TEFL TEFL –– theory, practice and methodologytheory, practice and methodology1st International Conference on Teaching English as a Foreign 1st International Conference on Teaching English as a Foreign

LanguageLanguage

THE INTERCULTURAL DIMENSION AND THE INTERCULTURAL DIMENSION AND THE TEACHING OF ENGLISH IN PORTUGALTHE TEACHING OF ENGLISH IN PORTUGAL

João Carlos Amorim da Costa Lopes VieiraColégio Paulo VI - Gondomar

Faculdade de Ciências Sociais e Humanas

Universidade Nova de Lisboa

Lisbon, 28-29 November 2008

INTRODUCTIONINTRODUCTION

It is important to analyse:It is important to analyse:

–– how culture is interpreted by the English syllabus for the how culture is interpreted by the English syllabus for the 2nd and 3rd cycles2nd and 3rd cycles

–– how students and teachers how students and teachers useuse the syllabusthe syllabus

–– the opinion of both learners and teachers about the the opinion of both learners and teachers about the teaching of culture in the English classroomteaching of culture in the English classroom

–– the syllabus capacity to prepare and adapt students’ the syllabus capacity to prepare and adapt students’ cultural knowledge to the (multicultural) world they live incultural knowledge to the (multicultural) world they live in

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION

�� Culture shall be defined as:Culture shall be defined as:

–– aa dynamicdynamic andand interrelatedinterrelated systemsystem ofof values,values,beliefs,beliefs, (personal)(personal) interactions,interactions, habits,habits,beliefs,beliefs, (personal)(personal) interactions,interactions, habits,habits,behavioursbehaviours andand traditionstraditions ofof aa specificspecificcommunitycommunity thatthat influencesinfluences andand isis influencedinfluenced bybythethe behaviourbehaviour ofof thosethose thatthat belongbelong toto thatthat veryverysamesame communitycommunity..

–– thethe symbolismsymbolism thatthat isis givengiven toto thethe elementselements ofofthethe aboveabove mentionedmentioned systemsystem..

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION

1.2 1.2 –– Language and CultureLanguage and Culture

�� Language is a dynamic system that encodes cultural Language is a dynamic system that encodes cultural meanings (such as behaviour and ways of thinking of a meanings (such as behaviour and ways of thinking of a community) and enables communication between community) and enables communication between people from different communities;people from different communities;people from different communities;people from different communities;

�� Culture and language awareness are important to allow Culture and language awareness are important to allow appropriate behaviour and language use within specific appropriate behaviour and language use within specific social encounters;social encounters;

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 -- Multiculturalism & InterculturalismMulticulturalism & Interculturalism

�� MulticulturalismMulticulturalism isis society’ssociety’s attemptattempt toto embraceembrace differentdifferentculturescultures whichwhich shareshare thethe samesame physicalphysical spacespace andand givegive themthemequalequal rightsrights.. However,However, itit doesdoes notnot necessarilynecessarily meanmean thatthatculturescultures bondbond withwith eacheach otherother.. ThisThis processprocess isis oftenoften referredreferredtoto asas interculturalisminterculturalism..

TheThe ‘intercultural‘intercultural dimension’dimension’ inin languagelanguage teachingteaching aimsaims totodevelopdevelop learnerslearners asas interculturalintercultural speakersspeakers oror mediatorsmediators whowho areareableable toto engageengage withwith complexitycomplexity andand multiplemultiple identitiesidentities andand totoavoidavoid thethe stereotypingstereotyping whichwhich accompaniesaccompanies perceivingperceiving someonesomeonethroughthrough aa simplesimple identityidentity.. ItIt isis basedbased onon perceivingperceiving thetheinterlocutorinterlocutor asas anan individualindividual whosewhose qualitiesqualities areare toto bebediscovered,discovered, ratherrather thanthan asas aa representativerepresentative ofof anan externallyexternallyascribedascribed identityidentity..

(Byram, 2002: 9)(Byram, 2002: 9)

An interculturallyAn interculturally--oriented language syllabus oriented language syllabus should make students able to:should make students able to:

�� acknowledgeacknowledge multiculturalismmulticulturalism andand culturalcultural diversitydiversity;;

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 –– Multiculturalism & InterculturalismMulticulturalism & Interculturalism

�� acknowledgeacknowledge multiculturalismmulticulturalism andand culturalcultural diversitydiversity;;

�� havehave factualfactual andand socialsocial knowledgeknowledge concerningconcerning thethe countrycountrywherewhere thethe languagelanguage isis spokenspoken..

�� recogniserecognise othernessotherness byby beingbeing awareaware ofof otherother perspectivesperspectives ininlifelife;;

�� showshow interestinterest andand respectrespect towardstowards (different)(different) values,values, beliefsbeliefsandand perspectivesperspectives sharedshared byby otherother communitiescommunities;;

1. CULTURE AND THE 1. CULTURE AND THE INTERCULTURAL DIMENSIONINTERCULTURAL DIMENSION1.3 1.3 –– Multiculturalism & InterculturalismMulticulturalism & Interculturalism

�� developdevelop attitudesattitudes ofof opennessopenness towardstowards thethe Other,Other,perceiveperceive him/herhim/her asas somebodysomebody toto bebe discovereddiscovered andandmodifymodify previousprevious (cultural)(cultural) knowledgeknowledge wherewhere necessarynecessary;;

�� avoidavoid prejudiceprejudice andand stereotypingstereotyping;;

�� observeobserve differencedifference andand similaritiessimilarities betweenbetween cultures,cultures,bothboth mothermother cultureculture andand targettarget culture(s)culture(s)..

�� viewview theirtheir ownown cultureculture fromfrom aa criticalcritical pointpoint ofof viewview;;

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS

the presence and relevance of the presence and relevance of culture in the English syllabus culture in the English syllabus for the 2nd and 3rd cycles. It for the 2nd and 3rd cycles. It

This section deals withThis section deals with

for the 2nd and 3rd cycles. It for the 2nd and 3rd cycles. It is divided into two major is divided into two major

sections:sections:

analysis of students’ and analysis of students’ and teachers’ opinions on the teachers’ opinions on the

intercultural dimension in the intercultural dimension in the teaching of English in Portugalteaching of English in Portugal

analysis of the contents of the analysis of the contents of the syllabus from an intercultural syllabus from an intercultural

perspectiveperspective

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS

2.1.1 2.1.1 -- Students’ QuestionnairesStudents’ Questionnaires

Purposes Purposes MethodologyMethodology

ToTo findfind outout whichwhich ofof thethe

AnalysisAnalysis ofof quantitativequantitativedatadata fromfrom 132132ToTo findfind outout whichwhich ofof thethe

culturalcultural topicstopics dealtdealt withwith ininthethe schoolschool yearyear 20062006--20072007werewere thethe mostmost meaningfulmeaningful forforlearnerslearners (and(and why)why) andand thethetopicstopics theythey wouldwould likelike toto

discussdiscuss inin futurefuture schoolschool yearsyears..

datadata fromfrom 132132questionnairesquestionnaires distributeddistributedinin JuneJune 20072007 toto 66th,th, 88ththandand 99thth gradegrade studentsstudents ininaa schoolschool inin thethe suburbssuburbs ofofPortoPorto::6th grade 6th grade -- 50 questionnaires 50 questionnaires 8th grade 8th grade -- 36 questionnaires 36 questionnaires 9th grade 9th grade -- 46 questionnaires46 questionnaires

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Students’ QuestionnairesStudents’ Questionnaires

FINDINGSFINDINGS

�� FAVOURITE TOPICS: Food, Daily Life, FAVOURITE TOPICS: Food, Daily Life, (Un)employment, the Environment(Un)employment, the Environment

�� REASONS: it can be helpful in the future, both personally and REASONS: it can be helpful in the future, both personally and professionally; relevant to personal interestsprofessionally; relevant to personal interests

�� FUTURE TOPICS: EnglishFUTURE TOPICS: English--speaking countries and speaking countries and societies;societies; The The Environment; Sports; Terrorism or Poverty; Environment; Sports; Terrorism or Poverty; Music; Cinema Music; Cinema

�� REASONS: possible need in professional terms; relevant to REASONS: possible need in professional terms; relevant to theirtheirinterestsinterests

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Teachers’ QuestionnairesTeachers’ Questionnaires

Purposes Purposes MethodologyMethodology

ToTo identifyidentify thethe importanceimportance AnalysisAnalysis ofof quantitativequantitativeToTo identifyidentify thethe importanceimportanceteachersteachers givegive toto cultureculture::-- rolerole ofof cultureculture-- relevancerelevance ofof thethe topicstopics

suggestedsuggested byby thethe syllabussyllabus-- howhow cultureculture shouldshould bebe dealtdealt

inin thethe classroomclassroom

AnalysisAnalysis ofof quantitativequantitativedatadata resultingresulting fromfrom 3838questionnairesquestionnaires distributeddistributedbetweenbetween AprilApril andand JulyJuly20072007 toto EnglishEnglish teachersteachers ofofdifferentdifferent agesages workingworking ininseveralseveral partsparts ofof PortugalPortugal..

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.1.1 2.1.1 -- Teachers’ QuestionnairesTeachers’ Questionnaires

FINDINGSFINDINGS

�� Culture plays an important role in the teaching of EnglishCulture plays an important role in the teaching of English�� Linguistic features are not more important than cultural onesLinguistic features are not more important than cultural ones�� The syllabus gives enough relevance to cultural itemsThe syllabus gives enough relevance to cultural items�� The syllabus gives enough relevance to cultural itemsThe syllabus gives enough relevance to cultural items�� The teaching of English can make students culturally The teaching of English can make students culturally

competent in a globalised world.competent in a globalised world.�� EnglishEnglish--speaking culture should include all Englishspeaking culture should include all English--speaking speaking

countriescountries�� Stereotypes are not an important feature of ELT.Stereotypes are not an important feature of ELT.�� Learning about a new culture is a good tool to make students Learning about a new culture is a good tool to make students

get to know their culture better.get to know their culture better.�� The teaching of culture should be about making students The teaching of culture should be about making students

understand and accept other people’s beliefs, values and understand and accept other people’s beliefs, values and lifestyleslifestyles

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus

Expected goals of 2nd & 3rd cycle syllabi:Expected goals of 2nd & 3rd cycle syllabi:

�� promotionpromotion ofof contactcontact withwith otherother languageslanguages andandculturescultures

�� awarenessawareness ofof ownown languagelanguage andand cultureculture bybycomparingcomparing itit withwith foreignforeign languagelanguage andand culture(s)culture(s)

�� establishmentestablishment ofof communicationcommunication asas aa wayway ofof socialsocialinteraction,interaction, asas toto enableenable respectrespect forfor thethe OtherOther andandthethe sensesense ofof cooperation,cooperation, solidaritysolidarity andand citizenshipcitizenship

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus

2ND & 3RD CYCLES SYLLABI 2ND & 3RD CYCLES SYLLABI –– SOME ASPECTS FOR REFLECTION:SOME ASPECTS FOR REFLECTION:

�� There is a progression from the 2nd to the 3rd cycles as far as There is a progression from the 2nd to the 3rd cycles as far as cultural aspects are concerned in terms of topics and functionscultural aspects are concerned in terms of topics and functions

�� 2nd cycle: expects a rather passive attitude from students: they are 2nd cycle: expects a rather passive attitude from students: they are mostly asked to identify, describe, distinguish and recognise (several mostly asked to identify, describe, distinguish and recognise (several aspects of cultural life)aspects of cultural life)

�� 3rd cycle: students are expected to perform same functions but also 3rd cycle: students are expected to perform same functions but also to relate, analyse and compareto relate, analyse and compare

�� TheThe syllabussyllabus suggestssuggests comparisonscomparisons betweenbetween mothermother andand targettargetculture(s)culture(s)..

2.2. CULTURE IN THE SYLLABUSCULTURE IN THE SYLLABUS2.2 2.2 –– The SyllabusThe Syllabus

2ND & 3RD CYCLES SYLLABI 2ND & 3RD CYCLES SYLLABI –– SOME ASPECTS FOR SOME ASPECTS FOR REFLECTION:REFLECTION:

�� (Too much) emphasis given to the UK and the USA(Too much) emphasis given to the UK and the USA

�� The student is expected to develop ‘positive attitudes’ towards The student is expected to develop ‘positive attitudes’ towards the target culture although it is not mentioned what is the target culture although it is not mentioned what is understood by ‘positive attitudes’understood by ‘positive attitudes’

�� Cultural topics are suitable for students’ age and most of their Cultural topics are suitable for students’ age and most of their interests. However, they are not dealt with from an interests. However, they are not dealt with from an intercultural perspective intercultural perspective

CONCLUSIONSCONCLUSIONS

A lot is still to be done until we can talk about A lot is still to be done until we can talk about an an intercultural approach for the intercultural approach for the 2nd and 3rd cycles in 2nd and 3rd cycles in

Portugal. To achieve the purposes of such an approach Portugal. To achieve the purposes of such an approach the syllabi should:the syllabi should:

�� recogniserecognise multiculturalismmulticulturalism asas aa realityreality ofof today’stoday’s worldworld;;

�� givegive moremore relevancerelevance toto culturalcultural issuesissues insteadinstead ofof focusingfocusingsoso muchmuch onon linguisticlinguistic featuresfeatures;;

�� broadenbroaden thethe scopescope ofof EnglishEnglish--speakingspeaking countriescountries includedincludedinin thethe syllabussyllabus inin orderorder toto ensureensure culturalcultural diversitydiversity andandattentionattention toto smallersmaller EnglishEnglish--speakingspeaking communitiescommunities;;

CONCLUSIONSCONCLUSIONS

�� leadlead studentsstudents toto showshow interestinterest andand respectrespect towardstowardsotherother culturescultures;;

�� removeremove thethe identificationidentification ofof stereotypesstereotypes asas aa�� removeremove thethe identificationidentification ofof stereotypesstereotypes asas aacompetencecompetence toto bebe achievedachieved byby studentsstudents;;

�� guideguide studentsstudents towardstowards thethe perceptionperception ofof thethe OtherOtherasas somebodysomebody thatthat isis notnot aa meremere representationrepresentation ofof aastereotype,stereotype, butbut ratherrather aa personperson thatthat hashas his/herhis/herownown beliefs,beliefs, values,values, perspectives,perspectives, practicespractices andandbehavioursbehaviours;;

CONCLUSIONSCONCLUSIONS

�� steersteer studentsstudents towardstowards attitudesattitudes ofof openness,openness, ii..ee..,,readinessreadiness toto findfind inin thethe OtherOther somethingsomething notnotpreviouslypreviously learnedlearned oror presentedpresented;;

helphelp studentsstudents observeobserve differencesdifferences andand similaritiessimilarities�� helphelp studentsstudents observeobserve differencesdifferences andand similaritiessimilaritiesbetweenbetween culturescultures (both(both mothermother andand targettargetculture(s))culture(s));;

�� developdevelop students’students’ abilityability toto viewview theirtheir ownown cultureculturefromfrom aa criticalcritical pointpoint ofof viewview byby observingobserving andandanalysinganalysing thethe aboveabove mentionedmentioned differencesdifferences andandsimilaritiessimilarities..

FINAL CONCLUSIONFINAL CONCLUSION

MakingMaking PortuguesePortuguese studentsstudents interculturallyinterculturally competentcompetentusersusers ofof EnglishEnglish isis nono easyeasy tasktask.. ItIt demandsdemands hardhardworkwork fromfrom students,students, teachersteachers andand thethe bodiesbodies thatthatregulateregulate thethe teachingteaching ofof EnglishEnglish inin PortugalPortugal.. However,However,regulateregulate thethe teachingteaching ofof EnglishEnglish inin PortugalPortugal.. However,However,itit isis aa tasktask thatthat mustmust bebe embracedembraced asas quicklyquickly asaspossiblepossible ifif wewe wishwish toto raiseraise ourour students’students’ awarenessawareness totoissuesissues likelike humanhuman rights,rights, citizenship,citizenship, identityidentity andand(cultural)(cultural) differencedifference andand thusthus leadlead themthem toto accept,accept,respectrespect andand eveneven relaterelate toto otherother culturescultures andand peoplespeoplesinin aa deepdeep andand rewardingrewarding wayway..

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