Abstract
This paper provides an analytical account of a speaking activity, which was designed and delivered by the authors in order to help modern languages finalist students to further develop their intercultural competence. It argues that even finalists coming back from their year abroad might struggle with making sense of cultural differences. The paper presents an activity that builds on their year abroad to facilitate deeper cultural understanding. Through an interdisciplinary approach that incorporates recent recommendations of the Common European Framework of Reference for languages (CEFR) as well as scholarly work on cultural studies and intercultural pedagogy, this paper offers a concrete example of how a language curriculum can be adapted to meet the challenges of today’s culturally complex and ever changing world.
Highlights
Opportunities to incorporate intercultural competence among learning objectives are often missed
A survey of 367 companies conducted by the British Council in nine countries has revealed that “HR managers associate intercultural skills with significant business benefits”, with the ability “to understand different cultural contexts and viewpoints” and “respect for others” mentioned as key qualities (British Council, 2013, pp. 3, 12)
This paper explores a practical way in which teachers can help students reflecting on and deepening their intercultural competence, building on their year abroad experience
Summary
Opportunities to incorporate intercultural competence among learning objectives are often missed. We may draw attention to some of the cultural differences, for instance in ways of greeting, but rarely dwell on the why and how of these differences This approach to language teaching is at odds with the changes afoot today. Since the CEFR was first published in 2001, the Council of Europe has produced several documents promoting a more holistic approach to language teaching (Council of Europe, 2015, 2016, 2018). These documents highlight the need for a plurilingual and intercultural education equipping students with the ability to mediate between cultures as well as languages. A survey of 367 companies conducted by the British Council in nine countries has revealed that “HR managers associate intercultural skills with significant business benefits”, with the ability “to understand different cultural contexts and viewpoints” and “respect for others” mentioned as key qualities (British Council, 2013, pp. 3, 12)
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