Relativising cultural perspectives and the ability to shift between them can be seen as a key element in intercultural learning and development of intercultural competence Bennett, According to this, language can be viewed as the matrix through which people express, perceive and interpret the world around them.
The starting point of this textbook analysis is concerned with the question of whether or not a topic is introduced in a way that reflects a cultural perspective. A developmental model of intercultural sensitivity. Protected value[ edit ] A protected value also sacred value is one that A teacher fosters social competence with individual is unwilling to trade off no matter what the benefits of doing so may be.
Nor do they consider the diversities of the cultures in question e. In foreign language learning contexts, the immanent tie between language and culture bears a significant potential for intercultural learning processes.
Bilingualer Sachfachunterricht und deutschsprachiger Fachunterricht. In trying to create a rich CLIL learning environment, it seems almost logical to resort to authentic materials in the target language which are taken from respective foreign cultural contexts.
The ability to then shift and mediate between these cultural perspectives is a core objective in the intercultural learning process.
Cambridge University Press, Cambridge. Values may help common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them.
Parents in different cultures have different values. Here, traditional, repetition targeted, form focussed exercises, e. As such, it becomes possible to shift and mediate between the different perspectives, a state which is outlined by Skopinskaja as follows Skopinskaja In the United States of Americafor example, top-level professional athletes receive more respect measured in terms of monetary payment than university professors.
As such, the learning environment lends itself to forms of learner autonomy Little, ; Dam, as well as cooperation and collaboration; furthermore, it promotes the active construction of knowledge Wolff, The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how.
A Common European Framework of Reference. Recent research has thereby stressed the implicit nature of value communication.
Within rich CLIL environments a multitude of impulses may arise, which in turn lead to an exploration of different cultural viewpoints and, subsequently, enable shifts between these.
With this, the integrated competencies in foreign languages and intercultural communication are considered to be keys to successfully engaging and participating in modern life and society. Similar concepts[ edit ] Ethical value is sometimes used synonymously with goodness.
Conclusion Fostering intercultural communicative competence is one of the challenges facing education in the globalised world of the 21st century. Impulses for intercultural learning on the basis of content subject related linguistic and terminological differences L1 vs.
The prerequisites for intercultural learning seem fulfilled in CLIL contexts and, thus, a number of researchers suggest that the potential for intercultural learning processes in CLIL is particularly high e. Page 32 Page 33 II. A contrastive analysis of these word pairs makes an exploration, analysis and comparison of the different underlying connotations and perspectives possible.
Foreign positions on a given topic, underlying assumptions, attitudes, feelings and interpretations can be grasped and analysed. University of California Press, Berkeley. In the third instance, the expertise of member-driven international organizations and civil society depends on the incorporation of flexibility in the rules, to preserve the expression of identity in a globalized world.
CLIL environments can be designed to promote intercultural communicative competence as described in the Common European Framework of Reference for Languages. In CLIL classes, however, an added dimension can be introduced: Inglehart—Welzel cultural map of the world Ronald Inglehart and Christian Welzel have made a two-dimensional cultural map showing the cultural values of the countries of the world along two dimensions: Value clarification consists of "helping people clarify what their lives are for and what is worth working for.
While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile. Wearing dark clothing and appearing solemn are normative behaviors to manifest respect at a funeral.
A variety of content subject topics evoke same or similar cultural perspectives; intercultural learning processes focus not only on cultural differences but also on overlaps, correlations and simile across cultures. To enable and facilitate intercultural learning processes various measures can be taken.
Rethinking Linguistic Relativity, In those cultures the male and female categories are more distinct and culturally more important. It is giving value intrinsic and extrinsic properties. By using materials that convey, portray or reflect insights into foreign viewpoints, it becomes possible to re construct the underlying perspectives.CLIL and Intercultural Communicative Competence: Foundations and Approaches towards a Fusion.
Julian Sudhoff University of Duisburg-Essen (Germany). Studies in evolutionary psychology have led to similar findings. The so-called regality theory finds that war and other perceived collective dangers have a profound influence on both the psychology of individuals and on the social structure and cultural values.
A dangerous environment leads to a hierarchical, authoritarian, and warlike culture, while a safe and peaceful environment fosters .Download