Learning

1. Learning Learning Languages Jeanne Gilbert School Support Services University of Waikato Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

2. INTERCULTURALITY Kotahi te kohao o te ngira hei kuhuna Te miro ma, te miro pango, me te miro whero. There is only one eye of the needle through which the white, black and red cotton must pass. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

3. Principles - Intercultural communicative language teaching and learning (iCLT): 1. integrates language and culture from the beginning 2. emphasises intercultural competence rather than native-speaker competence 3. encourages and develops an exploratory and reflective approach to culture and culture-in-language 4. fosters explicit comparisons and connections between languages and cultures 5. engages learners in genuine social interaction 6. acknowledges and responds appropriately to diverse learners and learning contexts. From Section A, 2008 draft report Intercultural Language Learning: Implications for Effective Teaching,Newton et al. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

4. To reflect on and find possible answers to the following questions: • What is culture? • How is culture ‘layered’ in everyday social behaviour? • What is intercultural awareness? • What is the third place? • When do we become interculturally competent? Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

5. Theory • Praxis • Interactive ideas • Reflection Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

6. What do you understand by “Culture”? Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

7. “Culture” Wortigel Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

8. Key aspects to cultural teaching • Culture is inseparable from language • Culture is part of everyday life • Culture in everyday language is not easily observable • Culture is complex and dynamic • Culture is not fixed and homogenous • Culture is not well taught as a series of facts • Humans are shaped by culture and language • Humans can to some extent step out of their first culture and language • Successful inter-cultural interaction/relationships are common Lo Bianco, J. (1999) Sinhala and Tamil: Languages of Sri Lanka. Ministry of Education and Higher Education, Colombo, Sri Lanka (– p 28 handout) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

9. Three macro layers of culture in everyday social behaviour • The archaic culture • The residual culture • The emergent culture Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

10. Three macro layers of culture in everyday social behaviour • The traditional culture • The everyday culture • An evolving future culture Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

11. Right angle thinking strategy Associated thoughts and examples Interesting information Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

12. The archaic/traditional culture • Connects people to patterns of the past • Is observable in sayings, proverbs and popular wisdom • Continues into the present Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

13. The residual/everyday culture • Is the lived and current patterns of behaviour in daily life • It encompasses all expressions of culture as ‘ways of life’ to the arts and literature Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

14. The emergent / evolving future culture • Is the making of culture in the moment • Draws from traditional and everyday patterns • But also transforms them “It’s the mahi behind the words that’s important.” Jayasuriya, K. (1990) The problematic of culture and identity in cross-cultural theorising. Department of Social Work and Social Administration. University of Western Australia, Nedlands, Fineline Perth. ( Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

15. Three steps / dimensions of Intercultural … Teaching • Learning about cultures • Comparing cultures • Intercultural exploration Crozet, C and Liddicoat A.J(1999). The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom”. In Lo Bianco, J., Liddicoat, A.j. and Crozet, C. (eds). Striving for the Third Place. Language Australia. Melbourne (pp 113 – 125) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

16. Step 1 - Know thyself… “How do they do it? Learn about others… Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

17. Who am I? How do I feel in my dominant culture / social identity? Confident? “At home” Mother tongue Own land Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

18. Who am I? What are my social identities? How do I feel in these different social identities? Why? Primary and secondary socialisation = family, school, nationality … Byram 2009 Tertiary socialisation = another linguistic association Byram 2009 In a ‘new’ non mother tongue country Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

19. Who are you? Danish – where my heart is… Spanish another L2 – charismatic, vibrant Japanese–3rd L2 – strict etiquette v zany youth Chinese - L2 – have to have the toolbox with me! Turbulent! German–2nd L2 strength stamina commitment French – 1st L2 The beginnings of my languages journey English Te Reo Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

20. Who are you? Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

21. Knowledge (savoirs) alone leaves learners ensconced in their own culture looking out at the other culture and observing its differences (often judgementally) – rather like walking through a museum. (Ingram & O’Neill, 2001, p. 14) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

22. Know thyself – becoming interculturally aware… • Self-awareness and the ability to look upon oneself from the outside • Willingness to engage with the other cultures (savoir s’engager) • What other abilities will you develop? The ability to: • see the world through the others’ eyes • understand ‘otherness’ and ‘sameness’ • cope with uncertainty • act as a cultural mediator • evaluate others’ points of view • consciously use culture learning skills to read cultural context (interpret and compare – savoir comprendre) • The understanding that individuals cannot be reduced to their collective identities (Sercu, 2005, p.2) Hinengaro –”logically thinking through.” “Dealing with others’ views…” Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

23. Intercultural perspectives in the Revised NZ Curriculum 2007 … as found in statements of vision, principles, values and key competencies: • participating in local, national and global communities (p. 11) • students knowing who they are, where they come from and where they fit in (p. 11) • relating to others – interacting effectively with a diverse range of people in a variety of contexts (p. 11) • seeing the world from new perspectives (p. 12) • valuing diversity and respecting others (p. 10) • learning about their own values and those of other peoples and cultures (p. 10) • exploring with empathy, the values of others (p. 10). Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

24. “Ignoring culture does not leave a vacant cultural space which can be filled in later. Rather, it leads to a cultural space which is filled in by uninformed and unanalysed assumptions”. (Dellit, 2005) Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

25. Ka tangi te titiThe mutton birds cries out • Ka tangi te kaka The parrot cries out • Ka tangi hoki ko au And I cry out too • Tihe Mauriora Let there be life Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

26. Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

27. Resources for Cultural Language Learning Joseph Lo Bianco. Background information and training materials about an intercultural approach to teaching language. See references on individual slides Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

28. Jonathon Newton What does it mean to teach and learn an additional language interculturally? School of Linguistics and applied Language Studies Victoria University of Wellington Based on material from a draft report commissioned by NZ MOE See references on individual slides Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09

29. Useful books: • “Striving for the third place” Intercultural Competence Through Language Education Joseph Lo Bianco Anthony J. Liddicoat, Chantal Crozet Language Australia 1999 • “Teaching Invisible Culture” edited by Joseph Lo Bianco and Chantal Crozet Language Australia 2003 • “Cultural Awareness” Barry Tomlinson & Susan StempleskiOxford University Press 1993 • Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters Ltd. M.S. Byram 1997. • Teaching Languages, Teaching Cultures (2000) Chantal Crozet, A.J.Liddicoat. Language Australia Jeanne Gilbert, Adviser Learning Languages, University of Waikato Nov 2005-09