Effect of research materials on intercultural communicative competence

1. The Effects of Language
Materials on the
Development of
Intercultural Competence
Carlos Rico Troncoso

2. “Describing the objectives of intercultural competence more
precisely makes it evident that they are very demanding and
complex than those who usually guide the work done in
classroom.”
—Byram, 1997, p.64

3. Main objective:
● Demonstrate how language teachers can adapt
materials for the development of intercultural
communicative competence (ICC).
Specific objectives:
● Explain the importance of materials for teaching and
learning.
● Present the concept of Intercultural Communicative
Competence and how it might be assesed in materials
development.
● Give examples of an adaptation of language materials.
Objectives

4. People can experience Intercultural communicative incidents
without being aware of it, e.g.

5. People can experience Intercultural communicative incidents
without being aware of it, e.g.

6. The previous examples demonstrate:
● Not all IC incidents are related to knowledge, an “extra”
knowledge is missing.
● This missing knowledge is intercultural
● It is manifested by a limited or lack of knowledge of
culture, cultural awareness and social behaviours.
What do you think about the previous
examples?

7. ● What is considered appropiate in a cullture can be
innapropiate in another.
● Missunderstantings arrive when one person uses their
meaning to make sense of another’s reality.
Why do we react in certain ways in a
communicative situation?

8. ● Intercultural education is becoming increasingly visible around
the world due to the expansion of information and
communication technologies.
● Language educators should be concerned in describing
languages in all their aspects, not rules of correctness.
● Langueage is a social construction and results from inter-
subjective relationships in which people agree social norms.
● People of different cultures do not share the same
expactations about how to interact.
● How what one person says or how their behave is interpreted
in another cultural context.
Educational Settings

9. “Language is closely tied to social identity and this is seen as a
cover term to range of social personae, including social status
roles, positions, relationships and other relevant community
identities.”
—Elinor Ochs, 2005, p.78

10. ● School traditions have tented to emphazise a “single”
correct standard form.
● Materials developers have to consider whether the
language materials promote the idea of standarization
and force students to consider only –the target culture-.
● Materials should allow students to be communicative
intra/inter culturally, and construct their own social
identities.
● Social, cultural and educational variables must
determine the type of materials to be designed.
What about materials?

11. Go to page 7.

13. Then, language materials become:
Influentional artefacts
which mediate
communication
between different
cultures.
Powerful tools to
deal with cultural
diversity.
1 3
2
The auxiliary
means to promote
mutual
understanding
between cultures.

15. What is the difference between…
Different cultures,
ethnics and religious
groups that live in the
same territory but not
necesarily have
contact.
Multicultural
Different cultures and
social groups that live
together in a territory
and sustain relations in
which they respect the
others.
Intercultural

16. ICC entails the ability to:

17. Fantini (200) proposed dimensions which might be
observed in any social interaction
Awarness
Knowledg
e
Skills Proficiency
Attitudes
Go to page 11.

18. Example of a culture bump activity

19. What is the difference between…
Design to represent
the text in their mind
(facilitate personal
engagement)
Experimental
activities
Intented to help
learners develop and
articulate their initial
personal responses
(cognitive and
affective) to the text.
Intake response
activities

20. How do these activities contribute to the
development of ICC?
Students are able to express their
identitys, feelings, thoughts, etc.
Provide adaptation about the five
dimensions.
Students are able to talk about
their experiencies.

21. What is ICC?
(in your own words)

22. Thank
you!

23. Images reveal large
amounts of data, so
remember: use an image
instead of long texts
A Picture Always
Reinforces the
Concept

24. Together for Peace
To modify this graph, click on it, follow the link,
change the data and paste the new graph here
It’s composed of
hydrogen and helium
Saturn
It’s the biggest planet in
the Solar System
Jupiter
40%
60%

25. A Picture Is Worth a Thousands Words

26. Dignity for All
35%
65%
85%
Venus has a
beautiful name
Mars is a very
cold place
Jupiter is the
biggest planet

27. Shaping Peace Together!
Despite being red,
Mars is a cold place
Mars
Venus is the second
planet from the Sun
Venus
It’s the biggest in the
Solar System
Jupiter
Saturn is a gas giant
and has several rings
Saturn
It’s the farthest
planet from the Sun
Neptune
Earth is the third
planet from the Sun
Earth

28. Celebrate Day of Peace
Mercury is a small
planet
Despite being red,
Mars is a cold place
Venus has a
beautiful name
Jupiter is the
biggest planet
A
C
B
D

29. Mars Jupiter Mercury
Saturn 3,000 4,000 5,000
Neptune 1,500 2,000 2,500
International Peace Events

30. Spreading Compassion
Mars
Jupiter
Mercury
Jupiter is the biggest
Concept 3
Mercury is the smallest
Concept 2
Mars is a cold place
Concept 1

31. 2000 2010 2020
2005 2015
Building a Peaceful Culture
Mars
Venus
Jupiter
Saturn
Mercury
It’s the smallest
planet
Jupiter is the
biggest planet
It has a
beautiful name
It’s a very cold
place
Saturn has
several rings

32. Calendar: Events for Peace
Mars Venus
Mercury
Monday Tuesday
Wednesda
y
Thursday Friday
X
X
X X
X

33. Find Events Near You
Venus is the second
planet from the Sun
650,000
Despite being red, Mars
is actually a cold place
50,000

34. Get Involved!
Moon
Mercury
Venus
Jupiter
Earth
Pluto

35. Solutions Are in Our Hands
Saturn is the ringed
planet
Despite being red,
Mars is a cold place
1 2
Mercury is the
smallest planet
Jupiter is the
biggest planet
3 4

36. 333,000,00
386,000 km
between Earth and the Moon
earths is the Sun’s mass
24h 37m 23s
is Jupiter’s rotation period

37. 1
Conclusions
Venus is the
second planet
from the Sun
Second
First
Mercury is the
closest planet to
the Sun
Saturn is a gas
giant and has
several rings
Third
3
2

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