Language Teaching and Learning from an Intercultural Perspective

Liddicoat, Anthony J.

doi:10.4324/9780203836507.ch50

Cited by 28 publications

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“…In line with these thoughts, the culture-based T&LILF assessment must be based on the principles of cultural learning. Liddicoat (2011) provides an overview of pedagogical principles to support the intercultural understanding of learners, which include: (1) active construction (constructing meaning actively in various contexts) (2) making connections (finding cultural differences and differences in belonging and learned culture), (3) interaction (constantly interacting with the language and culture learned), (4) reflection (involves awareness of how the relationships between all aspects of culture are learned, as well as concepts such as diversity and cultural identity).…”

Section: Discussionmentioning

confidence: 99%

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Zuchdi

Nurhadi

2019

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The practice of culture-based teaching and learning Indonesian as a foreign language (T&LIFL) has not been well managed and standardized. Therefore, this study attempted to investigate T&LIFL at six universities in Yogyakarta. The investigation consisted of some cultural aspects in terms of program management, learning material, learning media, teaching approaches, methods, and strategies, learning assessment, and program evaluation. The research design was a mix method design. To collect data, it used questionnaires, interviews, and observations. The data then were analysis quantitatively and qualitatively. The research results were (1) T&LIFL program management had not been culturebased, (2) T&LIFL learning material had not been entirely culture-based, (3) there were not enough learning media reflected on culture, (4) approaches, methods, and strategies had not used learning models including language learning, language awareness, cultural awareness, and cultural experience, (5) the assessment of culture-based learning had not been carried out with process assessment, but some have already packed it in cultural festivals at the end of the program, and (6) there was no evaluation on T&LIFL programs that explicitly evaluated program achievements on aspects of culture awareness, and experience.Abstrak: Praktik pengajaran dan pembelajaran bahasa Indonesia sebagai bahasa asing (PBIA) berbasis budaya belum dikelola dengan baik. Oleh karena itu, penelitian ini bertujuan untuk menggali PBIA di enam universitas di Yogyakarta. Fokus penelitian ini pada enam aspek PBIA, yaitu manajemen program, materi pembelajaran, media pembelajaran, pendekatan, metode, dan strategi pembelajaran, dan penilaian pembelajaran, serta (6) evaluasi program PBIA. Penelitian ini menggunakan metode campuran kualitatif dan kuantitatif. Pengumpulan data menggunakan angket, wawancara, dan pengamatan kemudian data dianalisis secara kualitatif dan kuantitatif. Hasil penelitian disimpulkan sebagai berikut: (1) manajemen program PBIA belum berbasis budaya, (2) materi pembelajaran PBIA belum seluruhnya berbasis budaya, (3) media pembelajaran belum banyak yang berbasis budaya, (4) pendekatan, metode, dan strategi belum menggunakan model pembelajaran yang meliputi pembelajaran bahasa, kesadaran bahasa, kesadaran budaya, dan pengalaman budaya, (5) penilaian PBIA berbasis budaya belum dilakukan dengan penilaian proses, namun sudah ada yang mengemasnya dalam festival budaya pada akhir program, dan (6) evaluasi program PBIA belum mengevaluasi capaian program pada aspek kesadaran dan pengalaman budaya Indonesia/daerah secara eksplisit. Kata kunci: pengajaran, pembelajaran, bahasa Indonesia sebagai bahasa asing, aspek budaya

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Section: Discussionmentioning

confidence: 99%

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Zuchdi

Nurhadi

2019

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“…Así, este artículo tiene como objetivo reflexionar teóricamente sobre la planificación de cursos a partir de las premisas de literacidad crítica y la educación intercultural, y analizar la planificación de curso de lengua alemana realizada con base en esas teorías de educación. Para ello, nos apoyamos en autores que tratan sobre la planificación de cursos de LE (DUBIN, OLSCHTAIN, 1986;ALMEIDA FILHO, 1997;RICHARDS, 2001;ALMEIDA FILHO, 2012), el letra crítico (HAMMOND, MACKEN-HORARIK, 1999SOUZA, 2011JORDÃO, 2013;ROZENFELD, 2016) e la educación intercultural (BYRAM, 1997;HOUSE, 2007;KRAMSCH, 2009;LIDDICOAT, 2011). A partir del estudio de los autores citados, realizamos una investigación cualitativa y exploratoria, con foco en el análisis del planeamiento de un minicurso de seis horas, para alumnos universitarios de Letras, que consistió en la exhibición y discusión de la miniserie alemana Unsere Mütter Unsere Väter.…”

Section: Instrucción Crítica Y Enseñanza Intercultural Como Prácticasunclassified

Letramento crítico e ensino intercultural como práticas relevantes em contexto de internacionalização: foco no planejamento de um curso de alemão como LE

Marques

Rozenfeld

2019

Ling-s – R. Letras, Artes e Comun.

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Diante de um cenário de internacionalização nas universidades, é importante que a comunidade acadêmica esteja preparada para o confronto com a diversidade cultural, e para tanto, defendemos que o letramento crítico e o ensino de línguas intercultural trazem uma nova perspectiva sobre a noção de língua, cultura e a educação. Essa nova visão pode transformar a maneira como o professor planeja aulas ou cursos de língua estrangeira (LE). Assim, este artigo tem como objetivo refletir teoricamente sobre o planejamento de cursos a partir das premissas do letramento crítico e ensino intercultural, e analisar o planejamento de curso de língua alemã realizado com base nessas teorias de ensino. Para tanto, apoiaremo-nos em autores que tratam sobre o planejamento de cursos de LE (DUBIN, OLSCHTAIN, 1986; ALMEIDA FILHO, 1997; RICHARDS, 2001; ALMEIDA FILHO, 2012), o letramento crítico (HAMMOND, MACKEN-HORARIK, 1999; SOUZA, 2011; JORDÃO, 2013; ROZENFELD, 2016) e o ensino de línguas intercultural (BYRAM, 1997; HOUSE, 2007; KRAMSCH, 2009; LIDDICOAT, 2011). A partir do estudo dos autores citados, realizamos uma pesquisa qualitativa e exploratória, com foco na análise do planejamento de um minicurso de seis horas, para alunos universitários de Letras, que consistiu na exibição e discussão da minissérie alemã Unsere Mütter Unsere Väter. Por meio da análise, foi possível notar que o planejamento seguiu os princípios do ensino intercultural estabelecidos no modelo de Byram (1997), e pretendeu alcançar os principais objetivos do letramento crítico, preparando o aluno, assim, para o contexto de internacionalização. Concluiu-se que, além de estar coerente com ambas as teorias, é necessário que o professor repense sua prática e execute projetos que estimulem o aluno a agir em favor da mudança social e cidadania.

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“…Language is fundamentalto this view of culture as language provides the point of engagement with a culture and it is thoroughengagement with the language and culture as inter-related meaning-making systems that the desiredlearning is achieved. In teaching language from an intercultural perspective developing a static bodyof knowledge is not seen as the equivalent of developing an intercultural capability (Zarate, 1983in Liddicoat, 2011.Rather, the learner needs to engage with language and culture and elements of a meaning-makingsystem that influence and are influenced by each other. This means that language learning becomesa process of exploring the ways language and culture relate to lived realities-the learners' as well asthat of the target community.…”

Section: The Intercultural In Language Learningmentioning

confidence: 99%

“…Through the investigation of culturally contexted meaning, the language learner comes to seelanguage as culturally shaped and as culturally shaping rather than an unproblematised process ofcommunication. In this way, texts open possibilities of new and hitherto undiscovered meanings thatbecome possible for investigation (Kramsch, 2003in Liddicoat, 2011.…”

Section: Making Connections: Connections Are Made Between Existing Comentioning

confidence: 99%

Intercultural Aspects in Language Education

Rokhayati

2018

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Intercultural understanding essentiallybecomes a part of living with others in the diverse world of the twenty-first century. It assists people to become responsible local and global citizens through their education for living and working together in an interconnected world. Language is a major component and supporter of culture as well as a primary tool for transferring message, which is inextricably bound with culture. Language is a key component of culture. It is also a primary medium for transmitting the culture itself. Without language, culture would not be possible. Students learning their native language are learning their own culture. Meanwhile, learning a second language also involves learning a second culture to varying degrees. A language is influenced and shaped by culture. It reflects culture. Cultural differences are the most serious areas causing misunderstanding, unpleasantness and even conflict in cross-cultural communication. Both foreign language learners and teachers accordingly should pay more attention to cultural communication information.

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Language Teaching and Learning from an Intercultural Perspective

Cited by 28 publications

References 0 publications

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Culture Based Teaching and Learning for Indonesian as a Foreign Language in Yogyakarta

Letramento crítico e ensino intercultural como práticas relevantes em contexto de internacionalização: foco no planejamento de um curso de alemão como LE

Intercultural Aspects in Language Education

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