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European Language Teachers’ beliefs on Intercultural Communicative Competence

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European Language Teachers’ beliefs on Intercultural Communicative Competence

  1. 1. European Language Teachers’ beliefs on Intercultural Communicative Competence Kristi Jauregi Ondarra (Fontys University of Applied Sciences & Utrecht University) Martine Derivry-Plard (University of Paris 6)
  2. 2. TILA: Telecollaboration for Intercultural language Acquisition (2013-2015)
  3. 3. Project goals • (1) to innovate, enrich and make foreign language teaching programmes more attractive and effective by encouraging the implementation of telecollaboration activities in secondary schools across Europe; • (2) to empower teachers and innovate teacher training programmes in order to assist them in developing ICT literacy skills as well as organisational, pedagogical and intercultural competences to guarantee adequate integration of telecollaboration practices; and • (3) to study the added value that telecollaboration may bring to language learning in terms of intercultural understanding and motivation amongst younger learners and pedagogic competence development. 3
  4. 4. Partners 4
  5. 5. Consortium Partners 5 P3 U Roehampton (UK) P4 The Godolphin & Latymer School P1 Utrecht University (NL) P2 Berlage Lyceum P11 3DLES (NL) P12 Palacky University (CZ) P5 Steinbeis Transfer Center Language Learning Media P6 Gymnasium Saarburg (DE) P9 Université de Paris 3 and Paris 6 (FR) P10 Collège La Cerisaie P7 Universidad de Valencia (SP) P8 IES Clot del Moro
  6. 6. 42 associate partners Synchronous and asynchronous telecollaboration tools 6
  7. 7. Activities undertaken • Analysis of teachers’ needs • Development of teacher training modules and • Teacher training sessions • Telecollaboration pilots 7 http://www.tilaproject.eu https://www.youtube.com/user/TILAprojectEU http://ec.europa.eu/languages/inspire/tila-project_en.htm EuroALL 2013
  8. 8. Intercultural telecollaboration within a learning/teaching and research environment Target languages Researchers Teacher Trainers Teachers Target Cultures Learners
  9. 9. TILA : an intercultural learning environment 9 6 research institutions providing 2 running modes 6 „national“ cultures 6 educational systems teacher training 5 target languages  Tandems : language reciprocity  Lingua Franca: a communicative language mediating 2 target cultures Challenges  languages are associated with target cultures (Usually Tandems ie French learners with English learners) AND  Languages are dissociated with target cultures (Usually Lingua Franca ie French learners with Dutch learners using ELF or German as a Lingua Franca or Spanish as a lingua franca)
  10. 10. Organising telecollaboration among teachers : two major challenges • Use of technology in the classroom, the availability and appropriateness of the facilities, and technical assistance have been addressed in a former paper : • Jauregi, K., Melchor-Couto, S., & Vilar Beltrán, E. (2013). The European Project TILA. In L. Bradley & S. Thouësny (Eds.), 20 Years of EUROCALL: Learning from the Past, Looking to the Future. Proceedings of the 2013 EUROCALL Conference, Évora, Portugal (pp. 123-128) • Facilitating intercultural telecollaboration, creating a third culture for teachers with different teaching cultures to work together on task planning and task development is going to be explored.
  11. 11. Research Who are TILA teachers? What are the views of teachers concerning intercultural telecollaboration? • Methodology: ethnographic (multimodal with questionnaires, interviews, analysis of task descriptions, online interaction …) : another challenge for ethnography to be online. • PILOTS (From December to May 2014) • 2 questionnaires • Background questionnaire : 15 respondents • Teachers’ views on telecollaboration for intercultural language learning : 21 respondents • Semi-structured Interviews (6 teachers)
  12. 12. Teachers’ background • 70 % female teachers and 30% male teachers • experience (0-4 years) to more than 25 years • Master’s degree and usually a teaching license. 90 % work in state secondary school. • Their learners are from 12 to 18. • They teach one language or 2 languages or up to 3 subjects • 80% have worked in a foreign country where they have taught • Lack of support for computer technologies and Internet . 15 respondents 6 from France 5 from Spain 2 from NL 1 from Germany 1 from the UK
  13. 13. Teachers have a pluricultural capital • 80 % have worked in a foreign country , mainly in Europe (except for the USA and Vietnam) from less than a year to more than 5 years • 80 % have taught in a foreign country mainly in Europe (except for North America) from 1 to more than 10 years • 50% have French as their first language, others have German, Spanish, Dutch and Catalan. Just one teacher considers to be bilingual French/English • 60% teach English, then French, German and Spanish for 13% respectively and then Catalan Their trajectories are coherent with their studies as they have studied languages as a major for their degrees with academic relevance (American Studies, British history, English literature, English studies, English philology, German Literature, Didactics of French and Foreign languages) Studies in languages, teaching languages abroad and at home
  14. 14. TILA teachers How intercultural is your school? Intercultural competence is an important strudent outcome ++ The intercultural dimension is a priority ++ Partnerships abroad are encouraged + Colleagues develop partnerships = Colleagues are willing to get a Language assistant ++ Language assistant are easy to get - School support intercultural exchanges - Colleagues support intercultural exchanges
  15. 15. TILA teachers open and willing to explore intercultural dimensions However teaching activities that are most important are : • 1/ Speaking (53%) • 2/ Listening and Reading (33% each item) • 3/ Vocabulary (26%) • 4/ Culture and Intercultural dimensions (21% each item) • 5/ Writing (13%)
  16. 16. Teachers’ views on the intercultural dimension 21 respondents to questionnaire (French & English teachers in Spain, English teacher, Spanish and German teachers in France)
  17. 17. Teachers’ views on the intercultural dimension of TILA • For Learners • TILA is ranked 1 (60%) for motivation, and 2 for interactions and communication (55%) and 3 for Intercultural skills (45%). • For teachers • TILA is ranked 1 (40%) for allowing teachers to innovate, then 2 for developing collaboration with teachers from other countries and developing ICT skills (35%) and 3 for enriching intercultural competence (30%).
  18. 18. Teachers’ views on the intercultural dimension Motivation and the intercultural dimension are linked (100%) Adaptability is important (100%) Learners are interested in learning about other cultures (85%) Intercultural and cultural dimensions are priorities in the language and school curriculum (80%) Empathy with others is important (90%)
  19. 19. Teachers’ views on Intercultural Communicative Competence (ICC) • ICC should be developed due to increasing internationalisation of the world (95%) • ICC is part of developing intercultural citizenship and teachers should be trained (90%)
  20. 20. Teachers’ views on intercultural practices • ICC is about developing attitudes such as curiosity, openness, readiness to suspend disbelief about other cultures and belief about one’s own. It is about relating to Self and Other and about cultural awareness of differences and similarities (95%) • ICC is about developing cultural knowledge about one’s own and one’s interlocutor’s cultures (100%) • ICC is providing information about daily life and routines (living conditions, traditions..) (95%) • ICC is providing knowledge and experience of a variety of cultural expressions (Literature, music, theatre, film..) (90%)
  21. 21. Teachers’ views on intercultural practices • ICC facilitates good language learning and teaching, communicative skills and positive attitudes towards people from different cultures (85%) • The native speaker is a good model for learners (75%) BUT/AND • The intercultural speaker is a good model for learners (79%) • ICC is about class collaboration between N/NN speakers (TILA Tandems) (95%) BUT /AND • ICC is about class collaboration between NN speakers of different countries (TILA lingua franca) (80%)
  22. 22. Conclusion • The Intercultural dimension is a priority for TILA teachers • It relates to attitudes, knowledge and skills • It is also linked to motivating young learners in secondary schools • It is facilitated by technology in conjunction with tasks • Telecollaboration is seen as a powerful way to innovate in Foreign language teaching
  23. 23. 24 Join us in TILA! tila@uu.nl www.tilaproject.eu @tilaproject www.scoop.it/tila Thank you! Martine Derivry Kristi Jauregi

Hinweis der Redaktion

  • As for computer technologies and Internet, their use is rare because facilities are scarce, there is no technician to assist them and regulations hamper their use of Internet in the classroom. One says s/he didn’t like using technology in class but they feel confident on the whole to use them. When using these technologies, they rather use the “chats” and “you tube”. Half of them (Spain) outline some school hypocrisy of banning mobile phones in class but not in the schoolyards.
  • To the questions related to how intercultural you school is, there is the same ambiguity : a willingness for schools and teachers to engage with intercultural perspectives (part of the curriculum, partnerships with other schools, looking for language assistants, developing intercultural competence) and at the same time, realities are : not so easy to get a language assistant and to have support to innovate for intercultural exchanges from school administration.
    To the questions related to language teaching, there is a strong interest in the 4 language skills and the cultural dimensions. One teacher outlined the importance of language teachers as educators as they have to make learners think through brainstorming activities.
  • They are well qualified, working in state secondary schools.

    They are eager to experiment in technologies and in the intercultural/cultural dimensions of language teaching.

    They do not feel getting all the support they need for integrating technologies in their practices .

    To a certain extent, they do not feel getting all the support they need for innovating in intercultural exchanges (lack of language assistants and support in exchanges) but show an openness and willingness to explore more on the intercultural/cultural dimensions of language teaching.
  • % here are the sum of « agree » and « strongly agree »
  • % here are the sum of « agree » and « strongly agree »
  • % here are the sum of « agree » and « strongly agree »
  • % here are the sum of « agree » and « strongly agree »

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