Developing and assessing intercultural communicative competence
Multicultural Literature: an Innovative Tool to Enhance ... · Intercultural Communicative...
Transcript of Multicultural Literature: an Innovative Tool to Enhance ... · Intercultural Communicative...
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Mul t i cul tural Li terature: an I nnovat i ve Tool to Enhance
Busi ness Students’ I ntercul tural Communi cat i ve
CompetenceDorsaf Ben Mal ek
Hi gher I nst i tute of Technol ogi cal Studi es,
Chargui a Tuni si a
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• What is intercultural communicative competence (ICC)?
• Why is ICC necessary to business English teaching?
• How can multicultural literature enhance business students’ ICC?
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What i s i ntercul tural communi cat i ve competence
( I CC)?
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Intercultural Communicative Competence
• Knowledge: of elements and products in other cultures.
• Skills: of discovery and interaction & of interpreting and relating.
• Attitudes: Be open to all cultures & Respect all other cultures.
• Critical Cultural Awareness
(Byram, 1997)
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Why i s i ntercul tural communi cat i ve competence
necessary to busi ness Engl i sh teachi ng?
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Change i n the workpl ace:
• Multicultural• Diverse• New identities(Risager,2006)
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More i nternat i onalbusi ness and cooperat i on
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ICC
Company
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What happens i f a company l acks i ntercul tural communi cat i ve
competence?
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Busi ness students’ future empl oyabi l i ty
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ü Knowledgeable
Culture knowledge
Business knowledge
ü Skilfull
Language skills
Business skills
(Liu, 2013)
Successful candidates are:
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Students are not robots ready to enter the
business world. They are human beings and
part of living societies. Take the example of
Tunisian students. They went through:
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Intercultural communicative competence may change youth’s attitudes towards other cultures (Huber & Reynolds, 2014).
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• Tunisian society is mono-cultural.• Intercultural encounters are very rare in the
educational context.• Absence of the right methods and pedagogy• Shortage of textbooks that deal with
intercultural communication.• Focus on the linguistic side of language
teaching.
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How can teachers enhance thei r students’ i ntercul tural
communi cat i ve competence?
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Teachers can use:
films
drama
telecollaborative partnerships
simulation
multiculturalliterature
documentaries
creative writing
ethnographic tasks
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When a material is «transported from its context of origin, and presented to different learner
groups it becomes an example of intercultural encounter»
(Dogancay-Aktuna, 2005-100).
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Multicultural Literature• Produced by people from other cultures• Authentic material• A mirror of other cultures• It speaks of other experiences
(L.Henderson & Young, 2011)
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The Short Story:
By being short, brief and concise, it helps
students learn autonomously and
independently (Rocha Erkaya, 2005)
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How can mul t i cul tural l i terature enhance busi ness students’
i ntercul tural communi cat i ve competence?
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Research Desi gn
• No fixed attainable goal in ICC proficiency + No perfect intercultural speaker
• ICC components cannot be entirely measured in a quantitaive way
• Qualitative methods are advisable for the evaluation and the assessment of ICC proficiency
(Byram, 1997)
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Course Desi gn
• Students read the short story.• They answer the teacher’s guiding questions• They prepare for presentations in groups• They students reflect on the experience in
journals• Discussions take place• They deliver presentations
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Sel ect i on Cri teri a of the short stori es
• Vocabulary• Students’ orientation• Intercultural themes
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Part i ci pants:
q 20 MA business students of Higher Institute of Technological Studies, Charguia.
q Aged 21 to 32.q Reluctant to read literature.
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Data Col l ect i on I nstruments:
q Classroom observations: presentations
and discussions
q Journals
q Semi-structured Interviews
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Fi ndi ngsIntercultural Communication
Ø Knowledge : Cultural heritage • Culture-specific productsØ Skills - Skills of discovery and Interaction:
Mechanisms of Interaction• Differences in greetings- Skills of Interpreting and Relating:
Cultural origins behind communication styles
Comparing students’ cultural elements to those in the short stories (exp: The quilt Vs Kleem)Ø Attitudes: Appreciate and respect other
people’s cultures and cultural heritage
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Reading the Short Stories
Ø Short
Ø Familiar vocabulary
Ø Students related to characters
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Inquiry-based Learning
Ø Students enjoyed learningØ Students became independent and
autonomous learners
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i) Focus on the tree fundamental aspects of ICC when dealing with multicultural literature may be a systematic planned guideline for the teacher.
Concl usi ons
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Concl usi ons
ii) By exploiting the cultural elements in relevance to business, instructors may provide students with a rich and motivating material.
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Concl usi ons
iii) By turning students into independent readers and autonomous learners, the short story is a motivating instrument for them to read literature.
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Concl usi ons
iv) Engaging students in inquiry-based learning makes them feel responsible for their own learning.
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Li mi tat i ons
• In relation to ICC:
- Other factors may determine behaviour
- Cultural dimensions exist as a continuum
especially with globalisation and internet
connection.
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• In relation to reading the short stories:- Not having the habit of reading literature- Some unfamiliar vocabulary- Some unfamiliar cultural elements- Changing the timing may change the results- Not pure business short stories
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• In relation to IBL:
- Not knowing each other previously- Strong Vs weak students
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References• Branch, J., Oberg, D. (2004). What is inquiry? In
Inquiry & ICT.• Byram, M. (1997). Teaching and assessing
intercultural communicative competence. Clevedon, England: Multilingual Matters.
• Dogancay-Aktuna, S. (2005). Intercultural communication in English language teacher education. ELT Journal Volume 59/2. Oxford: Oxford University Press. pp 99 – 107.
• François Marcel, M. (2011), Intercultural Competence Will Save the Day. Global Diversity Primer. Published by Diversity Best Practices.
• Huber, J. And Reynolds, C. (2014). Developing intercultural competence through education. Pestalozzi series N.3. Council of Europe, pp. 9-12.
• J. Ruder, P (2010). Teaching Economics with short stories; Australian Journal of Economics Education. Vol7, Number 1, pp. 20-30.
• L. Henderson, D and Young, T. (2011), Voices of multicultural authors, Multicultural Literature and Response: Affirming Diverse Voices, LIBRARIES UNLIMITED, Santa Barbara, California.
• Liu, C. (2013), On the cultivation of intercultural communication competence of the BE students from higher vocational college, International Journal of Arts and Commerce, Vol2. Number 11. pp. 67-72.
• Risager, K. (2006). Language and culture: Global flows and local complexity. Multilingual matters.
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