Intercultural approach prepeared by teacher


Considering students’ ages



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INTERCULTURAL APPROACH222
INTERCULTURAL APPROACH222, Dastur, Untitled presentation, 10 МАВЗУ МИЛЛИЙ ИҚТИСОДИЁТ ВА УНИНГ МАКРОИҚТИСОДИЙ ЎЛЧАМЛАРИ ЯЛПИ, Политология маруза, globallashuv jarayoniga axborotlashtirish (Lotincha), 1R7meULBN3DxwqeE0KyoWt0a2y4aQKlZRXwW0qWw (2)

Considering students’ ages

  • The intercultural approach is certainly easiest to implement with adult learners, as they will see its usefulness clearly, and so will be motivated to learn. Adolescents will perceive the purposefulness of intercultural education less vividly, and for children it will be too abstract to comprehend. Teaching these younger age groups is certainly a bigger challenge for an EFL teacher. On the other hand, intercultural lessons can be easily made learner-centered, interesting, and fun, and for this reason they may be successful with all age groups.

Conclusion

  • —Implementing the intercultural approach is a challenging, demanding task for the language teacher, who must possess at least some intercultural knowledge and very often keep developing it alongside his or her students. What must not be overlooked is that intercultural education leads, to a certain extent, to the acceptance of values, beliefs, and behavior that may conflict with one’s own. “The language teacher, in guiding the learner to new perspectives and new identities, is tampering with fundamentals of human identity” . Therefore, the EFL teacher must implement the intercultural approach in a tactful, skillful, and conscious way.
  • —Systematic intercultural training is a precondition for educating a new generation of young people who will not only tolerate, but also understand, accept, and respect people from different world cultures, will communicate with them successfully, and will learn from them through that communication.

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