Purpose
to use examples to illustrate new ideas of what is happening(changing from cultural language teaching to intercultural language teaching) and what should happen(changing from intercultural language teaching to intercultural citizenship and and language teaching)
Examples 1:
ask students to discove what fruit people like to eat by doing a survey by themselves.
They learned to discover cultural differences themselves
Teacher is changing from teaching vacabulary to knowing about society skills of interpreting and relating
Examples 2:
aims: use and learn new language-acquisiton through use
encourage students to explore and reflect on historical issues--nationality and internationality
understand historical issues and how to analyse them in national and international context
change taken-for-granted assumptions about history.
4 stages
stage 1: discover about "us" and prepare for "them"
--researched newspapers, talked with parents, created ppts about the war
stage 2 : present "us" to "them" and compare
--communicated synchronically and diachronically (wiki and elluminate)
--interviewed argentine and english war veteran-created blogs/facebook pages and noting reactions
stage 3: -work together-in "us and them" group
--collaboratively created leaflets etc to show both national perspectives and reconciliation
stage 4: action in the community
distributed leaflets
taught special class in English languge school
taught class with NGO in poor neighborhood
ETC
Theory:
EFL is national and therefore limited-even nationalists ie. inward looking and not critical
But education for citizenship is "active" ie. encourages "action in the community" now
Foreign language education (through intercultural competence) is outward looking and encourages critiality
But FLT does not encourage "action in international community" now
Implicaitons of theory
development of "critical thinking"
implicaitons for (national) identity
objectives for citizenship education and criticality
