for all children.
Intercultural education is embedded in knowledge, skills and attitudes.
Intercultural education is integrated with all subjects and with the general life of the school.
Language is central to developing intercultural competences.
Intercultural education requires a real-world focus.
Intercultural education takes time.
National Council for Curriculum and Assessment, Irland, 2005

6. Byram (1997) Teaching and Assessing Intercultural Competence

7. Byram (1997) knowledge (savoirs) attitudes (savoir être)
skills of interpreting and relating (savoir comprendre)
skills of discovery and interaction (savoir apprendre/faire)
critical cultural awareness/political education (savoir s’engager)

8. Attitudes: objectives
willingness to seek out or take up opportunities to engage with otherness in a re- lationship of equality, distinct from seeking out the exotic of the profitable;
interest in discovering other perspectives or interpretation of familiar and unfami- liar phenomena both in one’s own and in other cultures and cultural practices;
willingness to question the values and presuppositions in cultural practices and products in one’s environment;
readiness to experience the different stages of adaption to and interaction with another culturer during a period of residence;
readiness to engage with the conventions and rites of verbal and non-verbal communication and interaction.

9. Intercultural and plurilingual competences
Attitudes (savoir être)
e.g. Critical Cultural Awareness
(savoir s’engager)
Skills
(savoir faire)
Knowledge
(savoir)
Learning to learn (savoir apprendre)
Based on Martinez (2012), Daryai-Hansen/Stobbe (2013)

10. FREPA: A comprehensive list of descriptors
to describe intercultural competences
to define learning objectives
to develop curricula within the field
to find teaching materials in the FREPA database
to design teaching materials
to self-assess intercultural competences?

11. Agenda Two activities from the FREPA database
Discovering the FREPA descriptors
Discovering the FREPA teaching materials

12. This is the history of Wladimir, a young man from Moscow…
A co-operative story
This is the history of Wladimir, a young man from Moscow…
Tell Wladimir’s story

13. Wladimir knows Hans, a German boy. Hans …
A co-operative story
Wladimir knows Hans, a German boy. Hans …
Tell Hans’s story

14. Knowledge? Attitudes? Skills?
All different. All equal.

18. Knowledge?
Attitudes?
Skills?

22. Where to find teaching materials?

23. National Council for Curriculum and Assessment, Irland