Galina MaslovaPskov State University, Russia

Developing Intercultural Sensitivity as a Principle

of Foreign Language Teaching

Functions and Aims of FLT

Functions: facilitating mutual understanding among peoples who speak different

languages and exercise different cultures; providing access to diversity of the world policy and culture on a

global scale.

Aim:Developing a language-learner’ s personality that is capable and

willing to participate in intercultural communication in the target foreign language and is ready to develop their foreign language communicative competence autonomously.

“The central objective of language-learning is to promote the favourable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture” (Common European Framework of Reference for Language Learning, Teaching, Assessment)

Intercultural Communicative Competence (I)Different Notions:Intercultural competence depicts individuals who bring into play the

knowledge, attitude and skills that enable people to behave andcommunicate effectively and appropriately in an interculturalsituation when interacting in their native language with people ofother cultures.

Intercultural communicative competence designates mediators who areable to communicate with different social groups in a foreignlanguage (Byram, Fleming, 1998) .

“Cross-cultural” (aspect, analysis, approach, and etc.) analysespeculiarities of the similar, analogous phenomena in differentcultures, for example, difference in rituals of greetings, ways ofexpressing power distance and so on.

“Sociocultural” aspect means analyzing social component in addition tothe analysis of cultural constituents (For example, analyzing greetingrituals not only in terms of differences in value systems of studiedcultures, but taking into account social status of communicators, too.)(Елизарова, 2009).

Intercultural Communicative Competence (II)

“Intercultural” approach studies the influence of behavioral peculiarities of different culture representatives which were found out within the cross-cultural and sociocultural research on the interaction of individuals.

Intercultural Communicative Competence (ICC) – is a capability to communicate efficiently and adequately with the representatives of other cultures.

This capability comprises: knowledge of native and other cultures, skills to apply this knowledge, the integration of personal qualities that facilitate application

of the knowledge and skills, practical experience in such application in situations of

intercultural communication.

Intercultural Communicative Competence (III)

Common European Framework: a set of knowledge, skills and

attitudes that comprise

knowing the self and the other

knowing how to relate and interpret the meaning

developing critical awareness

knowing how to discover cultural information

knowing how to relativise oneself and value the attitudes and

beliefs of others (Michael Byram and his collegues)

According to A. Knapp-Potthoff’s position the structure of ICC has the following constituents:

affective (empathy and tolerance), cognitive (knowledge of the native and target culture, general

knowledge of culture and communication), strategic (verbal, behavioral, learning and investigation

strategies of the language-learner).E.V. Malkova extends the strategic component by means of

reflection, which presupposes the analysis of personal psychological state as well as the outcomes of personal actions, verbal and non-verbal behavior.

Structure of Intercultural Communicative Competence

Intercultural Sensitivity in the Structure of ICC

Intercultural sensitivity can be added to the ICC structure as a part of affective component.

Intercultural sensitivity :

Language-learners' awareness of the cultural differences

between individuals and the readiness to take these

differences into account revealing flexibility in choosing

communication strategies and verbal and non-verbal means of

communication.

Survey Analysis (1)

Respondentsteachers and students of the Faculty of Foreign Languages of

PskovSU: 12 university teachers (the average age – 37), 16 fifth-year students of the educational program aimed at

training foreign languages teachers (English and German), 44 students of the final year of bachelor program “Linguistics”

(Theory and Practice of Intercultural Communication).

Survey Analysis (2)

Readiness for Intercultural CommunicationLecturers – on the average 8.8 points out of 10, Fifth-year students – 8.4 points,Students of Linguistics – 7.4 points.

Languages of Intercultural Communication:English – 87.5%, Russian – 36%, French – 22%, German – 19%, Dutch – 7%, Swedish – 4%, others (Danish,

Polish, Spanish, Armenian) – each 1.4%.

Factors that Foster Understanding in ICC (ranking)

№ Factors Lecturers Future Teachers

Linguists

1. Belonging of communicants to close social groups or classes

6 9 10

2. Readiness and willingness to communicate interculturally

1 1 1

3. Awareness of peculiarities of the interlocutor’s culture

7 3 7

4. Common personal interests 8 7 65. Capability to listen to the interlocutor and to

adequately interpret what has been said2 2 4

6. Compatible level of the communicative competence in the language that interlocutors use

4 4 3

7. Personal qualities that enable to “tune into the partner or interlocutor”

5 5 5

8. Aspiration to achieve mutual understanding in communication (positive thinking)

3 2 2

9. Knowledge of cultural and historical heritage of the target culture

9 6 9

10 Similarities in the worldview 10 8 8

What lacks attention in teaching foreign languages

№ Factors Lecturers Future Teachers

Linguists

1. Acquaintance with the cultural heritage of the target language country

65% 13% 16%

2. Development of the willingness to communicate interculturally

16.6% 80% 36%

3. Learning norms of politeness in the target language

8% 19% 36%

4. Capabilities to adequately present and describe cultural traditions, customs, values, etc. of the native country in a foreign language

25% 13% 16%

5. Development of cultural (intercultural) sensitivity

83% 56% 48%

6. Learning strategies of communication initiating, maintaining, and rounding-off

50% 47% 40%

7. Correct interpretation of the heard or read information in the context of the target culture

33% 47% 45%

Principles of FLT

Principles of teaching are fundamental conceptions, which determine the requirements to the process of education and its constituents (aims, objectives, methods, educational provision, forms) (A. Schukin).

Classification of FLT Principles

didactical principles – cognitive approach, active students’ involvement, use of visual methods, durability, interdisciplinary coordination, intercultural cooperation, professional competence of the teacher;

linguistic – differentiating language and speech phenomena, functionality, stylistic differentiation, language minimalism, concentric language acquisition;

psychological - motivation, stage character of developing speech skills, individualization. Developing intercultural sensitivity.

methodical – communicative approach, taking into account native language experience, oral speech advancing, interrelated teaching different speech activities, approximation, situational and thematic organization of teaching

Criteria for Textbook Evaluation

Availability of texts discovering cultural and national features both of the target language culture and cultures of other countries of the world.

Modeling situations of cross-cultural and intercultural communication. Acquaintance with the cultural heritage (science, history, religion,

national parks, holidays, etc.) of the target language culture in comparison with the native one.

Comparing, contrasting, and analyzing cultures Integration of language and culture with the help of interactive

games. Availability of dramatization tasks that enable students to experience

authentic culture situations. Focus on value reference points (friendliness, industriousness,

autonomy, reliability, tolerance, empathy). Molding the complete worldview of the students. Encouraging students to study different cultures on their own.

Textbook Analysis (“Spotlight” by Y. Vaulina, O.Podolyako, D.Duli, V.Evans)

Criteria that are presented very well - 1 (Availability of texts discovering cultural and national features both of the target language culture and cultures of other countries of the world).

Criteria that are presented sufficiently – 2 (Modeling situations of cross-cultural and intercultural communication), 4 (Comparing, contrasting, and analyzing cultures), 8 (Molding the complete worldview of the students), 9(Encouraging students to study different cultures on their own), 5 (Integration of language and culture with the help of interactive games)

Criteria that are presented insufficiently – 3 (Acquaintance with the cultural heritage (science, history, religion, national parks, holidays, etc.) of the target language culture in comparison with the native one, 6 (Availability of dramatization tasks that enable students to experience authentic culture situations), 7 (Focus on value reference points (friendliness, industriousness, autonomy, reliability, tolerance, empathy).

Intercultural Language Activities (John Corbert)Knowing the self and the other - «Which song reminds you of…. », «Holiday

photographs», «Sharing stories in conversation»

Knowing how to relate and interpret the meaning - «Television Viewing Habits»,

«Domestic Duties»

Developing critical awareness - «A day in the life»: 4 everyday things that

happened to them, 3 events in the local community, 2 national events,

1 international event

Knowing how to discover cultural information - «Developing interview

questions (interviews with the members of a particular cultural group)»,

«Behaviour on public transport»

Knowing how to relativise oneself and value the attitudes and beliefs of others –

«The interviewers from another planet», A Martian sends a postcard home by Craig

Raine

“A Martian on Earth” by Craig Raine

…But time is tied to the wristor kept in a box, ticking with impatience.

In homes, a haunted apparatus sleeps,that snores when you pick it up.If the ghost cries, they carry itto their lips and soothe it to sleepwith sounds. And yet they wake it updeliberately, by ticking with a finger.

….At night when all the colours die,they hide in pairsand read about themselves –in colour, with their eyelids shut.

You think the land of Passion is …Spain?

It’s Pskov, too!

You think mystery lives in …England?

It also lives in Pskov!

You think there are mills only in the Netherlands?

No, we have them in Pskov, too!

THANK YOUFOR YOUR

ATTENTION!