COD 2011 - S365

Educating Intercultural Speakers

Secondary school teachers of English language and literature – literature lovers and teachers interested in developing intercultural awareness in their classes

1 sessions, start: 14-Feb

Course detail

Year: 2011
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Claudia Ferradas PhD
Print course
ESSARP Schools
ARS
Exams Schools
ARS
Non affiliate
ARS 65.00

Sessions

Sessions Dates Start Finish
1 14 February 2011 01:30 pm 04:30 pm

Facilitator/s

Claudia Ferradas

Dr. Claudia Ferradas is based in Buenos Aires, Argentina, where she got her first degree as a teacher of English at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”. She holds an MA in Education and Professional Development from the University of East Anglia and a PhD in English Studies from the University of Nottingham, UK. She is an experienced presenter and ELT author who travels the world as a teacher educator. She often works as a consultant for the British Council and Trinity College London. She is also a presenter for Oxford University Press and is an Oxford Teachers’ Academy Trainer.
In Argentina, she has taught language and literature at the Instituto de Enseñanza Superior en Lenguas Vivas “Juan Ramón Fernández”, Buenos Aires, where she was also “Regente del nivel superior”. She teaches on the MA programme in Literatures in English at the Universidad Nacional de Cuyo, Mendoza. She coordinates the literature and cultural programmes at ESSARP.
In the UK, Claudia has been a Visiting Fellow and research supervisor at the School of Languages, Leeds Metropolitan University, and is now a member of the NILE (Norwich Institute for Language Education) Advisory Board and the Extensive Reading Foundation committee.
Claudia has co-chaired the Oxford Conference on the Teaching of Literature on five occasions and has also worked as Project Manager for the Penguin Active Readers Teacher Support Programme. She has also taught on the MA programme in TEFL at the Universidad de Alcalá de Henares, Spain.
She is a member of the editorial committee of several journals: AJAL (Argentine Journal of Applied Linguistics); Revista Interdisciplinar de Formación Docente Kimün (Instituto de Formación Docente Continua, San Luis, Argentina); Conexión, Revista de Investigaciones y Propuestas Educativas (Instituto de Educación Superior N° 28 “Olga Cossettini”, Rosario, Argentina) and CLELE Journal (Children’s Literature in English Language Education).
Secondary school teachers of English language and literature – literature lovers and teachers interested in developing intercultural awareness in their classes
To get participants to:
- Discuss what is meant by an intercultural speaker and what is involved in the development of intercultural competence.
- Explore how to approach texts in dialogue with other media to help learners develop intercultural awareness.
- Propose ways to encourage learners to produce their own “identity texts” to find their own voice in English.
In an increasingly globalised world, learners of English aim at becoming "intercultural speakers". Intercultural speakers are capable of identifying cultural norms and values often implicit in the language and behaviour of the groups they interact with and to negotiate a position with respect to those norms and values. How can we help our students develop these competences and express their multiple identities in the language of international communication?
This presentation will explore how to approach texts in dialogue with other media to help learners develop intercultural awareness and encourage them to produce their own "identity texts" to find their own voice in English.
The facilitator will encourage participants to discuss the shift from the native speaker model to that of the intercultural speaker and, quoting from bibliography, foster reflection on its implications for language and literature teaching. Concrete examples of intercultural activities based on creative texts will be analysed and participants will be invited to contribute their own suggestions.
- Byram, M. (1997) Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
- 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.
- G.C.B.A., Secretaría de Educación. Dirección General de Planeamiento. Dirección de Currícula (2001) Diseño Curricular de Lenguas Extranjeras. Niveles 1, 2 , 3 y 4.
- 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.
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