COD 2015 - G769
"Developing intercultural awareness through contemporary literature"
Language and Literature teachers – Literature lovers
1
sessions, start: 19-Feb
The course chosen does not allow any new enrolment
Course detail
Year: 2015
Level: General
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Claudia Ferradas PhD
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 150.00
ARS 150.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 19 February 2015 | 01:30 pm | 04:30 pm |
Facilitator/s
Claudia Ferradas
Language and Literature teachers – Literature lovers
- To discuss the concept of intercultural awareness and competence
- To consider their relevance on the local educational context and international education
- To explore the potential of literary texts for intercultural learning
- To analyse texts and design activities for their use in the development of intercultural competence
- To consider their relevance on the local educational context and international education
- To explore the potential of literary texts for intercultural learning
- To analyse texts and design activities for their use in the development of intercultural competence
One of the central concerns of foreign language learning is how to communicate our hybrid, fluid identities in a language used to express worldviews different from our own.
In a context of growing international contact, virtual as well as face to face, intercultural competence has become paramount. This competence involves not only the capacity to understand the values and customs of others but also to be able to express our own meanings so that others can understand them. How can we find the words to express concepts, habits and perceptions which do not seem to have an equivalent in another culture? How can we find points in common that make communication possible? And how effective is English as the language of international communication to express local meanings?
This session explores literary (though not necessarily printed) texts in English in which intercultural encounters are highlighted and proposes activities and resources for the classroom which aim at crossing intercultural borders.The encounter with otherness can encourage reflection on how meanings can be communicated across cultures. Considering such products critically and comparatively and then finding ways to respond to them can contribute to developing the linguistic repertoire necessary to express our own meanings in English.
In a context of growing international contact, virtual as well as face to face, intercultural competence has become paramount. This competence involves not only the capacity to understand the values and customs of others but also to be able to express our own meanings so that others can understand them. How can we find the words to express concepts, habits and perceptions which do not seem to have an equivalent in another culture? How can we find points in common that make communication possible? And how effective is English as the language of international communication to express local meanings?
This session explores literary (though not necessarily printed) texts in English in which intercultural encounters are highlighted and proposes activities and resources for the classroom which aim at crossing intercultural borders.The encounter with otherness can encourage reflection on how meanings can be communicated across cultures. Considering such products critically and comparatively and then finding ways to respond to them can contribute to developing the linguistic repertoire necessary to express our own meanings in English.
- Discussion of central concepts
- Analysis of texts guided by the facilitator
- Group work to design activities
- Analysis of texts guided by the facilitator
- Group work to design activities
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Consejo Federal de Educación (2012). Núcleos de Aprendizajes Prioritarios de Lenguas Extranjeras.
Corbett, J. (2003/ 2007). An Intercultural Approach to English Language Teaching, Pasig City, the Philippines: Anvil.
Council of Europe. Council for Cultural Co-operation. Education Committee (2001). Common European Framework of References for Languages. Cambridge: Cambridge University Press.
Ferradas, C.M. (2010). ‘Outside Looking In: intercultural and intermedial encounters in ELT’. IATEFL 2009 Cardiff Conference Selections. Canterbury: IATEFL. 16 – 20.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Norton, B. (ed.). (1997). ‘Language, identity and the ownership of English’. TESOL Quarterly 31: 409–29.
Consejo Federal de Educación (2012). Núcleos de Aprendizajes Prioritarios de Lenguas Extranjeras.
Corbett, J. (2003/ 2007). An Intercultural Approach to English Language Teaching, Pasig City, the Philippines: Anvil.
Council of Europe. Council for Cultural Co-operation. Education Committee (2001). Common European Framework of References for Languages. Cambridge: Cambridge University Press.
Ferradas, C.M. (2010). ‘Outside Looking In: intercultural and intermedial encounters in ELT’. IATEFL 2009 Cardiff Conference Selections. Canterbury: IATEFL. 16 – 20.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.
Norton, B. (ed.). (1997). ‘Language, identity and the ownership of English’. TESOL Quarterly 31: 409–29.