Teaching and learning MFL
Cultural and intercultural understanding
Papers & recommended reading | Editorial reviews | Task for traineesSameness and difference:
the challenge of culture in language teaching (pdf document)
Broady E. (2004) Language Learning Journal, 29, pp 68-72
The article contributes to the debate about culture teaching in modern languages by reviewing recent studies about cultural awareness.
Learning for communication has been the main purpose of language teaching for many years, but cultural awareness also has a place in modern languages classes.
After exploring the meaning of culture and cultural awareness, the author proceeds to look at approaches to support the cultural dimension in modern languages such as e-learning. Also reviewed are attitudes and motivation and their effect on language learning. Finally the article raises some interesting questions about which culture or cultures to bring into the classroom.
It cannot be assumed that cultural awareness comes automatically with language
learning, it must be brought into the classroom and it must be constantly
questioned if it is not to fall into the trap of stereotyping.
Foreign language education
as political and moral education – an essay (pdf document)
Byram M. (2002) Language Learning Journal, 26, pp 43-47
This article contributes to the debate about the purposes of modern languages education.
Foreign language education has changed a great deal in the last few decades, not only in terms of methods and materials but also in terms of the purposes it serves. The study of a foreign language used to lead to the study of high culture whereas now it leads to communication with others.
Even though language proficiency and its usefulness are at the heart of both purposes, the author argues that nowadays there is a need for a greater recognition of the other purposes of modern languages study and of its place in the curriculum for its moral and political dimensions, not just its linguistic value.
The author believes the best place for this change to take place is in
language colleges, because they have the potential to become international
institutions and support and develop the moral and political aspects in
modern languages education.
Learning a culture and a foreign language at school – aspects of intercultural learning (pdf document) Kaikkonen P. (1997) Language Learning Journal, 15, pp 47-51
This article is based on a project called “Culture and Foreign Language Learning”. It explores aspects of intercultural learning.
Intercultural learning or understanding, or interculturalism concerns not only the learning of the cultural differences and similarities across borders but also within any one country.
The author argues that it is limiting the study of a foreign language if only its language system is studied because there is “a very complex learning process associated with the social and communicative dimensions”. The project tried to explore to what extent this learning process can be achieved in schools and what would be good methods.
The foreign language and its culture need to be studied at the same time. In fact the whole curriculum should aim to help students develop an understanding of interculturalism by learning to understand their own culture as well as those of others.
Modern languages: learning and teaching in an intercultural field (book) Phipps, A., Gonzalez, M. (2004), London: Sage
The publication of this engaging book coincides with a critical period for the teaching and learning of modern languages; seemingly perennially facing crisis, languages teaching is opening doors for early language learners yet seems unable to hold them open at the other end of the corridor for learners post-14. With this situation in mind, it is appropriate that this book should criticise and reject some current practices and attitudes prevalent in higher education provision, and propose a more compelling and alternative approach, which has clear philosophical and methodological implications for the language-learning journey from key stage 2 onwards.
Essential to the authors’ argument is that language learning cannot be disassociated from the cultural contexts in which a language operates; it is a positive opportunity to engage with ‘otherness’, to see the world from another point of view. This opportunity can itself create the motivation to engage; language learning is a worthwhile human, intellectual and critical pursuit in itself (without being elitist); it does not have to serve another related discipline as a simplistic, instrumental, vocational accompaniment to be adjudged worthwhile. The authors explore what ‘culture’ is, how learning a language can be a richer experience, how learners can ‘be’ in the world via their study, rather than play a tourist-like role.
The book asks “Why?” and answers “Because …” with eloquent conviction; it proposes a philosophical debate the whole languages teaching community must engage with.
Read a more detailed review here: Teaching in Higher Education (journal).
Lamb, T. (2005), 10(4) October, pp 540-544
