task design

task VS exercises: focus on meaning VS focus on form

components of a task: goal (linguistic, knowledge and skills), input (audio, visual, reading), context, and activities

authenticity: necessity to communicate and to communicate in the target language

information gap, opinion gap and reasoning gap

components of intercultural competence

Knowledge: knowledge of cultural differences and similarities, ethnocentrism, stereotypes

Skills: communicative competence (linguistic competence, sociolinguistic competence, discourse competence), skills of interpreting and relating, skills of discovering and interacting, critical cultural awareness, skills of talking about home culture

Disposition: openness, curiosity about other cultures, tolerance for ambiguity, respect for otherness, behavioral fle*bility, empathy

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five principles of IC teaching

Exploring: involve students in a collaborative p*ess of intercultural exploration

Interacting: IC grows as a result of regular intercultural interactions

Empathizing

Reflecting

Critical thinking

the seven C's of IC teaching methods

cultural diversity is as necessary for humankind as biodiversity is for nature. in this sense, it is the common heritage of humanity and should be recognized and affirmed for the benefit of present and future generations.

objectives:

skills- "do/know how"

by the end of the lesson students will be able to

discover;

compare;

critically analyse.

knowledge- "know that/about"

culture is a verb- what we do and why - beliefs, values, and behaviors and rules- rules= conventions what SOME people do

planning by objectives- learners will know how and know that/about

ICC= knowing how to compare, discover, analyze

ICC= knowing about some people's behavior (and values and beliefs) 

attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own

critical cultural awareness: an ability to evaluate, critically and on the basis of explicit criteria, perspectives, practices and products in one's own and other cultures and countries

knowledge: of social groups and their products and practices in one's own and in one's interlocutor's country, and of the general p*esses of societal and individual interaction

Rules:

recip*ity rule- respond

agreement rule - agree or risk comple*ty

context rule- use as greeting, as ice-breaker for further talk, as "default" to fill gap

Rules are conventions not laws

- Not like grammar rules.

- Not all English people follow these rules.

- Avoid stereotypes (of "them" and "us")

Learning culture= discovering beliefs, values and behaviors of "others" and comparing/ contrasting with "ours"

Teaching cultures= teaching "how to discover others' values, beliefs and behaviors

and how to compare/contrast with ours

and how to analyse and critique our and their cultures

Culture is a verb. 

Culture as things- material products or social products- the "product" of what people do

Culture as everyday life- what a group of people do

Culture= behaviors and values and beliefs which determine (rule) behaviors