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Published on: 2008-09-15
Released on: 2008-09-15
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Seminar paper from the year 2008 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,0, University of Wuppertal (Anglistik/Amerikanistik), course: Cultural Studies on a Shoestring, 24 entries in the bibliography, language: English, abstract: Due to its importance in foreign language learning in German schools the subject of English carries the main responsibility to develop the students’ competence for intercultural communication (cf. Göbel/Hesse). Accordingly, the KMK classifies intercultural learning as a key element of English language teaching and includes intercultural competence in the educational standards for grades 9 and 10 (cf. KMK 2003 KMK 2004). Intercultural competence is described as contextual socio-cultural knowledge, the ability to deal with cultural difference sympathetically and the ability to master situations of intercultural contact (cf. KMK 2003: 8; cf. KMK 2004: 8). Including the cognitive and the affective level as well as the level of action alike, this description reflects the complexity of intercultural competence. The affective as well as the level of action are of particular importance if the teaching of culture is to be more than the teaching of facts as it was practised by the Landeskunde approach (cf. Nünning/Nünning). New approaches for an action- and product-oriented teaching of English are supported by empirical studies about intercultural sensitivity, which stress the relevance of emotions in situations of intercultural contact (cf. Göbel/Hesse). However, an analysis of the curricula of the German states shows that the main focus is on objectives of the cognitive dimension whereas learning aims of the affective level and the level of action are included less often (cf. ibid.). Moreover, many curricula lack information about which contents to use for teaching general aims like empathy, overcoming ethnocentrism and respect for cultural differences (cf. ibid.). Hence, the curricula are not sufficient for arranging a successful teaching of culture. The aim of this paper is therefore to obtain a more precise image of intercultural competence that illustrates the importance of all three dimensions involved. For this purpose, Byram’s comprehensive model of intercultural communicative competence will be presented in the first part as it reflects the complexity of intercultural competence through the interdependence of the different factors. On the basis of Byram’s model and the demands of the curriculum of North Rhine-Westphalia, the second part will develop suggestions for how to teach intercultural competence at school, considering all three dimensions of intercultural competence. World-Readiness Standards for Learning Languages ... Download Summary. Download Two-Page Summary of the World-Readiness Standards for Learning Languages. A Collaborative Project of AATA AATF AATG AATI AATJ AATK ... The Growing Impetus of Community Secondary Schools in ... The Growing Impetus of Community Secondary Schools in Tanzania: Quality concern is debatable - Tutor Haruni Machumu - Textbook - Pedagogy - School System Educational ... WPA Outcomes Statement for First-Year Composition (3.0 ... The most recent version (3.0) of the WPA Outcomes Statement can now be downloaded as a PDF (at the bottom of this page). Further information about the process used to ... A study of occupational stress of secondary school ... Details Title A study of occupational stress of secondary school teachers Authors. Ruchi Sachdeva; Kulwinder Kaur; Year 2013 Pages 58 Catalog Number V284351 Teaching English as a Second Language (TESL) Language ... Length/Duration. The 3 courses for the TESL Certificate Program with Practicum cover a total 195 hours of teaching and practice. LLED 478 and LLED 489 are available ... Bureau of Educational and Cultural Affairs Promoting ... Our Mission. The Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State fosters mutual understanding between the people of the United States ... English language teaching in the post-methods era ... English language teaching in the post-methods era: Selected papers from the 39th FAAPI Conference / Daro Luis Banegas ... [et.al.]. - 1a ed. - Santiago del Estero ... Modern Foreign Languages : Secondary : ... : Education ... Our partnership offers a one year full-time Postgraduate Certificate in Education (PGCE) in Secondary course providing both an academic award at Master's level and ... Education - Wikipedia Primary (or elementary) education consists of the first five to seven years of formal structured education. In general primary education consists of six to eight ... MDHE College Search Homepage Name of program or field of study. Search by Specific Criteria ...
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