When teaching outside      your own cultural           sphere(H.D. Brown, Principles of Language Learning and Teaching, Pe...
Ask yourself…S Does the activity value the customs  and belief systems that are presumed  to be part of the culture(s) of ...
Ask yourself…S Does the activity refrain from any  demeaning stereotypes of any  culture, including the culture(s) of your...
Ask yourself…S Does the activity refrain from any  possible devaluing of the students’  native language(s)?
Ask yourself…S Does the activity recognise varying  degrees of willingness of students to  participate openly due to facto...
Ask yourself…S If the activity requires students to go  beyond the comfort zone of strictly  codified rules held to in the...
Ask yourself…S Is the activity sensitive to the perceived  roles of male and females in the  culture(s) of the students?
Ask yourself…S Does the activity sufficiently connect  specific language features (e.g.  grammatical  categories, lexicon,...
Ask yourself…S Does the activity explicitly investigate  specific language features (e.g.  grammatical  categories, lexico...
Ask yourself…S Does the activity in some way draw on  the potentially rich background  experiences of the students, includ...
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Intercultural competence in the classroom

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Intercultural competence in the classroom

  1. 1. When teaching outside your own cultural sphere(H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213) S
  2. 2. Ask yourself…S Does the activity value the customs and belief systems that are presumed to be part of the culture(s) of the students?
  3. 3. Ask yourself…S Does the activity refrain from any demeaning stereotypes of any culture, including the culture(s) of your students?
  4. 4. Ask yourself…S Does the activity refrain from any possible devaluing of the students’ native language(s)?
  5. 5. Ask yourself…S Does the activity recognise varying degrees of willingness of students to participate openly due to factors of collectivism/individualism and power distance?
  6. 6. Ask yourself…S If the activity requires students to go beyond the comfort zone of strictly codified rules held to in their culture, does it do so empathetically and tactfully?
  7. 7. Ask yourself…S Is the activity sensitive to the perceived roles of male and females in the culture(s) of the students?
  8. 8. Ask yourself…S Does the activity sufficiently connect specific language features (e.g. grammatical categories, lexicon, discourse) to cultural ways of thinking, feeling and acting?
  9. 9. Ask yourself…S Does the activity explicitly investigate specific language features (e.g. grammatical categories, lexicon, discourse) to cultural ways of thinking, feeling and acting of the target culture?
  10. 10. Ask yourself…S Does the activity in some way draw on the potentially rich background experiences of the students, including their own experiences in other cultures? (H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)
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