This term paper will analyse a student exchange to England, carried out by a grammar school in Stolzenau, as an encounter program promoting Intercultural Communicative Competence (ICC). First, it will present the development of ICC as one main goal of the contemporary Foreign Language Teaching (FLT) and will define the intercultural speaker as its ideal. Furthermore it will give a short overview on the targeted knowledge, skills, attitudes and educational aims behind this concept, and will introduce school exchanges as one mean to facilitate the development of ICC. The ensuing paragraphs will deal with principles of the design of encounters. They will present important factors, prerequisites and practical options for organizing exchanges. These principles will lay the foundation of an evaluation of the Stolzenau exchange to Cullingworth trying to establish a connection between theory and practice.
Table of Contents
1. Introduction
2. Main Part
2.1. The Development of ICC as a Goal of FLT with the Ideal of the Intercultural Speaker
2.2. Intercultural Encounters as a Means to Promote the Development of ICC
2.3. The Stolzenau School Exchange in the Light of an ICC Promoting Encounter Design
2.3.1. General Principles for the Design of Encounters
2.3.2. Preparation Phase
2.3.3. Encounter Phase
2.3.4. Post Encounter Phase
3. Conclusion
Research Objectives and Thematic Focus
This paper examines how school exchanges can serve as effective programs for fostering Intercultural Communicative Competence (ICC). It investigates the practical application of theoretical encounter design principles, using the specific case of a student exchange between a German grammar school in Stolzenau and a school in Cullingworth, England.
- Defining the role of the "intercultural speaker" in contemporary foreign language teaching.
- Analyzing pedagogical strategies to prepare students for intercultural encounters.
- Evaluating the impact of encounter design on reducing prejudice and fostering cultural awareness.
- Examining the synthesis of institutional planning and student-centered interaction.
- Assessing the transition from theoretical ICC concepts to practical implementation in school trips.
Excerpt from the Book
2.2 Intercultural Encounters as a Means to Promote the Development of ICC
The best way to train learners´ ICC and to support their becoming of intercultural speakers are intercultural encounters, which establish contact with persons from a different cultural group. Personal relationships to foreigners deliver insight in unfamiliar cultures and their value system, and can act as a mirror for the reflection of the own culture group. Cultural preconceptions can be asserted and encountered, and the discovery of differences and similarities can break down barriers and false perceptions. Especially for younger learners this holds the opportunity to become independent of biased parental opinions and gain their mental autonomy. Moreover, the interaction provided by intercultural encounters illuminates the mutual perceptions of the respective cultures. Furthermore, encounters are situations, in which “the meaning and symbols of culture have no primordial unity or fixity”, but have to be constantly appropriated, translated, rehistoricized and negotiated, what presupposes effective communication. In addition, encounters can facilitate international understanding and serve peacekeeping.
The traditional aims of encounters and exchanges, the practical application and promotion of linguistic knowledge and skills, are indirectly supportive of ICC, too. Practice and promotion of linguistic skills are always useful, because ICC demands performance in a foreign language, and due to the fact that the linguistic element is a decisive necessity for ICC development. In addition, encounters can be a motivating experience, which may strengthen an existing interest in the foreign language or show a different approach to language learning. Often, encounters also cause an increase of learners´ self-esteem, which can benefit the willingness to interact and encourage an attitude of openness.
Finally, encounters are advantageous from a psychological point of view, because learners have own authentic experiences, which are superior to mere knowledge transfer or textual mediated experiences, since they establish an affective connection to information.
Chapter Summary
1. Introduction: This chapter introduces the study's focus on the Stolzenau-Cullingworth exchange and outlines the theoretical goal of promoting Intercultural Communicative Competence (ICC).
2. Main Part: This section provides a comprehensive analysis of the ICC framework, the role of intercultural encounters, and a detailed evaluation of the specific stages of the school exchange design.
3. Conclusion: This chapter synthesizes the findings, confirming that the Stolzenau exchange successfully translated theoretical ICC design principles into practice.
Keywords
Intercultural Communicative Competence, ICC, Foreign Language Teaching, FLT, School Exchange, Intercultural Speaker, Byram's Model, Cultural Awareness, Encounter Design, Preparation Phase, Encounter Phase, Post-Encounter Phase, Cultural Comparison, Comenius Project, Pedagogy.
Frequently Asked Questions
What is the core subject of this term paper?
The paper focuses on the analysis of a school exchange program as a pedagogical tool to foster Intercultural Communicative Competence (ICC) among students.
What are the primary thematic areas explored?
The study covers the theoretical model of the "intercultural speaker," the pedagogical necessity of structured intercultural encounters, and the specific application of these principles in a real-world student exchange.
What is the main objective of the research?
The objective is to evaluate how effectively the Stolzenau school exchange program facilitated the development of ICC and to establish a connection between theoretical educational concepts and practical school travel.
Which scientific method is utilized in this paper?
The paper employs an analytical approach, drawing on established theoretical models of ICC (specifically Michael Byram's) to critique and evaluate the design and implementation of a specific school exchange program.
What does the main body cover?
It provides an in-depth look at the preparation, implementation, and post-processing phases of an exchange, analyzing how each phase contributes to critical cultural awareness and student interaction.
Which keywords best characterize the paper?
Key terms include ICC, Foreign Language Teaching, school exchange, intercultural speaker, Byram's model, and critical cultural awareness.
How does the paper view the role of host families compared to other accommodations?
The author notes that while home stays are traditional, other forms of accommodation, like youth hostels in "third place encounters," can reduce social anxiety and focus attention on collaborative project work.
What is the significance of the "Post-Encounter Phase"?
It is highlighted as a critical period for deep reflection, evaluation, and the transformation of the experience into tangible outputs like exhibitions or reports, which helps solidify the learning process.
- Quote paper
- Dipl.Jurist Marco Sievers (Author), 2005, Intercultural encounters in foreign language teaching , Munich, GRIN Verlag, https://www.hausarbeiten.de/document/76042
