Languages for intercultural communication and education


Using ‘culture’ to motivate communication



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Using ‘culture’ to motivate communication
Some publications focus squarely on classroom practice. Tomalin and
Stempleski (1993: 6–7) talk about culture with a ‘little c’ as incorporating
products
such as literature, art and artefacts,
ideas
such as beliefs, values and
institutions, and
behaviours
such as customs, habits, dress, foods and
leisure. They present a series of lesson plans that explore the relationship
between the language taught in the classroom, and the products, ideas and
behaviour that impact upon its meaning. The cultural products, ideas and
behaviours are presented primarily as a means of motivating language use.
In his introduction to a similar anthology of ‘cultural’ lesson plans, Fantini
(1997: 5) reverses the definition of anthropologist Edward Hall to assert
that ‘communication
is
culture’ [original emphasis]. Fantini and his collab-
orators dwell on the way that individual languages divide up the world of
the learner into different categories, labelled by different words and related
by different grammars. As the Whorfian view asserts, learning a new
language involves recategorising your world and reformulating the rela-
tionship between its constituent parts. Both of these selections of ‘cultural
lesson plans’ assume that language and culture are inseparable, and that
learners will be interested in and motivated by cultural topics.
Language learning as acculturation
The North American approach to language teaching has emphasised
‘acculturation’ as a curriculum goal, largely because English language
learners have usually been immigrants. ‘Acculturation’ is the process by
which learners are encouraged to function within the new culture, while
maintaining their own identity (Byram
et al.
, 1994: 7). Valdes’ selection of
articles focus on those values and beliefs that are shaped by one’s environ-
ment, and in her introduction she argues that ‘Once people . . . recognize
that they are, truly, products of their own cultures, they are better prepared
and more willing to look at the behavior of persons from other cultures and
accept them non-judgmentally’ (Valdes, 1986: vii). Like Valdes, Stern
assumes that the ultimate goal of language education is to create a
‘bicultural’ learner, that is, one who acquires ‘a generalized sociocultural
competence . . . certain sociocultural skills, or . . . specifically socioculturally
appropriate behaviour’ (1992: 218). His far-sighted discussion of the
‘cultural syllabus’ (1992: 205–42) also draws on insights from anthropology
and cross-cultural education. Stern and Valdes represent a strong North
American tradition of teaching culture in order that immigrant learners
adapt more smoothly to their new social environment.
While the North American context focuses on the experience of
immigrant learners, the European Community has been learning to cope
with the gradual formation of a single political body that is both multi-
An Intercultural Approach to Second Language Education
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lingual and multicultural. The Council of Europe has long been active in
exploring issues related to diversity in the EC (Council of Europe, 1989)
and some textbooks are beginning to emerge that directly address the chal-
lenges of learning languages in a multicultural context (e.g. de Jong, 1996).

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