Developing Intercultural Citizenship Through ELT

Universidad Nacional de La PampaUniversidad Nacional de La Pampa
Facultad de Cs. HumanasFacultad de Cs. Humanas
Departamento de Lenguas ExtranjerasDepartamento de Lenguas Extranjeras
Prof. Estela N. Braun, Adjunto
Regular Práctica Educativa II, ELT
Didactics (2013)

 EN RELACION CON LA COMPRENSION ORAL.
 EN RELACION CON LA LECTURA.
 EN RELACION CON LA PRODUCCION ORAL.
 EN RELACION CON LA PRODUCCION ESCRITA.
 EN RELACION CON LA LENGUA QUE SE APRENDE.
 EN RELACION CON LA REFLEXION INTERCULTURAL.
 http://www.lapampa.edu.ar/MaterialesCurriculares/Documentos/Cicl
oOrientado/MCE_DC2013_Lengua_Extranjera_Ingles_4vPreliminar.
p
Prof. Estela N. Braun
Adjunto Regular Práctica Educativa II,ELT Didactics (2013)

 EL DESARROLLO DE LA COMPETENCIA
COMUNICATIVA INTERCULTURAL
 Formación para la ciudadanía global.

 Combining the aims and objectives of
Foreign Language Teaching with those for
 Education for Citizenship.

 1.Debate the purposes of Foreign Language
Teaching at high school.
 2.Develop the notion of Criticality.
 3.Discuss the notion of Education for Citizenship.
 4.Combine both to create the notion of Intercultural
Citizenship.

 Developing only communicative skills is compared
by Byram (2011) with training for business.
 Educators should encourage their learners to be
‘critical’ in their thinking and in their response to
what they are taught.
 Foreign language educators will encourage their
learners to take action in the world as a
consequence of their learning in the classroom.

 Byram (1997)
 It was defined as ‘an ability to evaluate,
critically and on the basis of explicit
criteria, perspectives, practices and
products in one's own and other cultures
and countries’.

Citizenship education has 3 related purposes:
 Social and moral responsibility:
learning self-confidence and socially and morally
responsible behaviour
 Community involvement:
becoming involved in the life of neighbourhood and
communities, including learning through community
involvement and service to the community.
 Political literacy:
learning about the institutions, problems and practices of
our democracy (….) how to make themselves effective in
the life of the nation - a concept wider than political
knowledge alone.

 Students learn to take responsibility for their
actions, respect and value diversity and see
themselves as global citizens who can contribute
to a more peaceful, just and sustainable world.
(Commonwealth of Australia 2008: 2)

 Byram’s proposal is that we should combine the purposes and
methods of foreign-language education with those of citizenship
education (Byram, 2008).
 Foreign language education is internationally orientated and critical.
(World) Citizenship Education has the positive notion of ‘action in
the world’ as one of its fundamental purposes and outcomes.
 ‘Intercultural citizenship education’ would mean therefore that
learners would be encouraged to act together with others in the
world and that those others would be in other countries and other
languages. The purpose would be to address a common problem in
the world.
 ‘Intercultural citizenship’ differs from ‘education for world citizenship’
in its greater emphasis on the significance of foreign language
competence and criticality.


 Examples of TBL project carried out in 2012,after
Olympic Games, with students aged 12,13.(A2
level of English)
 http://www.youtube.com/watch?v=IgPRI6-8Efw

 TBL PROJECT BASED ON THE TRIBUTE TO “Imagine”
by John Lennon during the Olympic Games closing
ceremony.
 Objectives:
 To make students reflect about the possibility of building a
better world.(Education for citizenship/ Value of Peace
in the World)
 To stimulate cooperative learning, by working in groups.
 To produce foreign language through a meaningful task.
 To integrate the use of TIC in their linguistic oitput.
 To share their productions with an audience.

 Watch the video and listen to the song.
 Listening comprehension exercises based
on the song.
 Reflection upon the meaning of “Imagine”.
Is a better world possible?
 In groups, produce a ppt showing what actions
should be taken to build a better world.
 Edit their production with the help of their teacher
and then share it with all the class.

 Think about a song from an Argentinian composer
or band that reflects the same issues. Translate a
few words/phrases from Spanish into English.
 (*) Photocopies of exercises from the song.
(Source)
 Share ppt with students’ productions.

 CLIL: Content and Language Integrated
Learning.
 TBL: Task-based Learning.
 SBI: Strategy based instruction.
 ICT integrated to Project Based Work.

 http://www.powerupthegame.org/downloads/pdfs/lesson5.pdf
 http://www.powerupthegame.org/teachers.html
 PRACTICAL Nª 1: MODULE 6.
 CLIL PROJECT: REFLECT UPON THE USES OF SOLAR ENERGY.
 What do the heliostats do?
 How do you call this energy?
 What are the advantages/disadvantages of using solar energy?
 Find a definition for solar cells.
 What 3 steps does the solar oven follow?What colour are the pots?
Why?
 What is the importance of this kind of energy for some African
countries?

 Write an e-mail to a pen-pal(ePALSteam)
 http://www.epals.com/projects/info.aspx?
divid=teamearth_home
 How do ordinary families in other countries help the
environment? Tell us about yours. For example:
 Do you try to save water and electricity? How?
 What electrical equipment have you got at home?
 How do you and your family usually travel?

 Do you recycle rubbish? Is there a project in your
town?
 What do you think the most important
environmental issues will be over the next ten or
twenty years?
 TASK: Write the e-mail answering your
penfriends’s questions and providing
examples.Share it with friends from other parts of
the world. http://www.epals.com/

Developing Intercultural Citizenship Through ELT

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