Intercultural Learning and Intercultural Competence are ubiquitous buzzwords that have been used in the sphere of English teaching and learning for more than two decades now. It has been recognized that modern language teaching goes far beyond the acquisition of grammar and vocabulary alone. As students progress in their study of the foreign language, it is expected that they extend their knowledge and broaden their awareness about the target culture’s characteristics and peculiarities.
Theoretically, the creative implementation of Intercultural Learning could, if intelligently put into practice, have also led to an ‘overthrow’ of outdated teaching methods that, as a rule, emphasise pure cognition rather than communication or interaction. Unfortunately, the initial euphoria has gone and only little has changed in German classrooms. Still, interculturality is often taught in a way that appears uninteresting and ineffective, that is mainly based on facts and figures, and therefore rendering English sometimes not particularly popular as a subject among students.
The reasons for this situation are manifold. Teachers (and students) know too little about Intercultural Learning because it is a concept too fuzzy, vague, abstract and indefinite so as to be grasped immediately. It may also be due to the apparent lack or shortage of suitable learning and teaching materials that can be used in day-to-day school life. Luckily, current textbooks increasingly include creative aspects of interculturality. But how useful and fruitful are these modest ‘intercultural elements’ in practice?
In this paper, I will analyse two German textbooks used in institutional English teaching and learning nationwide and scrutinise them from an intercultural point of view. Before that, I will carry out a brief but thorough investigation into the notion of ‘Intercultural Learning’ (abbreviated to IL). I will then look into general functions of school textbooks as the primary teaching instrument, followed by a critical description and analysis of Green Line 5 (Klett) and English G 2000 D5 (Cornelsen).
Table of Contents
1. Introduction
2. What constitutes Intercultural Learning? A brief theoretical digression
3. The role of the textbook in EFL-teaching
4. Interculturality in EFL-textbooks
4.1. Preliminary remarks on the analysis of interculturality in textbooks
4.2. Textbook analysis 1 – Green Line New 5 (Klett)
4.3. Textbook analysis 2 – English G 2000 (Cornelsen)
5. Concluding remarks
6. Bibliography
Objectives and Research Scope
This academic paper examines the role of intercultural learning within the framework of modern English language teaching in German schools. The core objective is to analyze how contemporary EFL textbooks incorporate intercultural elements and whether these materials effectively facilitate the development of intercultural communicative competence among students.
- The theoretical conceptualization of Intercultural Learning (IL)
- The functional role of textbooks as primary teaching instruments in EFL instruction
- Comparative analysis of the textbooks "Green Line New 5" (Klett) and "English G 2000" (Cornelsen)
- Evaluation of intercultural integration, stereotype discussion, and linguistic variety
- Critical assessment of the practical applicability of textbook-based intercultural exercises
Excerpt from the Book
4.2. Textbook analysis 1 – Green Line New 5 (Klett)
Judging by the promising and ‘encouraging’ cover, which shows a photograph of the Sydney Opera House, one should infer that thematically, this edition goes far beyond the borderlines of Great Britain. And indeed, the second unit (or rather Topic) is solely dedicated to ‘down under’; Topic 5, in contrast, is centred around Ireland. Further issues include ‘The Generation Game’, ‘Our changing world’ and ‘From past to present’ – topics which offer enough scope for interculturality.
The table of contents itself does not explicitly mention or refer to intercultural aspects or culture-related issues, e.g. stereotypes or cultural misunderstandings. Instead, so-called ‘Lernschwerpunkte’ such as ‘Über Jungendliche in Australien lesen’ or ‘Kurzdarstellung der Geschichte Irlands’ (4) are presented.
As regards the language of instruction, throughout the entire book (British) English functions as the only means of communication. Even the appendices ‘Translation Practice’ (102ff.) and ‘Grammar’ (108ff.) appear in English. Merely the vocabulary section (132ff.), the alphabetical word list (172ff.) and the selection of classroom phrases (213ff.) make use of German. This monolingual approach is useful insofar as it exposes the student to a ‘pseudo-non-German’ environment – as long as the teacher is consistent enough in applying English permanently as both the target language and a communicative device.
Summary of Chapters
1. Introduction: Outlines the significance of Intercultural Learning in modern language teaching and states the intention to analyze two prominent German EFL textbooks.
2. What constitutes Intercultural Learning? A brief theoretical digression: Defines the core concepts of interculturality and distinguishes them from multiculturalism, while establishing the theoretical foundations for the analysis.
3. The role of the textbook in EFL-teaching: Discusses the shifting function of textbooks from purely grammatical manuals to communicative tools and highlights the pedagogical challenges of their usage.
4. Interculturality in EFL-textbooks: Presents the criteria for evaluation and conducts a detailed critical analysis of two specific textbooks regarding their intercultural content.
4.1. Preliminary remarks on the analysis of interculturality in textbooks: Introduces the methodology and criteria used for assessing how textbooks incorporate intercultural learning.
4.2. Textbook analysis 1 – Green Line New 5 (Klett): Evaluates the Klett textbook, noting its focus on thematic units but criticizing the sporadic and unsystematic inclusion of intercultural aspects.
4.3. Textbook analysis 2 – English G 2000 (Cornelsen): Examines the Cornelsen textbook, acknowledging its more in-depth approach to intercultural notions while addressing organizational weaknesses.
5. Concluding remarks: Summarizes the findings, asserting that while textbooks have adapted to the paradigm shift, they remain insufficient as a sole basis for deep intercultural experience.
6. Bibliography: Provides the list of references and source materials consulted for the study.
Keywords
Intercultural Learning, EFL-teaching, English language teaching, Textbook analysis, Intercultural communicative competence, Cultural studies, Green Line New 5, English G 2000, Language awareness, Stereotypes, Cross-cultural comparison, Communicative language teaching, Target culture, Pedagogical methodology, Classroom instruction
Frequently Asked Questions
What is the primary focus of this research paper?
The paper explores how Intercultural Learning is integrated into German English-as-a-Foreign-Language (EFL) textbooks and evaluates their effectiveness in fostering intercultural competence.
What are the central themes discussed in the work?
The work centers on the transition from grammar-based instruction to communicative approaches, the role of textbooks as cultural mediators, and the practical implementation of intercultural exercises.
What is the ultimate goal of the investigation?
The goal is to determine if current textbooks provide sufficient material for students to develop a realistic and nuanced understanding of foreign cultures and their own cultural perspectives.
Which scientific methodology is applied?
The author applies a comparative, qualitative analysis of two specific textbooks, using criteria for interculturality devised by Marion Kiffe as a thematic impetus.
What is covered in the main part of the analysis?
The main part critically reviews two textbooks, "Green Line New 5" and "English G 2000," focusing on their handling of language variety, negotiation of meaning, stereotypes, and creative tasks.
Which keywords best characterize the work?
Key terms include Intercultural Learning, EFL-teaching, Textbook analysis, Intercultural communicative competence, and Language awareness.
How does the author evaluate the "Green Line New 5" textbook?
The author views it as a "second-rate" textbook regarding interculturality, noting that while it has interesting topics, the intercultural aspects are incorporated only sporadically and unsystematically.
What makes "English G 2000" stand out in the comparison?
The author finds that "English G 2000" offers more in-depth sections that deal with intercultural notions like stereotypes and cross-cultural comparison, though it is sometimes criticized for its chaotic layout.
Can Intercultural Learning be fully achieved through textbooks alone?
The author expresses skepticism, arguing that because IL is an emotional, individual experience, textbooks can only stimulate interest, while genuine "touch of otherness" requires real-life encounters.
What recommendation does the author give to teachers?
The author emphasizes that teachers should not rely exclusively on the textbook but should use their own initiative to incorporate additional materials from specialist journals.
- Quote paper
- Steffen Laaß (Author), 2007, Interculturality in textbooks for English language teaching, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/114244
