Cross Cultural Communication in Foreign Language Teaching and Learning Commonly used Facts Approaches for teaching culture (Galloway 1985) A) The Frankenstein Approach A taco from here, a flamenco dancer from here, a Gacho from here, a bullfight from there B) The 4 F approach Folk dances, festivals, fairs and food C) Tour Guide Approach Monuments, rivers, cities, etc D) “By The Way” Approach Sporadic lectures or bits of behavior selected indiscriminately to emphasize sharp differences A Framewor.
Cross Cultural Communication in Foreign Language Teaching and Learning Commonly used Facts Approaches for teaching culture: (Galloway- 1985) A) The Frankenstein Approach: A taco from here, a flamenco dancer from here, a Gacho from here, a bullfight from there B) The 4-F approach: Folk dances, festivals, fairs and food C) Tour Guide Approach: Monuments, rivers, cities, etc D) “By-The-Way” Approach: Sporadic lectures or bits of behavior selected indiscriminately to emphasize sharp differences A Framework for Building Cultural Understanding - based on process skills - includes both factual & socio-linguistic content (Galloway- 1984) Four dimensions: 1- Convention: Students need to recognize and understand how people in a given culture typically behave in common, everyday situations 2- Connotation: Students need to know the significant meanings that are associated with words 3- Conditioning: Students need to know that people act in a manner consistent with their cultural frame of reference, and that all people respond in culturally conditioned ways to basic human needs 4- Comprehension: Students need the skills of analysis, hypothesis formation, and tolerance of ambiguity A Framework for Learning/Teaching Culture A) Knowing about (getting information) 1) Nature of content getting information - what is the capital of the US? - sports play an important role in American life 2) Learning objectives demonstrate a mastery of the information 3) Techniques/activities cultural readings; films/videotapes; recordings; realia (cultural artifacts); personal anecdotes 4) Note - how culture is traditionally taught giving students information and asking them to show that they know it; - teacher role: informant B) Knowing how (developing behaviors) 1) Nature of content skills - buying tickets to a sports event, - cheering for your team at a football game, - acting and speaking like American sports fans 2) Learning objectives: demonstrate an ability a fluency, an expertise, confidence, ease 3) Techniques/activities: dialogs, role plays, simulations, field experiences 4) Note - where communicative competence in the language and culture occurs Students know both what to say and how to it in a culturally appropriate manner - teacher role: coach or model C) Knowing why (discovering explanations) 1) Nature of content values and assumptions - why are sports so important to Americans? - are you making an observation or an interpretation? - why Americans have such sports rituals? - how does this compare with your culture? 2) Learning objectives - demonstrate an ability: to infer; to generalize; to suspend judgment, - curiosity; tolerance; sensitivity; empathy 3) Techniques/activities - learners interpret and make explanations based on above activities, - comparisons with their own culture, - ethnography, - reflective writing 4) Note - learners engage in actively using their powers of induction, analysis and intuition to draw conclusions about cultural information or experiences -like anthropologists - teacher role: co-researcher or guide D) Knowing oneself (personalizing knowledge) 1) Nature of content self-awareness - what importance sports have in YOUR life? - how did it feel to act like Americans at a football game? - would you choose to act like this? 2) Learning objectives: by behavior/statements demonstrate understanding of ones' feelings, values, opinions, attitudes, and act upon them 3) Techniques/activities - learners examine and make statements about themselves, - reflective writing, - feedback on above activities 4) Note - learners themselves are the subject matter in a process of guided selfdiscovery, as they study their own values and their reactions to those of the culture They decide whether or not to change - teacher role: counselor or guide "TEACHING CULTURE: PERSPECTIVES IN PRACTICE" (2001) By Patrick Moran - Department of Language Teacher Education- School for International Training Brattleboro, VT, USA GIAO THOA VĂN HỐ TRONG DẠY-HỌC NGOẠI NGỮ: VỀ MỘT VÀI THĨI QUEN TRONG GIAO TIẾP CỦA NGƯỜI VIỆT ẢNH HƯỞNG ĐẾN VIỆC HỌC NGOẠI NGỮ CROSS CULTURE IN FOREIGN LANGUAGE TEACHING AND LEARNING: ON SOME COMMUNICATIVE PRACTICES OF VIETNAMESE PEOPLE AFFECTING THE ACQUISITION OF A FOREIGN LANGUAGE LÊ VIẾT DŨNG Trường Đại học Ngoại ngữ, Đại học Đà Nẵng TÓM TẮT Những khó khăn dạy-học ngoại ngữ khơng xuất phát từ dị biệt ngơn ngữ bình diện ngữ âm, ngữ pháp, từ vựng Những khác biệt thói quen giao tiếp ngơn ngữ tạo nên giao thoa văn hố có nhiều ảnh hưởng tiêu cực đến việc dạy-học Người dạy ngoại ngữ cần có hiểu biết đầy đủ thói quen đặc trưng để giúp người học vượt qua rào cản tâm lý, mang dấu ấn văn hố q trình học ngoại ngữ ABSTRACT It is assumed that the dissimilarities on the phonological, grammatical and lexical aspects are not the only cause of difficulties in foreign language teaching and learning In fact, it is the differences in language communicative behaviours which cause cultural interferences that have negative influences on the teaching and learning task Therefore, foreign language teachers should be aware of these distinctive features to help learners overcome the psychological and cultural barriers in the teaching and learning process Giao tiếp ngôn ngữ giao thoa văn hố giao tiếp ngơn ngữ Từ nhiều thập niên cuối kỷ 20, giao tiếp trở thành nội dung nghiên cứu đặc biệt ngành khoa học xã hội nhân văn Con người với tư cách chủ thể giao tiếp đặc điểm văn hoá-xã hội lại trở thành đối tượng trung tâm nghiên cứu liên ngành nhằm tìm câu trả lời tượng xưa cũ ngày chiếm vị trí quan trọng xã hội đại: giao tiếp người với người Ngôn ngữ, “phương tiện giao tiếp quan trọng người” (Lênin), không nghiên cứu tuý hệ thống tín hiệu mà xem xét nhiều bình diện khác hoạt động giao tiếp Theo cách tiếp cận này, nhà nghiên cứu ngày nhận tầm quan trọng văn hố ngơn ngữ giao tiếp ngôn ngữ Ngôn ngữ phận cấu thành văn hoá cộng đồng yếu tố văn hoá diện bình diện giao tiếp ngơn ngữ Cũng khác biệt tương đồng ngôn ngữ ngữ âm, ngữ pháp, từ vựng thường gọi giao thoa ngơn ngữ, cộng đồng ngơn ngữ-văn hố có phong cách giao tiếp ngơn ngữ khơng giống Sự khác biệt phong cách giao tiếp thường không dễ nhận diện giao tiếp thường gây ngộ nhận trầm trọng ngộ nhận khác biệt ngôn ngữ gây Do giao thoa văn hoá cần xem xét nghiên cứu đầy đủ giao thoa ngôn ngữ Dựa vào phân tích KERBRAT-ORECCHIONI (1996) xem xét giao thoa văn hoá phong cách giao tiếp qua nội dung sau: 1) Ý nghĩa, tầm quan trọng lời nói giao tiếp xã hội: đánh giá xã hội im lặng, lời nói hay, lời nói thật, lời nói dối 2) Quan niệm mối quan hệ liên cá nhân chủ thể tham gia giao tiếp: quan niệm xa cách-gần gũi, trên-dưới, bình đẳng, đánh giá xã hội nhân nhượng, đồng thuận, xung đột giao tiếp 3) Quan niệm lịch sự, thể diện gìn giữ thể giao tiếp ngơn ngữ 4) Mức độ nghi thức hố hành động lời nói: cách xưng hơ, cách sử dụng nghi thức lời nói giao tiếp ngơn ngữ Một vài thói quen phong cách giao tiếp ngôn ngữ người Việt Trong nhiều nghiên cứu trước (Lê Viết Dũng, 1999, 2000, 2002, 2003) có dịp trình bày số đặc điểm phong cách giao tiếp người Việt mà đặc điểm quan trọng phân biệt ứng xử với thành viên nhóm ứng xử với người ngồi nhóm - Người nhóm người thân thiết có hệ thống giá trị, chuẩn mực văn hoá, biểu tượng niềm tin Người nhóm “ta”, “chúng ta” Cách giao tiếp, ứng xử nói “trong nhà với nhau” - Người ngồi nhóm người lạ, người chưa hẳn “có tiếng nói”, “cùng tần sóng” Cách giao tiếp để đạt an tồn, hiệu “xem thượng khách” Trong giao tiếp thành viên nhóm, điều quan trọng đồng thuận, nhân nhượng trật tự xác lập “Chủ nghĩa phải đạo” (Le conformisme) người tình nguyện thực Ứng xử nói theo “lễ”, theo nghi thức quy định từ trước xem chuẩn giao tiếp Vượt trội, độc đáo, khác lạ không khuyến khích (thậm chí cịn bị chê trách) ảnh hưởng đến tính cộng đồng Các thành viên tham gia giao tiếp khơng có hội (và khơng dám tạo hội) để thay đổi vị thế, vai giao tiếp Việc thương thảo để thay đổi vai giao tiếp xảy người tự nguyện tránh phát ngơn gây xung đột, trích xúc phạm thể diện người nhóm Trong khn khổ nội dung quy định nhận thức rõ, giao tiếp nhóm thường dễ mang màu sắc tình cảm, có biểu hồ thuận cởi mở Đây nguyên tắc lịch ứng xử người Việt Đối với người lạ ngồi nhóm, người Việt thường có thói quen giao tiếp mang tính đặc trưng sau: - Giữ gìn thể diện tập thể: chủ thể giao tiếp nhóm, thể diện tập thể xem trọng hàng đầu Bằng “phát ngôn đại diện”, “phát ngôn thay lời” (Lê Viết Dũng, 2000: 253), thành viên muốn xem khối thống nhất, đồng trí hành động lời nói - Khi giao tiếp với tư cách cá nhân, người Việt mặt biết “giữ mồm giữ miệng”, chí kín đáo, dè dặt không lộ rõ cảm nghĩ, mặt khác lại “xưng khiêm hơ tốn” tìm cách đề cao người đối thoại đồng thời tự hạ Chiến lược nước đơi thường sử dụng chưa rõ đối tượng giao tiếp nhằm bảo đảm thể diện an toàn cá nhân giao tiếp Thói quen giao tiếp ảnh hưởng đến việc dạy-học ngoại ngữ 3.1 Những tượng đáng lưu ý 3.1.1 Sự im lặng dè dặt phát ngôn Theo quan sát chúng tôi, người học ngoại ngữ lớn tuổi ngại nói lớp học Trẻ em hồn nhiên việc trả lời, đặt câu hỏi người lớn ngại ngùng, dè dặt nhiêu Khá nhiều giáo viên lớp chức không hài lòng hoạt động người học dạy nói Có thể có nhiều lý thuộc chủ đề học, cách xếp chỗ ngồi, sĩ số lớp lý quan trọng thụ động đa số người học 3.1.2 Những câu hỏi chiều Một tượng dễ nhận thấy câu hỏi lớp ngoại ngữ thường xuất phát từ phía giáo viên Người học chờ câu hỏi trả lời Khi yêu cầu đặt câu hỏi câu hỏi người học câu mang tính luyện tập 3.1.3 Những phát ngơn “phải đạo” Khi tham gia thảo luận, tranh luận, người học khơng thể khơng phát ngơn nên khơng khí lớp học sinh động Tuy quan sát kỹ nhận phát ngôn người học thường chuẩn bị trước mang tính tương tác, xung đột Cho dù người dạy muốn khuyến khích người học tham gia, tranh luận thường tiến triển tiến triển cách hình thức có xung đột, mâu thuẩn 3.1.4 Tính sẵn chuẩn bị sẵn phát ngôn Người học (và người dạy) thường thấy thoải mái theo sát sách giáo khoa (với người dạy giáo án) Mọi ứng biến (improvisation) biến tấu (variation) chuẩn bị thường khơng đánh giá cao khuyến khích từ hai phía người học người dạy 3.2 Phân tích kiến nghị 3.2.1 Nếu hiểu rõ thói quen giao tiếp người Việt, giáo viên ngoại ngữ bình tĩnh có cách giải thích tượng đáng ngại vừa nêu - Sự im lặng, thụ động số đông người học khơng phải lười biếng, từ chối tham gia mà biểu loại tình cảm bất an người học buộc phải tham gia giao tiếp (thực thụ hay mang tính sư phạm) theo họ nghĩ, họ chưa chuẩn bị Đó biểu tư tưởng cầu tồn (perfectionnisme) mang dấu ấn văn hố dẫn đến việc ngại thể diện, sợ người khác chê cười phát ngơn khơng đạt chuẩn mong muốn Tư tưởng cầu toàn dễ dẫn đến thiếu tự tin buộc người học phải chuẩn bị chu đáo lời nói phần nội dung lẫn hình thức phát ngơn Do thói quen, chuẩn bị thường diễn cách căng thẳng không cần thiết, ảnh hưởng tiêu cực đến việc hình thành lực giao tiếp ngoại ngữ - Vị người dạy trở ngại lớn thực hành giao tiếp người học Xét thể chế, người dạy vị cao người học Thêm vào lực ngơn ngữ người dạy, khơng biết sử dụng thể hiện, “mối đe doạ” theo thói quen, người Việt thường nhường lời cho người nói hay, nói giỏi vậy, người học biết chăm lắng nghe thầy giáo Đây lý giải thích người học hỏi, tranh luận (ngay học sử dụng tiếng mẹ đẻ) Hiện tượng 10 The two traditional EFL textbook units exemplified in this paper are currently used for English-majoring students in a Vietnamese university, one dealing with families for speaking skills, and the other with food and drinks in British Culture The underlying assumptions about culture of the units are first critically analyzed Their cultural components are then developed according to a set of standards for intercultural language learning to reflect an intercultural stance on language and culture The development of the cultural components is based on learners’ construction of own knowledge through intercultural exploration and an understanding of their own and the target culture’s values and beliefs It incorporates a variety of interactive language tasks and activities in an integrated way to raise learners’ cultural awareness and engage them cognitively, behaviorally and affectively in culture learning The overall structure of the cultural components of the units can be found in the appendices Analysis of the units 4.1 Families (Speaking unit) The unit is structured around two main activities which involve pair work, group work and individual work The unit mainly focuses on the use of the target language in describing family relationships The unit treats culture with a static view as it does not recognize the relationship between language and culture Learners are asked merely to describe the familial ties in the chart or the photos They lack many opportunities to explore the target culture themselves and reflect on cultural similarities and differences in family values between their own and the target culture Learners need to be exposed to different issues of family life in order to discover the target culture and develop an understanding of the family values in their own and the target culture 4.2 Food and drinks (British Culture unit) 32 The unit is structured with pre-reading questions, a reading text about food and drinks in Britain, a list of key words, a number of exercises that consist of comprehension check, cloze texts, video watching, questions for discussion and suggestions for writing Overall, the unit does not reflect a dynamic view of culture The cultural information provided in the unit is merely transmitted to learners in a static way through the reading text and the exercises that only test learners’ comprehension about the cultural facts It is necessary that learners be provided with opportunities to construct their own knowledge about the target culture and challenge the information they receive from the perspective of their own culture Learners also need to explore the target culture themselves and reflect on the values of food and drinking cultures between their own and the target culture to develop an understanding of the shared meanings of these values for culture learning Developing the cultural component 5.1 Exploring self Learners can explore their self by discovering their own invisible cultural dimensions and cultural otherness For example, they can discuss in groups the differences in ideas about what makes up a family in their own family trees This task can increase awareness of the diversity within learners’ own culture as well as their individual concepts of family (Tomalin & Stempleski, 1993) Learners can also develop their cultural awareness through cultural connotations of vocabulary which may draw different pictures for people from different cultures Teachers can ask learners to draw a spidergram about words associated with family or breakfast in order to know which words reflect the learners’ own culture or the target culture For example, the word family produces a picture of an extended family (grandparents, 33 aunts, uncles, nephews, nieces, etc) in Vietnamese culture, whereas it is a picture of a nuclear family (parents and children) in English-speaking cultures An awareness of such cultural connotation can help learners avoid misconceptions about other cultures which may have different cultural connotations of vocabulary 5.2 Noticing/observation Creating an authentic environment To arouse learners’ interest, motivation and curiosity for culture learning, teachers and learners can decorate their classrooms with cultural images of the target culture For example, teachers and learners can bring photos of families from different cultures or posters and pictures of typical types of British food and drinks to make a culture wallchart (Tomalin & Stempleski, 1993) in the classroom This technique is known as the culture island (Hughes, 1986) which aims at ‘attracting student attention, eliciting questions and comments’ (p.168) for culture learning Watching video Video is used as a means of expanding learners’ ability to observe the cultural behaviours of people of the target culture With a critical eye, learners can increase their awareness of observable features of the target culture For example, a video clip about a British family having dinner with some guests can help learners identify British people’s cultural norms in table manners and then self-reflect on those in their own culture Similarly, watching the tradition of tea breaks in British Culture can help learners notice how people of the target culture behave socially in the afternoon tea By observing cultural behaviours of people from the target culture, learners will ‘become aware of the ways in which their own cultural background influences their own behaviour, and develop a tolerance for 34 behaviour patterns that are different from their own’ (Tomalin & Stempleski, 1993, p.82) 5.3 Cultural exploration Ethnographic interviews Learners can conduct ethnographic interviews with English native speakers to explore the family values or the eating and drinking norms in the target culture This can be done outside the classroom or with English native speakers invited to the class Learners are then asked to present an oral report about what they have known about the target culture from their interviews Ethnographic interviews are used because of a variety of cognitive, affective and behavioral outcomes they offer As Bateman (2004) shows, learners engaging in ethnographic interviews enhance not only their attitudes towards the speakers and the target culture, but also their communication competence with people from other cultures and awareness of the influence of their own culture in their lives Cultural simulations Another very efficient way for culture learning is that teachers can create cultural simulations for learners to explore the target culture in the classroom For example, learners can participate in an afternoon tea organized by the teacher for socializing with English native speakers invited to the classroom Learners can bring tea, sugar, milk, cookies or cakes that British people usually have for the afternoon tea This kind of cultural simulation will encourage learners to position themselves in the role of a member of the target culture, which helps them develop a better understanding of the target culture Dealing with cultural stereotypes 35 Learners can engage in tasks of cultural exploration to identify any cultural stereotypes For instance, learners can present their ideas about British food through the posters/pictures they bring to class They will reflect on what they may think in cultural stereotypes This task can help them to reflect on the bad reputation of British food as a stereotype Another stereotypical representation deals with the issue of living with parents until marriage Learners can talk about the advantages and disadvantages of living with parents when they are grown up as in learners’ home culture, many people not leave their parents when they get married Tomalin & Stempleski (1993) state that some stereotypes are harmful as ‘they don’t allow for individuality, they encourage negative judgment, and lead to misunderstanding’ (p.127) 5.4 Comparisons and reflections When comparing cultures, learners need to have an understanding of their own culture first Then they can actively engage in comparing, contrasting and reflecting on the cultural values in the target culture For example, learners can participate in group discussions and reflections on cultural similarities and differences in family values between Englishspeaking cultures and their home culture (Table 1) Such tasks of comparison and reflections can increase learners’ consciousness of cultural differences in values and attitudes, which helps them become more aware of the assumptions of English-speaking cultures and their own culturally-shaped assumptions (Tomalin & Stempleski, 1993) Being aware of these cultural differences, learners can develop an understanding of the shared meanings of values in their home and target culture Consequently, they can reduce their ethnocentrism and develop respect and empathy towards people of the target culture Each culture has different values and 36 none of the values in one culture is better than the others in another culture Learners can also develop their cultural awareness for culture learning through personal experiences Tomlinson and Masuhara (2004) argue that cultural awareness is gained through experiencing the culture, either directly through visiting a culture or indirectly through films, music or literature Therefore, learners can be encouraged to stimulate discussions of cultural experiences by comparing and reflecting on the aspects of the target culture such as the family values or eating and drinking norms from their own experiences of the target culture English-speaking countries Vietnam • People tend to leave home • People tend to live with parents after 18 for independence, for privacy, self-assertiveness… responsibilities, parents’ happiness with grandchildren… • Parents’ decision is important • People after 18 can make their • Men make house, women make own decision home • Both men and women share the housework and child caring • Cohabitation without marriage is • Cohabitation without marriage illegitimate is popular Table 1: Cultural differences in family values between English-speaking countries and Vietnam 5.5 Mediation between cultures 37 Problem-solving cultural situation is one of the good ways that engage learners in mediation between cultures Problem-solving cultural situation is also known as critical incident It is a situation that demands a participant in the interaction make some kind of decision It can increase learners’ awareness and sensitivity to cultural differences and encourage them to participate in discussions about the potential outcomes of their suggested solutions For example, it is a good manner to come 15 minutes late when you’re invited to a dinner in Britain, whereas you should come on time in Vietnam, especially for a formal dinner, or even earlier to help the hostess set the table for dinner In these situations, groups of learners can take turns to perform their role-plays in front of the class Other groups then discuss what kinds of misunderstanding that may have occurred between people of different cultures and propose their own solutions to the problems involved These cultural dilemmas encourage learners to mediate between their home and target culture to reach an intercultural position where their points of view can be recognized, mediated and accepted (Liddicoat et al., 2003) From such situations, learners can develop the ability to look at themselves from an ‘external’ perspective and adapt their own behaviours to the particular context Consequently, learners can develop their empathy and tolerance towards the behaviours of people from different cultures and intercultural problems can be solved Conclusion Living in today’s multicultural world, language learners need to develop not only their linguistic competence but also their intercultural communicative competence to overcome both linguistic and cultural barriers they may encounter in interaction with people from other cultures Given the importance of intercultural communicative competence in intercultural communication, this paper has critically analyzed two 38 traditional EFL textbook units used in a Vietnamese university and developed the cultural component based on a set of standards for intercultural language learning The developed cultural component engages learners in cognitive, behavioural and affective aspects of culture learning through a variety of interactive tasks and activities in which they develop their cultural knowledge, skills and attitudes required for effective communication and interaction with people from other cultures A shift from a traditional to intercultural stance in tertiary EFL classrooms will contribute to the teachers’ professional development for a long-term plan for language teaching It may enhance their awareness of teaching culture as an integral component of language teaching and develop their intercultural perspectives that may have an impact on their language teaching methodology and syllabus design This shift is a challenge that EFL teachers and learners have to deal with to meet the goals of language education in our modern world References Bateman, B E (2004) Achieving affective and behavioral outcomes in culture learning: the case for ethnographic interviews Foreign Language Annals, 37(2), 240-253 Bennett, J., Bennett, M., & Allen, W (2003) Developing intercultural competence in the language classroom In Culture as the Core: Perspectives in Second Land Learning USA: Information Age Publishing Byram, M (1989) Cultural studies in foreign language education Philadelphia: Multilingual Matters Byram, M (1997) Teaching and assessing intercultural communicative competence Clevedon: Multilingual Matters Byram, 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G H (1986) An argument for cultural analysis in the second language classroom In J M Valdes (Ed.), Cultural bound (pp 162169) New York: Oxford University Press Kramsch, C (1993) Context and culture in language teaching Oxford: Oxford University Press 40 Kramsch, C (1996) The cultural component of language teaching [Electronic Version] Retrieved May 15, 2008 from http://www.spz.tudarmstadt.de/projekt_ejournal/jg_01_2/beitrag/kramsch2.htm Kramsch, C (1998) Language and culture Oxford: Oxford University Press Liddicoat, A J (2002) Static and dynamic views of culture and intercultural language acquisition Babel, 36(3), 4-11, 37 Liddicoat, A J., Papademetre, L., Scarino, A., & Kohler, M (2003) Report on intercultural language learning Canberra ACT: Commonwealth of Australia Mitchell, R., & Myles, F (2004) Second Language Learning Theories (2nd ed.) 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Adelaide: UniSA Risager, K (2005) Languaculture as a key concept in language and culture teaching In H H A F Bent Preisler, S Kjaerbeck, & K Risager (Ed.), The consequences of mobility (pp 185-196) Roskilde: Roskilde University Skopinskaja, L (2003) The role of culture in foreign language teaching materials: An evaluation from an intercultural perspective In I Lázár (Ed.), Incorporating intercultural communicative competence in language teacher education (pp 39-68) European Centre for Modern Languages: Council of Europe Publishing Tomalin, B., & Stempleski, S (1993) Cultural awareness Hong Kong: Oxford University Press Tomlinson, B (2001) Seeing more between the lines The Guardian Weekly, Learning English, 5, 21-27 Tomlinson, B., & Musuhara, H (2004) Developing cultural awareness MET, 13(1), 1-7 Weaver, G (1993) Understanding and coping with cross-cultural adjustment stress In R M Paige (Ed.), Education for the 41 intercultural experience Intercultural Press (pp 137-168) Yarmouth, Maine: Appendix A: Families (Speaking skills) Objectives: At the end of this lesson, learners will be able to: • use different vocabulary to describe family relationship in home and target culture • enhance cultural awareness of family structures and values in home and target culture • reflect on family values of home and target culture • develop problem-solving skills for family issues The cultural component: Themes Issues Family members Vocabulary Intercultural learning • Cultural connotation of family in home and target culture Family tree • Family tree chart • Noticing the typical family structure of target culture • Alice’s family tree drawing • Comparison of learners’ own with Alice’s family tree (listening) and/or the typical family of target culture • Learners’ own family tree • Awareness of diversity and individual concept of family 42 Family Relationships of family Noticing and reflections on relationship members in the photos the cultures of people in the photos Family life • Advantages and • Modify the cultural disadvantages of living with stereotype parents until married • Changes in family life • Comparison and reflections • generation gaps on the family issues • new family models • Personal experiences Other family • role of men and women in • Ethnographic interviews values the family • Reflection on the values • cohabitation without marriage • family decision Problem-solving Dilemmas about family • Acting in role-plays cultural situations issues (e.g career choice • Group discussion of and parents’ decision) solutions Appendix B: Food and drinks (British Culture) Objectives: 43 At the end of this lesson, learners will be able to: • develop awareness of food and drinking cultures of Britain and home country • reflect on cultural differences of eating/ drinking norms in British and Vietnamese cultures • develop problem-solving skills in cultural dilemmas of food and drinks The cultural component: 2.1 Food Themes Issues Intercultural learning Statement of George • Food Reflections on the statement Mikes: “On the • Table manners (background cultural knowledge Continent people have assessment) good food; in England people have good table manners” Typical food • Fish and chips • Noticing foods in the photos • Roast beef and comparing with the text • Other typical • Comparison of typical foods in foods Britain and home country (using food posters/ads…) Food reputation Bad reputation of • Observation and judgement British food about food in Britain and home country • Reflections on possible cultural 44 stereotypes • Personal experiences about British food Meals Breakfast, lunch • Cultural connotation of and dinner breakfast/lunch/dinner in home and target culture • Reflections on differences of meals Eating habits • Eating time • Ethnographic interviews • fast food • Reflections on the eating consumption norms • eating out and cooking at home • eating in the street Table manners • Dinning styles • Noticing table manners from • Food serving video watching • Reflections on differences in table manners between Britain and home country Problem-solving Dilemmas about • Acting in role-plays cultural situations eating habits (e.g • Group discussion of solutions coming to a dinner late, etc) 2.2 Drinks Themes Issues Intercultural learning 45 Tea breaks/Afternoon • Tradition of tea • Noticing the afternoon tea in tea breaks: the photo - History of afternoon • Discussion and reflections on tea the tradition of tea breaks in - Afternoon tea time Britain from the video clip - Tea with • Comparison with tea-drinking snacks/sugar/milk norms in home country - Meaning of • Organizing an afternoon tea afternoon tea for socialization • drinking at meals • Ethnographic interviews • drinking at pubs • Reflections on different • drinking at other drinking norms in Britain and occasions home country Problem-solving Dilemmas about • Acting in role-plays cultural situations drinking norms (e.g • Group discussion of solutions Drinking habits invitation and paying for one’s drinks at a bar) 46 ... culture Introduction Intercultural language learning is a stance on language teaching and learning that emphasizes the interdependence of language and culture and the importance of intercultural... and intercultural learning In Intercultural Language Teaching and Learning in Practice: Professional Learning Programme Resource for Participants (ILTLP) Research Centre for Languages and Cultures... skills for cross- cultural communication in which they may encounter linguistic and cultural barriers Teaching from an intercultural perspective involves developing in learners critical cultural