Thank you to OUP for   sponsoring this eventthrough the provision of the    platform to host this         workshop.
Mind the gapDesigning materials and activities for cross-cultural trainingSimon Greenallsimon.greenall@btconnect.com@simon...
Overview  1 Why do socio-cultural/     intercultural training?  2 Six personal characteristics     of cross-cultural sensi...
Why do socio-cultural/intercultural training?
Why do socio-cultural/intercultural training?          In the classroom:           Integral part of communicative        ...
So where do westart?
So where do westart?
Teachers’ concerns
Teachers’ concerns 1 „It‟s easy if you                      have a multi-cultural                      group. But what can...
Teachers’ concerns 4 „What types of                   materials and                   activities can you                  ...
Intercultural training– general issues
Intercultural training  Integrating– general issues         intercultural training                           into a langu...
Cultural taboosin textbooks   P   A   R   S   N   I   P
Cultural taboosin textbooks Politics A R S N I P
Cultural taboosin textbooks Politics Alcohol R S N I P
Cultural taboosin textbooks Politics Alcohol Religion S N I P
Cultural taboosin textbooks Politics Alcohol Religion Sex N I P
Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics I P
Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics Isms P
Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics Isms Pork
Six personal characteristicsof cross-cultural sensitivity•   Tolerance of ambiguity•   Behavioural flexibility•   Communic...
The reculturalisation of        English
The reculturalisation of           EnglishPeriods of studying English: where the  USA/UK/Australia etc were  target cultu...
Teachers’concerns1 „It‟s easy if you have a multi-cultural group. But what can wedo in monocultural classes likeours?‟
Missing you already!
Missing you   What do you already!     miss when              you‟re away              from home?              What do you...
Missing you already!„My cat.‟              „The sense of humour.‟„The crossword‟        „The radio cricket„The Sunday pape...
Missing you   What do you already!     miss when              you‟re away              from home?              What do you...
Teachers’concerns2 ‘How can I teach socio-cultural awareness at lowlevels?’
Desert Island words         Think of eight         favourite words         to take to your         desert         island, ...
Desert Island words1 family
2 Oxford
3 book
4 television               4 televisio
5 mountain
6 Venice
7 beer
8 another
Favourite sentence  It‟s out of the     question!
Desert Island words          Think of eight          favourite words          to take to your          desert          isl...
See the rest ofyour familyGo out withfriendsGo shoppingGet somephysical exerciseRead a bookTalk aboutpolitics
Teachers’ concerns3 „What exactly does anintercultural syllabus cover?‟
THE CULTURAL ICEBERGBeyond Culture (1976) Edward T Hall
What’s missing from the iceberg?        Effective and meaningful        intercultural        communication requires:      ...
Common European Framework5.1.1.2 Sociocultural knowledgeStrictly speaking, knowledge of the societyand culture of the comm...
Common European Framework5.1.1.3 Intercultural awarenessKnowledge, awareness and understanding of the relation(similaritie...
 Linguistic, non-  linguistic and  social conventions  and rituals Customs and  traditions Attitudes and  beliefs
1 Linguistic, non-linguistic andsocial conventions and rituals
1 Linguistic, non-linguistic and  social conventions and rituals Greetings        Gestures Reciprocal       Appearance...
Non-linguisticconventions
Linguistic conventions: functions
Linguistic conventions: functions   Greetings and making introductions   Thanking   Apologising   Complaining   Givin...
2 Customs and traditions
2 Customs and traditions                  Weddings                  Table                   manners                  Bu...
Customs andtraditions
Customs and   Talk about these questions.                 You‟re invited to someone‟straditions        home for dinner. W...
3 Attitudes and beliefs
3 Attitudes and beliefs    Superstitions    Face    Men and     women    Ancestors    Networking    Time
Attitudestowardstime
Proverbs
Teachers‟ concerns4 „What types of materials and activities can you use?
Materials and activitytypes
Materials and activitytypes                  Cultural self                   awareness                  Cognitive traini...
Cultural self awareness: macro andmicrocultureHere is a list of furniture and features of a house.Which ones do you expect...
Cognitive  training:information  about C2
C2 comparison
Experiential training
Experiential training: cultural                bumpsRead the conversation and decide if thereis anything which surprises y...
Julia I really like your coat. Let me take it      for you.Helen Oh, this old thing? Thanks.Julia How much did it cost?Hel...
Experiential training
Critical incidents
Critical incidents: face“I invited a friend to adinner party at myapartment lastThursday. She replied,„Yes, I‟d love to co...
Critical incidents
Cultural icons, symbols and resonance
Cultural resonanceWhat ideas do you associate with thesecolours?green white yellow blue redWhat are the qualities of these...
L1 interference: trap words and absencesYes/noIt certainly is! (emphatic agreement)Please/Thank youGrazie – prego, Dankesc...
Teachers’ concerns5 What do you mean by culture?
Types of culture: sample and target cultureTarget culture            Sample cultureCognitive information     Cognitive inf...
Surface culture         Deep cultureFactual, objective      Impressionistic, subjdictionary/             ectiveencyclopedi...
Types of culture:surface and deep cultureSurface culture:weather forecast
Cultural resonance: deep cultureDogger, Rockall, Malin, Irish Sea:Green, swift upsurges, North Atlantic fluxConjured by th...
Types of culture:      Say which of thesemacro and microculture food items people in                       your country us...
Macroculture               Microculture… based to national,       … based onregional, ethnic origin    age, gender, socio-...
Teachers’ concerns6 „Is it really my job as a languageteacher to teach cross-culturalawareness?‟
From cultural bump to culture shockPerpetrator               Recipient          Recognition of difference in behaviour    ...
Six conclusions    1The key to an    awareness of other    cultures is an    awareness of your own.    .
Six conclusions    1The key to an    awareness of other    cultures is an    awareness of your own.    2 Intercultural tra...
Six conclusions3 Intercultural training is notan option. Its absence cancompromise effectivecommunication.4 Cross cultural...
Six conclusions5 We cannot give our  learners specific  information about every  culture, but we can make  them aware of t...
Designing materials and activities for cross-cultural training                         Intercultural training in          ...
Designing materials and activities forintercultural training in the classroom                         „Strangers are      ...
simon.greenall@btconnect.com@simongreenall
Thank you to OUP for   sponsoring this eventthrough the provision of the    platform to host this         workshop.
No animmind the gap v2 ih conference november 2011 copy
No animmind the gap v2 ih conference november 2011 copy
No animmind the gap v2 ih conference november 2011 copy
No animmind the gap v2 ih conference november 2011 copy
No animmind the gap v2 ih conference november 2011 copy
No animmind the gap v2 ih conference november 2011 copy
Upcoming SlideShare
Loading in...5
×

No animmind the gap v2 ih conference november 2011 copy

267

Published on

This is Simon's talk from the IHWO online conference

Published in: Business, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
267
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

No animmind the gap v2 ih conference november 2011 copy

  1. 1. Thank you to OUP for sponsoring this eventthrough the provision of the platform to host this workshop.
  2. 2. Mind the gapDesigning materials and activities for cross-cultural trainingSimon Greenallsimon.greenall@btconnect.com@simongreenall
  3. 3. Overview 1 Why do socio-cultural/ intercultural training? 2 Six personal characteristics of cross-cultural sensitivity 3 Teachers’ concerns • Monocultural classes • Socio-cultural awareness at low levels • Coverage of intercultural syllabus • Types of materials • Meanings of ‘culture’ • Teachers’ responsibility to teach socio-cultural awareness 4 Six conclusions
  4. 4. Why do socio-cultural/intercultural training?
  5. 5. Why do socio-cultural/intercultural training? In the classroom:  Integral part of communicative competence  Essential learning objective  Source of motivating material In real life  Finding out about other cultures  Finding out about your own culture  Importance of intercultural awareness in business, finance, government, ent ertainment, broadcasting, the internet, education – the world- wide English speaking community
  6. 6. So where do westart?
  7. 7. So where do westart?
  8. 8. Teachers’ concerns
  9. 9. Teachers’ concerns 1 „It‟s easy if you have a multi-cultural group. But what can we do in monocultural classes like ours?‟ 2 „How can I teach socio-cultural awareness at low levels?‟ 3 „What does an intercultural syllabus cover?‟
  10. 10. Teachers’ concerns 4 „What types of materials and activities can you use?‟ 5 „What do you mean by culture?‟ 6 „Is it really my job as a language teacher to teach intercultural awareness?‟
  11. 11. Intercultural training– general issues
  12. 12. Intercultural training  Integrating– general issues intercultural training into a language course design  Monocultural and multicultural groups  Teaching at low levels  The role of anecdotes  Teacher‟s responsibility  Generalisation, stereo typing and prejudice
  13. 13. Cultural taboosin textbooks P A R S N I P
  14. 14. Cultural taboosin textbooks Politics A R S N I P
  15. 15. Cultural taboosin textbooks Politics Alcohol R S N I P
  16. 16. Cultural taboosin textbooks Politics Alcohol Religion S N I P
  17. 17. Cultural taboosin textbooks Politics Alcohol Religion Sex N I P
  18. 18. Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics I P
  19. 19. Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics Isms P
  20. 20. Cultural taboosin textbooks Politics Alcohol Religion Sex Narcotics Isms Pork
  21. 21. Six personal characteristicsof cross-cultural sensitivity• Tolerance of ambiguity• Behavioural flexibility• Communicative awareness• Knowledge discovery• Respect for otherness• EmpathyINCA project, CILT (National centre forLanguages, UK 2004)
  22. 22. The reculturalisation of English
  23. 23. The reculturalisation of EnglishPeriods of studying English: where the USA/UK/Australia etc were target cultures where the cultural origins of the language were ignored where the link between language and culture is recognised and sample cultures are explored
  24. 24. Teachers’concerns1 „It‟s easy if you have a multi-cultural group. But what can wedo in monocultural classes likeours?‟
  25. 25. Missing you already!
  26. 26. Missing you What do you already! miss when you‟re away from home? What do you look forward to when you return?
  27. 27. Missing you already!„My cat.‟ „The sense of humour.‟„The crossword‟ „The radio cricket„The Sunday papers.‟ commentary.‟„A nice cup of tea.‟ „Manageably sized insects‟„Baked beans/ sausages/Marmite‟ „My own bathroom.‟ „My bed.‟
  28. 28. Missing you What do you already! miss when you‟re away from home? What do you look forward to when you return?
  29. 29. Teachers’concerns2 ‘How can I teach socio-cultural awareness at lowlevels?’
  30. 30. Desert Island words Think of eight favourite words to take to your desert island, and one phrase or saying.
  31. 31. Desert Island words1 family
  32. 32. 2 Oxford
  33. 33. 3 book
  34. 34. 4 television 4 televisio
  35. 35. 5 mountain
  36. 36. 6 Venice
  37. 37. 7 beer
  38. 38. 8 another
  39. 39. Favourite sentence It‟s out of the question!
  40. 40. Desert Island words Think of eight favourite words to take to your desert island, and one phrase or saying.
  41. 41. See the rest ofyour familyGo out withfriendsGo shoppingGet somephysical exerciseRead a bookTalk aboutpolitics
  42. 42. Teachers’ concerns3 „What exactly does anintercultural syllabus cover?‟
  43. 43. THE CULTURAL ICEBERGBeyond Culture (1976) Edward T Hall
  44. 44. What’s missing from the iceberg? Effective and meaningful intercultural communication requires:  Language  Non-verbal communication  Communication style  Awareness of one‟s cultural identity
  45. 45. Common European Framework5.1.1.2 Sociocultural knowledgeStrictly speaking, knowledge of the societyand culture of the community orcommunities in which a language is spokenis one aspect of knowledge of the world. Itis, however, of sufficient importance to thelanguage learner to merit specialattention, especially since unlike manyother aspects of knowledge it is likely to lieoutside the learner‟s previous experienceand may well be distorted by stereotypes.p103
  46. 46. Common European Framework5.1.1.3 Intercultural awarenessKnowledge, awareness and understanding of the relation(similarities and distinctive differences) between the„world of origin‟ and the „world of the target community‟produce an intercultural awareness. It is, of course,important to note that intercultural awareness includes anawareness of regional and social diversity in both worlds.It is also enriched by awareness of a wider range ofcultures than those carried by the learner‟s L1 and L2.This wider awareness helps to place both in context. Inaddition to objective knowledge, intercultural awarenesscovers an awareness of how each community appearsfrom the perspective of the other, often in the form ofnational stereotypes.
  47. 47.  Linguistic, non- linguistic and social conventions and rituals Customs and traditions Attitudes and beliefs
  48. 48. 1 Linguistic, non-linguistic andsocial conventions and rituals
  49. 49. 1 Linguistic, non-linguistic and social conventions and rituals Greetings  Gestures Reciprocal  Appearance speech  Personal space Silence Smiling Eye contact
  50. 50. Non-linguisticconventions
  51. 51. Linguistic conventions: functions
  52. 52. Linguistic conventions: functions Greetings and making introductions Thanking Apologising Complaining Giving opinions Making compliments Expressing feelings Expressing ability Back channelling
  53. 53. 2 Customs and traditions
  54. 54. 2 Customs and traditions  Weddings  Table manners  Buying food  Giving gifts  Festivals  Folk stories
  55. 55. Customs andtraditions
  56. 56. Customs and Talk about these questions.  You‟re invited to someone‟straditions home for dinner. What time do you expect to be invited?  What time do you arrive?  Do you take a gift? If so, what?  When do you expect to eat?  What do you say before you start eating? In which hand do you hold your fork?  Do you compliment your host?  Can you smoke during the meal?  How do you know when to leave?
  57. 57. 3 Attitudes and beliefs
  58. 58. 3 Attitudes and beliefs  Superstitions  Face  Men and women  Ancestors  Networking  Time
  59. 59. Attitudestowardstime
  60. 60. Proverbs
  61. 61. Teachers‟ concerns4 „What types of materials and activities can you use?
  62. 62. Materials and activitytypes
  63. 63. Materials and activitytypes  Cultural self awareness  Cognitive training  C2 comparison  Experiential training  Critical incidents  Cultural resonance  L1 interference
  64. 64. Cultural self awareness: macro andmicrocultureHere is a list of furniture and features of a house.Which ones do you expect to see in a typicalhome in your country?balcony , garden , bath, stairs shower, separatebathroom and toilet, dining room, living room,large kitchenFind out which items youre likely to use todescribe an English home.
  65. 65. Cognitive training:information about C2
  66. 66. C2 comparison
  67. 67. Experiential training
  68. 68. Experiential training: cultural bumpsRead the conversation and decide if thereis anything which surprises you.Julia Hi Scott! How are you? Do come in! It’sgreat to see you. You’ve put on weight.Scott Thanks, great to see you too.Julia And who are you?Scott Julia, I’d like you to meet Helen.Julia Hi Helen, how do you do? I’ve heard somuch about you.Helen How do you do, Julia? Nice to meetyou.
  69. 69. Julia I really like your coat. Let me take it for you.Helen Oh, this old thing? Thanks.Julia How much did it cost?Helen It was incredibly expensive.Julia Do come in and make yourself at home.Scott Hey! It looks like a swell party!Listen and cross out anything you don’t hear.
  70. 70. Experiential training
  71. 71. Critical incidents
  72. 72. Critical incidents: face“I invited a friend to adinner party at myapartment lastThursday. She replied,„Yes, I‟d love to come,but it might bedifficult.‟ I didn‟t hearfrom her so I expectedher to come. But shedidn‟t. Why didn‟t shecall me and let meknow?”
  73. 73. Critical incidents
  74. 74. Cultural icons, symbols and resonance
  75. 75. Cultural resonanceWhat ideas do you associate with thesecolours?green white yellow blue redWhat are the qualities of these animals?sheep goat donkey dog frogWhat words do you associate with these ideas?home book beach New Year school English
  76. 76. L1 interference: trap words and absencesYes/noIt certainly is! (emphatic agreement)Please/Thank youGrazie – prego, Dankeschn –bitteschon, xie xie – bu ke qi... You‟rewelcome?SorryHave a nice day!
  77. 77. Teachers’ concerns5 What do you mean by culture?
  78. 78. Types of culture: sample and target cultureTarget culture Sample cultureCognitive information Cognitive informationabout a specific or experiential training‘target’ culture, where using non-specificthe speaker intends to ‘sample’ cultures forlive, work or study cross-cultural comparison
  79. 79. Surface culture Deep cultureFactual, objective Impressionistic, subjdictionary/ ectiveencyclopediadefinitio Cultural resonance nDenotational Connotational meaning meaning
  80. 80. Types of culture:surface and deep cultureSurface culture:weather forecast
  81. 81. Cultural resonance: deep cultureDogger, Rockall, Malin, Irish Sea:Green, swift upsurges, North Atlantic fluxConjured by that strong, gale-warning voice,Collapse into a sibilant penumbra … … It was marvellousAnd actual, I said out loud, „A haven,‟The word deepening, clearing, like the skyElsewhere on Minches, Cromarty, The Faroes. Seamus Heaney Glanmore Sonnets
  82. 82. Types of culture: Say which of thesemacro and microculture food items people in your country usually buy each week. rice oranges potatoes fish sausage beer water flour noodles eggs tea coffee oil butter yoghurt shrimp bread sugar cheese Which items do you (or your family) usually, sometimes or never buy each week?
  83. 83. Macroculture Microculture… based to national, … based onregional, ethnic origin age, gender, socio- economic(The Americans, the background, socio-Italians, the West v the professionalEast) background, climate local or family customs, individual preferences and behaviour
  84. 84. Teachers’ concerns6 „Is it really my job as a languageteacher to teach cross-culturalawareness?‟
  85. 85. From cultural bump to culture shockPerpetrator Recipient Recognition of difference in behaviour Mild interest Amusement Surprise Culture shock Recognition/ignorance Perception of of offence of offence Communication breakdown Confusion Incomprehension Embarrassment Irritation Shame/anger Anger
  86. 86. Six conclusions 1The key to an awareness of other cultures is an awareness of your own. .
  87. 87. Six conclusions 1The key to an awareness of other cultures is an awareness of your own. 2 Intercultural training can be integrated with the grammatical, functional syllabuses and skills syllabuses.
  88. 88. Six conclusions3 Intercultural training is notan option. Its absence cancompromise effectivecommunication.4 Cross cultural awarenessdoes not imply assimilationor mimicry but theunderstanding andappreciation of differentvalues.
  89. 89. Six conclusions5 We cannot give our learners specific information about every culture, but we can make them aware of the possibility of differences.6 Effective communication = Linguistic competence and intercultural competence
  90. 90. Designing materials and activities for cross-cultural training Intercultural training in the classroom should lead to the enjoyment of recognising similarities between cultures, and to the celebration of difference.
  91. 91. Designing materials and activities forintercultural training in the classroom „Strangers are only friends you haven‟t made yet.‟ Irish saying
  92. 92. simon.greenall@btconnect.com@simongreenall
  93. 93. Thank you to OUP for sponsoring this eventthrough the provision of the platform to host this workshop.
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×