Teaching English as an International Language: An Intercultural Dimension

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Teaching English as an International LanguageAn
Intercultural Dimension

• Gateway 3
• Cindy Lee

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Contents

• What is an International Language
• English as an International Language
• The Role of Cultural Learning in EIL
• Types of Cultural Content
• Reflective Approach in Practice (I) (II)(III)
• Conclusion

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Preface

• This session is based on Sandra Lee McKays work
  Teaching English as an International Language
  (2003).
• In this session, we will see how to introduce
  interculturality into English Language Teaching.
• This is still a new field. Any suggestion or
  comment will be extremely welcome!

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What is an International Language?

• It is a language used by the majority of people
  from different

Nationalities
or
Ethnical Backgrounds
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English as an International Language (EIL)

• Main Characteristics
• Cross borders
• Primary Function
• Enable speakers to share their ideas and
  cultural views
• Cultural Dimension
• No longer connected to the culture of the
  Inner Circle Countries
• (Native English speaking countries USA, UK,
  Canada, Australia, etc.)

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The Role of Cultural Learning in EIL

• Goal
• Establish a sphere of Interculturality
• Objectives
• Have understanding on other cultures
• Appreciate cultural differences
• Be able to share ones own culture in English
• Reflect ones own culture to the others

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Types of Cultural Content in TEIL
International Culture
Target Culture
Source Culture
Textbook
Teacher
Student
Source Culture
Source Culture
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Reflective Approach in Practice (I)-1

• While teaching target cultural text..
• Example A Korean teachers experience
• One Textbook Exercise asks students to
• -Look at photos of various American scenes
• -Depict and Match them with different periods
  of
• American history
• Problems
• -Students found
• the exercise extremely difficult
• the activity irrelevant to the purpose of
  learning English
• -The teacher experienced
• limited knowledge in American History
• difficulty instructing the text content

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Reflective Approach in Practice (I)-2

• The Korean Teachers Approach..
• Replaced the photos in the text with some of
  various periods in Korea
• Followed the format in the book
• Encouraged his students to reflect on their own
  culture

• Results
• Overcame the difficulty in instruction
• Increased students interest of learning the
  language
• Helped students use English to compare and
  contrast two historical cultures

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Reflective Approach in Practice (II)-1

• While teaching source cultural text..
• Example A Japanese teachers experience
• Content in the Textbook
• -Ask students to describe annual Japanese
  events
• -The events include Childrens Day Festival,
• traditional arts like Haiku, Noh comedy,
  etc. Problems
• -How could source cultural text establish a
  sphere of interculturality?
• -How did students consider their own culture in
  relation to another?

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Reflective Approach in Practice (II)-2

• The Japanese Teachers Approach..
• Asked individual pupil to describe what specific
  aspects of their culture mean to them
• Then, encouraged students to consider how they
  would explain elements of their own culture to
  foreigners

• Purposes
• The approach firstly demonstrated the variance
  within one culture
• Second, it promoted a view of culture as
  difference

• Results
• Pupils had opportunity to learn more about their
  own culture
• Pupils learned the language needed to explain the
  cultural elements in English

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Reflective Approach in Practice (III)-1

• While teaching international cultural text..
• Example Material presents English as well
• as non-English speaking
  countries
• Content in the Textbook
• -The texts provide various cultural
  information
• Problems
• -Students may be uninterested or puzzled by the
  information in the text
• -The teacher may not have access to additional
  information needed to explain some of the
  cultural references

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Reflective Approach in Practice (III)-2

• An Approach Recommended..
• Extend the text in which a bilingual user
  interacts with other speakers of English
• Exemplify the manner in which English can be used
  internationally
• Examples can include lexical, grammatical, and
  phonological variation in context
• Illustrate cross-cultural pragmatics and
  appropriateness
• Purposes
• Provide a basis for students to gain a fuller
  understanding of how English today serves a great
  variety of international purposes
• Encourage students to reflect on their own local
  and global uses of English as an International
  Language

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Conclusion

• English is situated at the interface of foreign
  and native cultural values to a greater extent
  than any other language because of its greater
  use around the world.
• In TEIL context, it is important for teachers to
  consider how to create a sphere of
  interculturality.
• Try to draw students attention to their own
  history and culture, as well as to those of the
  target culture, in order to explain and contrast
  the differences.

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- End -
Thank You !