DMe - Dick Meijer Talen Consultancy 1 CEFR and ELP seminar (Skopje) ELP and intercultural aspects Workshop 4

dMe - Dick Meijer Talen ConsultancydMe - Dick Meijer Talen Consultancy 11

CEFR and ELP seminarCEFR and ELP seminar (Skopje)(Skopje)

ELP and intercultural aspectsELP and intercultural aspects

Workshop 4Workshop 4


CEFCEFRR and interculturality and interculturality

In In Principles and GuidelinesPrinciples and Guidelines (2000) (2000) the ELP should 'reflect the Council of the ELP should 'reflect the Council of Europe's concern with … respect for Europe's concern with … respect for diversity and ways of life' diversity and ways of life'

ELP is 'tool to promote ELP is 'tool to promote plurilingualism and pluriculturalism'plurilingualism and pluriculturalism'


The cultural impact of language learning The cultural impact of language learning on the individual learner:on the individual learner:– Learner becomes plurilingual and develops Learner becomes plurilingual and develops

interculturalityinterculturality– Linguistic and cultural competences:Linguistic and cultural competences:

contribute to intercultural awareness, skills and contribute to intercultural awareness, skills and know-howknow-how

eenable to develop nable to develop – an enriched, more complex personalityan enriched, more complex personality– an enhanced capacity for further language learningan enhanced capacity for further language learning– greater openness to new cultural experiencesgreater openness to new cultural experiences


CEFCEFRR and interculturality and interculturality((Common European FrameworkCommon European Framework of Reference of Reference, 2001), 2001)

Intercultural awareness includes an Intercultural awareness includes an awareness of … diversity. Intercultural awareness of … diversity. Intercultural skills and know-how include:skills and know-how include:– Ability to bring culture of origin and foreign culture into Ability to bring culture of origin and foreign culture into

relation with each otherrelation with each other– Cultural sensitivity/ability for a variety of strategies for Cultural sensitivity/ability for a variety of strategies for

contactcontact– The role of cultural intermediaryThe role of cultural intermediary– Ability to overcome stereotyped relationshipsAbility to overcome stereotyped relationships


ELP and intercultural aspects ELP and intercultural aspects ((Principles and GuidelinesPrinciples and Guidelines, 2004), 2004)

Language Passport reports …. Language Passport reports …. significant language and intercultural significant language and intercultural learning experiences. learning experiences.

Language Biography is organised to Language Biography is organised to promote plurilingualism … promote plurilingualism …

Dossier offers the opportunity to Dossier offers the opportunity to select materials to document and select materials to document and illustrate … experiencesillustrate … experiences


The challenge of intercultural The challenge of intercultural competencecompetence

There are no validated scales with There are no validated scales with descriptors(not yet)descriptors(not yet)

There would not be a direct relationship There would not be a direct relationship between those scales and levels of between those scales and levels of language proficiencylanguage proficiency

According to Schneider and Lenz lists of According to Schneider and Lenz lists of objectives on 'aspects of sociocultural objectives on 'aspects of sociocultural knowledge' and 'components of knowledge' and 'components of intercultural competence that should be intercultural competence that should be acquired (…)' would be valuable (2001)acquired (…)' would be valuable (2001)


The challenge of intercultural The challenge of intercultural competencecompetence

But: But: Cultural knowledgeCultural knowledge is not the same as is not the same as intercultural intercultural competencecompetence (Little/Simpson, 2003) (Little/Simpson, 2003)

Intercultural competence needs relevant cultural Intercultural competence needs relevant cultural knowledge (including knowledge of culture of origin)knowledge (including knowledge of culture of origin)

Intercultural competence also depends on other factors Intercultural competence also depends on other factors e.g.the individual’s affective and attitudinal orientation and e.g.the individual’s affective and attitudinal orientation and personal skills)personal skills)

It is difficult to judge own intercultural competence because It is difficult to judge own intercultural competence because of the fact that many learners are not in position to do so.of the fact that many learners are not in position to do so.


Role of the ELPRole of the ELPLittle and Simpson (2003) pointed Little and Simpson (2003) pointed out that ELP could and should play out that ELP could and should play an important role in stimulating an important role in stimulating thinking about :thinking about :– Cultural differencesCultural differences– Reflection on experiences (in terms of Reflection on experiences (in terms of

location and intensity)location and intensity)Location: work, travel,studyLocation: work, travel,studyIntensity: frequency, duration, involvement, Intensity: frequency, duration, involvement, significance for oneself.significance for oneself.


Recording and reflecting Recording and reflecting intercultural experiencesintercultural experiences

Questions to be considered in order Questions to be considered in order to record intercultural experiences in to record intercultural experiences in your ELP:your ELP:– Where, with whom and in what context Where, with whom and in what context

(location)?(location)?– What kind of experience (intensity)?What kind of experience (intensity)?– What was my response?What was my response?– Why did I respond the way I did?Why did I respond the way I did?


In the classroomIn the classroomIn most cases language learning takes place in In most cases language learning takes place in the classroomthe classroomPossibilities bringing the other culture in the Possibilities bringing the other culture in the classroom:classroom:– Natives (neighbourhood, international companies)Natives (neighbourhood, international companies)– Media (journals, newspapers, internet)Media (journals, newspapers, internet)– Correspondence projects (e-mail, letters, chatsessions)Correspondence projects (e-mail, letters, chatsessions)– Virtual exchangesVirtual exchanges– All kinds of simulationsAll kinds of simulations

But:Take account of cultural similarities and focus But:Take account of cultural similarities and focus not only on cultural differences as well as of 'own' not only on cultural differences as well as of 'own' cultureculture


An example of a simulation activityAn example of a simulation activity

Background informationBackground information

Developed in cooperation with Developed in cooperation with teachers and teachers and learnerslearners of secondary of secondary schoolsschools

Aim: stimulating spoken interaction Aim: stimulating spoken interaction in the classroomin the classroom

As a consequence of school reform: As a consequence of school reform: only listening and speaking skillsonly listening and speaking skills


The projectThe projectDevelop a biography of a person in the target Develop a biography of a person in the target language. During a couple of lessons the language. During a couple of lessons the biography will be enriched with all kind of biography will be enriched with all kind of information.information.First part: collecting knowledgeFirst part: collecting knowledgeBy checking information through resource By checking information through resource persons (teachers, natives, ….) awareness persons (teachers, natives, ….) awareness raising. raising. Combining with exchange programmes (real or Combining with exchange programmes (real or virtual) intercultural experiences possiblevirtual) intercultural experiences possibleBe aware of: resource persons are in eyes of Be aware of: resource persons are in eyes of learner always 'experts of their own culture'learner always 'experts of their own culture'


ActivitiesActivitiesDevelop your own (foreign) identity:Develop your own (foreign) identity:– Name, year of birth, city, the place you live in, Name, year of birth, city, the place you live in,

school, family, occupation of parents, school, family, occupation of parents, – Search for information about city, Search for information about city,

neighbourhood.neighbourhood.

(Young) learners two goals:(Young) learners two goals:– Intercultural experiences by checking, Intercultural experiences by checking,

exchange information with other learnersexchange information with other learners– Awareness of own cultureAwareness of own culture

Looking for realisations of 'can do's' in ELPLooking for realisations of 'can do's' in ELP


All kinds of possibilities to develop All kinds of possibilities to develop the person further:the person further:– By making appointments (visiting By making appointments (visiting

something that will take place in real something that will take place in real life: football match, movie, theatre, life: football match, movie, theatre, concertconcert

– By reading (local) newspapers, journals By reading (local) newspapers, journals (on the internet)(on the internet)


At the end and during the project: At the end and during the project: check the collected information check the collected information (knowledge) in real or virtual (knowledge) in real or virtual communicative situations.communicative situations.


OutcomesOutcomesThere was a continuous discourse between There was a continuous discourse between foreign and own cultureforeign and own cultureSpoken interaction became a natural part Spoken interaction became a natural part in the classroomin the classroomELP can do's in spoken interaction: no ELP can do's in spoken interaction: no problemproblemIntercultural experiences through Intercultural experiences through verification sometimes difficultverification sometimes difficultLearners and teachers were very Learners and teachers were very enthusiastic about the project (and enthusiastic about the project (and developed it further)developed it further)


ReferencesReferencesGroenewold,P.,1997:Groenewold,P.,1997:'Land in Sicht'. Landeskunde 'Land in Sicht'. Landeskunde als Dialog der Identitäten am Beispiel des als Dialog der Identitäten am Beispiel des deutschen-niederländischen deutschen-niederländischen Begegnungsdiskurses, Begegnungsdiskurses, Groningen.Groningen. [Dialogue of identities: [Dialogue of identities:

Dutch-German imagological discourse]Dutch-German imagological discourse]

Little,D. and B.Simpson, 2003: Little,D. and B.Simpson, 2003: European European Language Portfolio. The intercultural component Language Portfolio. The intercultural component and Learning how to learnand Learning how to learn. . Strasbourg: Council of Strasbourg: Council of EuropeEurope

Schneider,G. and P.Lenz, 2001: Schneider,G. and P.Lenz, 2001: European European Language Portfolio: Guide for developersLanguage Portfolio: Guide for developers. . Strasbourg: Council of EuropeStrasbourg: Council of Europe

Documents

DMe - Dick Meijer Talen Consultancy 1 CEFR and ELP seminar (Skopje) ELP and intercultural aspects Workshop 4