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The document discusses the intercultural dimension of language learning. It describes how culture is an important part of language education and should be integrated into the classroom. It discusses scholars who have advocated for considering culture as the core of language teaching.

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Betea Rebeca
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9 views1 page

2

The document discusses the intercultural dimension of language learning. It describes how culture is an important part of language education and should be integrated into the classroom. It discusses scholars who have advocated for considering culture as the core of language teaching.

Uploaded by

Betea Rebeca
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as TXT, PDF, TXT or read online on Scribd
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3.2.1.

2 The Intercultural Dimension or Intercultural Language LearningThe terms


'intercultural dimension' or intercultural language learning' are used both bythe
European specialist and language policy designer Michael Byram and by
AnthonyLiddicoat and his co-workers who have envisaged and designed the Australian
languagepolicy documents. Both terms describe the same conception on the importance
and roleof culture in the language classroom. It is an interdisciplinary effort on
the part ofscholars in the sciences of education to link language education to the
cultural literacy.The theoretical background for this approach was shaped by the
current reality of aglobalised world and by the work of scientists like Claire
Kramsch, Michael Byram,Anthony Liddicoat and others.In her book called: Context and
Culture in Language Teaching Claire Kramsch revisitsthe idea of culture as a fifth
skill in the language classroom and says:�...culture is difference,variability
and always a potentialsource of conflict when one culture enters into contact
withanother. Culture in language learning is not an expendablefifth skill, tacked
on ,so to speak to the teaching of speaking,listening, reading and writing. It is
always in the backgroundright from day one, ready to unsettle the
good languagelearners when they expect it least, making evident
thelimitations of their hard won communication competence,challenging
their ability to make sense of the world aroundthem....understanding and shared
meaning when it occurs, is asmall miracle, brought about by the leap of faith that
we callcommunication across cultures.� Kramsh 1993, pages 1,2She also proposes a
different view on the relationship between language and cultureinside the language
classroom.�...If, however language is seen as social practice,
culturebecomes the very core of language teaching. Culturalawareness
must then be viewed both as enabling languageproficiency and as being
the outcome of reflection on languageproficiency.�Kramsch 1993, page 8In her view
teaching a language becomes a challenge, this challenge being a call fordialogue
between the speakers of different languages who struggle to keep the channelsof
communication open in spite or because of the ideological differences they
recognizeand maintain between them,

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