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When teaching outside
      your own cultural
           sphere


(H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)
                                                                                           S
Ask yourself…



S Does the activity value the customs
  and belief systems that are presumed
  to be part of the culture(s) of the
  students?
Ask yourself…



S Does the activity refrain from any
  demeaning stereotypes of any
  culture, including the culture(s) of your
  students?
Ask yourself…



S Does the activity refrain from any
  possible devaluing of the students’
  native language(s)?
Ask yourself…



S Does the activity recognise varying
  degrees of willingness of students to
  participate openly due to factors of
  collectivism/individualism and power
  distance?
Ask yourself…



S If the activity requires students to go
  beyond the comfort zone of strictly
  codified rules held to in their culture,
  does it do so empathetically and
  tactfully?
Ask yourself…



S Is the activity sensitive to the perceived
  roles of male and females in the
  culture(s) of the students?
Ask yourself…



S Does the activity sufficiently connect
  specific language features (e.g.
  grammatical
  categories, lexicon, discourse) to
  cultural ways of thinking, feeling and
  acting?
Ask yourself…



S Does the activity explicitly investigate
  specific language features (e.g.
  grammatical
  categories, lexicon, discourse) to
  cultural ways of thinking, feeling and
  acting of the target culture?
Ask yourself…



S Does the activity in some way draw on
  the potentially rich background
  experiences of the students, including
  their own experiences in other
  cultures?

    (H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)

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Intercultural competence in the classroom

  • 1. When teaching outside your own cultural sphere (H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213) S
  • 2. Ask yourself… S Does the activity value the customs and belief systems that are presumed to be part of the culture(s) of the students?
  • 3. Ask yourself… S Does the activity refrain from any demeaning stereotypes of any culture, including the culture(s) of your students?
  • 4. Ask yourself… S Does the activity refrain from any possible devaluing of the students’ native language(s)?
  • 5. Ask yourself… S Does the activity recognise varying degrees of willingness of students to participate openly due to factors of collectivism/individualism and power distance?
  • 6. Ask yourself… S If the activity requires students to go beyond the comfort zone of strictly codified rules held to in their culture, does it do so empathetically and tactfully?
  • 7. Ask yourself… S Is the activity sensitive to the perceived roles of male and females in the culture(s) of the students?
  • 8. Ask yourself… S Does the activity sufficiently connect specific language features (e.g. grammatical categories, lexicon, discourse) to cultural ways of thinking, feeling and acting?
  • 9. Ask yourself… S Does the activity explicitly investigate specific language features (e.g. grammatical categories, lexicon, discourse) to cultural ways of thinking, feeling and acting of the target culture?
  • 10. Ask yourself… S Does the activity in some way draw on the potentially rich background experiences of the students, including their own experiences in other cultures? (H.D. Brown, Principles of Language Learning and Teaching, Pearson Longman 2007, p. 213)