TEFL TEFL – theory, practice and methodology theory, practice and methodology 1st International Conference on Teaching English as a Foreign 1st International Conference on Teaching English as a Foreign Language Language THE INTERCULTURAL DIMENSION AND THE INTERCULTURAL DIMENSION AND THE TEACHING OF ENGLISH IN PORTUGAL THE TEACHING OF ENGLISH IN PORTUGAL João Carlos Amorim da Costa Lopes Vieira Colégio Paulo VI - Gondomar Faculdade de Ciências Sociais e Humanas Universidade Nova de Lisboa Lisbon, 28-29 November 2008
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TEFL TEFL –– theory, practice and methodologytheory, practice and methodology1st International Conference on Teaching English as a Foreign 1st International Conference on Teaching English as a Foreign
LanguageLanguage
THE INTERCULTURAL DIMENSION AND THE INTERCULTURAL DIMENSION AND THE TEACHING OF ENGLISH IN PORTUGALTHE TEACHING OF ENGLISH IN PORTUGAL
João Carlos Amorim da Costa Lopes VieiraColégio Paulo VI - Gondomar
Faculdade de Ciências Sociais e Humanas
Universidade Nova de Lisboa
Lisbon, 28-29 November 2008
INTRODUCTIONINTRODUCTION
It is important to analyse:It is important to analyse:
–– how culture is interpreted by the English syllabus for the how culture is interpreted by the English syllabus for the 2nd and 3rd cycles2nd and 3rd cycles
–– how students and teachers how students and teachers useuse the syllabusthe syllabus
–– the opinion of both learners and teachers about the the opinion of both learners and teachers about the teaching of culture in the English classroomteaching of culture in the English classroom
–– the syllabus capacity to prepare and adapt students’ the syllabus capacity to prepare and adapt students’ cultural knowledge to the (multicultural) world they live incultural knowledge to the (multicultural) world they live in
1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION
�� Culture shall be defined as:Culture shall be defined as:
1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION
1.2 1.2 –– Language and CultureLanguage and Culture
�� Language is a dynamic system that encodes cultural Language is a dynamic system that encodes cultural meanings (such as behaviour and ways of thinking of a meanings (such as behaviour and ways of thinking of a community) and enables communication between community) and enables communication between people from different communities;people from different communities;people from different communities;people from different communities;
�� Culture and language awareness are important to allow Culture and language awareness are important to allow appropriate behaviour and language use within specific appropriate behaviour and language use within specific social encounters;social encounters;
1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 -- Multiculturalism & InterculturalismMulticulturalism & Interculturalism
1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 –– Multiculturalism & InterculturalismMulticulturalism & Interculturalism
1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 –– Multiculturalism & InterculturalismMulticulturalism & Interculturalism
�� developdevelop attitudesattitudes ofof opennessopenness towardstowards thethe Other,Other,perceiveperceive him/herhim/her asas somebodysomebody toto bebe discovereddiscovered andandmodifymodify previousprevious (cultural)(cultural) knowledgeknowledge wherewhere necessarynecessary;;
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS
the presence and relevance of the presence and relevance of culture in the English syllabus culture in the English syllabus for the 2nd and 3rd cycles. It for the 2nd and 3rd cycles. It
This section deals withThis section deals with
for the 2nd and 3rd cycles. It for the 2nd and 3rd cycles. It is divided into two major is divided into two major
sections:sections:
analysis of students’ and analysis of students’ and teachers’ opinions on the teachers’ opinions on the
intercultural dimension in the intercultural dimension in the teaching of English in Portugalteaching of English in Portugal
analysis of the contents of the analysis of the contents of the syllabus from an intercultural syllabus from an intercultural
perspectiveperspective
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Students’ QuestionnairesStudents’ Questionnaires
FINDINGSFINDINGS
�� FAVOURITE TOPICS: Food, Daily Life, FAVOURITE TOPICS: Food, Daily Life, (Un)employment, the Environment(Un)employment, the Environment
�� REASONS: it can be helpful in the future, both personally and REASONS: it can be helpful in the future, both personally and professionally; relevant to personal interestsprofessionally; relevant to personal interests
�� FUTURE TOPICS: EnglishFUTURE TOPICS: English--speaking countries and speaking countries and societies;societies; The The Environment; Sports; Terrorism or Poverty; Environment; Sports; Terrorism or Poverty; Music; Cinema Music; Cinema
�� REASONS: possible need in professional terms; relevant to REASONS: possible need in professional terms; relevant to theirtheirinterestsinterests
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Teachers’ QuestionnairesTeachers’ Questionnaires
Purposes Purposes MethodologyMethodology
ToTo identifyidentify thethe importanceimportance AnalysisAnalysis ofof quantitativequantitativeToTo identifyidentify thethe importanceimportanceteachersteachers givegive toto cultureculture::-- rolerole ofof cultureculture-- relevancerelevance ofof thethe topicstopics
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Teachers’ QuestionnairesTeachers’ Questionnaires
FINDINGSFINDINGS
�� Culture plays an important role in the teaching of EnglishCulture plays an important role in the teaching of English�� Linguistic features are not more important than cultural onesLinguistic features are not more important than cultural ones�� The syllabus gives enough relevance to cultural itemsThe syllabus gives enough relevance to cultural items�� The syllabus gives enough relevance to cultural itemsThe syllabus gives enough relevance to cultural items�� The teaching of English can make students culturally The teaching of English can make students culturally
competent in a globalised world.competent in a globalised world.�� EnglishEnglish--speaking culture should include all Englishspeaking culture should include all English--speaking speaking
countriescountries�� Stereotypes are not an important feature of ELT.Stereotypes are not an important feature of ELT.�� Learning about a new culture is a good tool to make students Learning about a new culture is a good tool to make students
get to know their culture better.get to know their culture better.�� The teaching of culture should be about making students The teaching of culture should be about making students
understand and accept other people’s beliefs, values and understand and accept other people’s beliefs, values and lifestyleslifestyles
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus
Expected goals of 2nd & 3rd cycle syllabi:Expected goals of 2nd & 3rd cycle syllabi:
�� establishmentestablishment ofof communicationcommunication asas aa wayway ofof socialsocialinteraction,interaction, asas toto enableenable respectrespect forfor thethe OtherOther andandthethe sensesense ofof cooperation,cooperation, solidaritysolidarity andand citizenshipcitizenship
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus
2ND & 3RD CYCLES SYLLABI 2ND & 3RD CYCLES SYLLABI –– SOME ASPECTS FOR REFLECTION:SOME ASPECTS FOR REFLECTION:
�� There is a progression from the 2nd to the 3rd cycles as far as There is a progression from the 2nd to the 3rd cycles as far as cultural aspects are concerned in terms of topics and functionscultural aspects are concerned in terms of topics and functions
�� 2nd cycle: expects a rather passive attitude from students: they are 2nd cycle: expects a rather passive attitude from students: they are mostly asked to identify, describe, distinguish and recognise (several mostly asked to identify, describe, distinguish and recognise (several aspects of cultural life)aspects of cultural life)
�� 3rd cycle: students are expected to perform same functions but also 3rd cycle: students are expected to perform same functions but also to relate, analyse and compareto relate, analyse and compare
2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus
2ND & 3RD CYCLES SYLLABI 2ND & 3RD CYCLES SYLLABI –– SOME ASPECTS FOR SOME ASPECTS FOR REFLECTION:REFLECTION:
�� (Too much) emphasis given to the UK and the USA(Too much) emphasis given to the UK and the USA
�� The student is expected to develop ‘positive attitudes’ towards The student is expected to develop ‘positive attitudes’ towards the target culture although it is not mentioned what is the target culture although it is not mentioned what is understood by ‘positive attitudes’understood by ‘positive attitudes’
�� Cultural topics are suitable for students’ age and most of their Cultural topics are suitable for students’ age and most of their interests. However, they are not dealt with from an interests. However, they are not dealt with from an intercultural perspective intercultural perspective
CONCLUSIONSCONCLUSIONS
A lot is still to be done until we can talk about A lot is still to be done until we can talk about an an intercultural approach for the intercultural approach for the 2nd and 3rd cycles in 2nd and 3rd cycles in
Portugal. To achieve the purposes of such an approach Portugal. To achieve the purposes of such an approach the syllabi should:the syllabi should:
�� recogniserecognise multiculturalismmulticulturalism asas aa realityreality ofof today’stoday’s worldworld;;
�� Recommendation no.R(98)6 of the Committee of Ministers to member States concerning Recommendation no.R(98)6 of the Committee of Ministers to member States concerning modern languages’.modern languages’. (1998) Strasbourg, Council of Europe cited in Council of Europe (1998) Strasbourg, Council of Europe cited in Council of Europe (2001), (2001), Common European Framework of Reference for Languages: Learning, teaching, Common European Framework of Reference for Languages: Learning, teaching, assessment, assessment, Council of Europe Publishing, Council of Europe Publishing, http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, onhttp://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, on--line text accessed on line text accessed on 22/07/200722/07/2007
�� AGUADO ODINA, M. T. (2003) AGUADO ODINA, M. T. (2003) Pedagogía Intercultural, Pedagogía Intercultural, Madrid: McGrawMadrid: McGraw--HillHill�� BUTTJES, D. & BYRAM, M. (1991) BUTTJES, D. & BYRAM, M. (1991) Mediating Languages and Cultures: Towards an Mediating Languages and Cultures: Towards an
Intercultural Theory of Foreign Language EducationIntercultural Theory of Foreign Language Education�� BUTTJES, D. & BYRAM, M. (1991) BUTTJES, D. & BYRAM, M. (1991) Mediating Languages and Cultures: Towards an Mediating Languages and Cultures: Towards an
Intercultural Theory of Foreign Language EducationIntercultural Theory of Foreign Language Education, Clevedon: Multilingual Matters, Clevedon: Multilingual Matters�� BUTTJES, D. (1991) ‘Mediating Languages and Cultures: the social and intercultural BUTTJES, D. (1991) ‘Mediating Languages and Cultures: the social and intercultural
dimension restored’ in Buttjes, D. & Byram, M. (1991) dimension restored’ in Buttjes, D. & Byram, M. (1991) Mediating Languages and Cultures: Mediating Languages and Cultures: towards an Intercultural Theory of Foreign Language Educationtowards an Intercultural Theory of Foreign Language Education, Clevedon: Multilingual , Clevedon: Multilingual Matters, Pp. 3Matters, Pp. 3--1616
�� BYRAM, M. (1989) BYRAM, M. (1989) Cultural Studies in Foreign Language Education, Cultural Studies in Foreign Language Education, Clevedon: Multilingual Clevedon: Multilingual MattersMatters
�� BYRAM, M. (1991) ‘Teaching Culture and Language: Towards an Integrated Model’ in BYRAM, M. (1991) ‘Teaching Culture and Language: Towards an Integrated Model’ in Buttjes, D. & Byram, M. (1991) Buttjes, D. & Byram, M. (1991) Mediating Languages and Cultures: towards an Mediating Languages and Cultures: towards an Intercultural Theory pf Foreign Language EducationIntercultural Theory pf Foreign Language Education, Clevedon: Multilingual Matters, Pp. , Clevedon: Multilingual Matters, Pp. 1717--3030
�� BYRAM, M. (1997) BYRAM, M. (1997) Teaching and Assessing Intercultural Communicative Competence, Teaching and Assessing Intercultural Communicative Competence, Clevedon: Multilingual Matters.Clevedon: Multilingual Matters.
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