TEST BORRADO, QUIZÁS LE INTERESE:
INNOVATION - UNIT 10 (INTERCULTURAL COMM. COMPETENCE)
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INNOVATION - UNIT 10 (INTERCULTURAL COMM. COMPETENCE) Descripción: INNOVATION - UNIT 10 (INTERCULTURAL COMM. COMPETENCE) Autor: Moi OTROS TESTS DEL AUTOR Fecha de Creación: 15/01/2023 Categoría: Otros Número Preguntas: 64 |
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The ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions. It becomes central when we have to interact with people from other cultures, as people see, interpret and evaluate things in a different ways. Cultural awareness Edges and Corners Hate crime. It refers to a combination of all components in Intercultural Communicative Competence Cultural awareness Edges and Corners Hate crime. Also known as a bias-motivated crime, it refers to criminal acts that occur when the wrongdoer targets a victim because of the membership in a certain social group. Examples of such groups can include ethnicity, gender identity, disability, language, nationality, physical appearance, religion or sexual orientation. Cultural awareness Edges and Corners Hate crime. A preconceived notion, especially about a group of people or a certain culture. Threshold Edges and Corners Stereotype. The level at which something begins or changes Threshold Edges and Corners Stereotype. When assessing ICC different test formats are possible both including summative and formative evaluation Objective and subjective tests Oral and written tests PBL and TBL. When assessing ICC, which type of test has to do with checking students' previous knowledge of English culture (with matching exercises, multiple choice, open-ended questions) which entails several problems because they evaluate students on memorised facts or general knowledge and this makes them feel anxious about the target culture and inevitably leads to stereotyping. Objective tests Subjective tests stardardized tests. When assessing ICC, which type of test has to do identifying genres, selecting appropriate language, transformation and rewriting, reflective essay tasks, role plays and simulations, projects and portfolios Objective tests Subjective tests stardardized tests. When assessing ICC, Byram thinks that assessing the acquisition of intercultural competence is not difficult, but the problem lies in what to assess, what is relevant to be assessed and what is not true false . When assessing ICC, specifically using subjective tests like projects and portfolios, Byram thinks that traditional examinations are obsolete and the record of the learner's competences in the portfolio is more advisable traditional examinations are reliable tools to assess ICC and portfolios can't provide an accurate assessment of ICC traditional examinations reflect what to assess, what is relevant to be assessed and what is not. . The decision to include the concept of Intercultural Communicate Competence in the curriculum mainly affects the teacher, who has the responsibility to determine the different aspects and the order in which learners acquire them. the learners, who have to adapt to a new way of learning the English language the school, who needs to modify the PLC to fit the curriculum requirements. Learning intercultural competence requires a different perception than the way is usually taught is a step-to-step progression, starting from the simplest concepts and moving forward to more complex aspects is done through linear and cumulative set of contents. Byram establishes a number of different stages of analysis that may influence the intercultural communicate competence threshold The geopolitical context, The Learning context, The Developmental Factor, Identification of Objectives, The Intercultural Communicative Competence Threshold, Sequence in Curriculum The geopolitical context, The Learning context, The Developmental Factor, Identification of Objectives The Developmental Factor, Identification of Objectives, The Intercultural Communicative Competence Threshold, Sequence in Curriculum. According to Van Ek, students can be intercultural competent when: they have reached the threshold when they are able to communicate successfully and can easily express his ideas leaving no burden of misinterpretation due to their cultural unawareness. when they reach full native-like command of the language being learned they can communicate successfully even if some cultural misconception occurs. Our cultural identity embraces both individual features and cultural characteristics. TRUE FALSE. When we think about what makes a nation, we should consider at least these two elements: socialization and diversity diversity and stereotypes socialization and stereotypes & prejudices. _________ is the process through which a person, who is born a member of a community, learns the practices, knowledge, beliefs and values necessary to become a successful citizen of his/her community. socialization stereotyping identity. _________ process that refers to the intercultural encounter: when two citizens from different cultural backgrounds or languages meet for the first time, both their short and long taken-for-granted system of values and beliefs may seem to be unable to coexist socialization tertiary socialization stereotyping. Stereotypes can be either positive or negative. The positive attributes are often emphasized, whereas the negatives are ignored. are always negative. ______ is seen as a method of reiterating a binaristic contrast as a negative group difference. negative stereotyping positive stereotyping prejudices. Positive stereotyping can be divided into two main strategies Solidarity fallacy and Lumping fallacy true false . There are four major steps in negative stereotyping Contrast two cultures or two groups on the basis of a single dimension.Focus on this artificial and ideological difference as a problem for communication, Assign a positive value to one strategy or one group and a negative value to the other strategy or group, Regeneralise this process to the entire group true false . the major problem of negative stereotyping involves regarding members of a group as being polar opposites, whereas with positive stereotyping the members of different groups are viewed as identical true false . Stereotypes limit our understanding of human behaviour and can lead to miscommunication in intercultural discourse because, they limit our view of human activity to just one or two salient dimensions and consider those to be the whole picture. positive or negative positive negative. Holding an opinion of something or someone, before you have any facts in evidence. prejudices stereotypes socialization. They are thoughts of feelings, something you hold internally, and they do not always lead to an action. prejudices stereotypes socialization. Seeing someone with a leaflet from a political party that you dislike, but still being nice to that person even though you might not like her is an example of: prejudices stereotypes socialization. When prejudices are accompanied by actions, they become problematic and include a scale of negative actions Antilocution, Avoidance, Discrimination, Physical attack, Extermination Avoidance, Discrimination, Physical attack, Extermination Antilocution, Avoidance, Discrimination, Physical attack. _______ are essentially attitudinal, but _______ seem to be mainly cognitive, because it implies different ways of understanding and categorising reality. prejudices / stereotypes stereotypes / prejudices prejudices / socialization. _____________ seem to be caused by a variety of sources, individual to social. They seem to have a great dose of conformity, even though personal rebellion may help overcome these views. prejudices stereotypes socialization. In the educational setting, students should be offered certain orientations during the period of their general education and they are: Cognitive, evaluative and action orientation Intercultural, cognitive and action orientation Metacognitive, cognitive and intercultural orientation. ____________ is based on the acquisition of conceptual models of analysis developed through sets of concepts that students need to interpret the different phenomena. In the context of FLT it must be stressed the international dimension that acquiring knowledge of cultures and societies other than one's own possesses cognitive orientation evaluative orientation action orientation. ____________ is based on the explanation of values and the ways in which these are used to develop political judgements. In FLT this may help to make students reflect on social rules delving in the necessary respect and prejudice-free approach to know other social realities cognitive orientation evaluative orientation action orientation. ____________ is based on the development of the disposition for political engagement. In FTL it refers to engage students in interaction with others who, in turn, can be participants of different cultures and societies cognitive orientation evaluative orientation action orientation. Byram considers that there are three main coincidental categories of location for acquiring intercultural competence: the classroom, fieldwork and independent learning the real world, the classroom, internet the classroom, internet, and independent learning. It can be one section of a global practice which starts previously and continues after it (e.g. a visit to a factory, a stay abroad). fieldwork the classroom independent learning. Provides the possibility of teaching, interpreting and establishing connections between documents or events, allows the systematic presentation of concepts and imposes the presence of a teacher to guide the learning process. It is also the space in which the processes of cultural communication can be known fieldwork the classroom independent learning. can be both a consequence of or simultaneous to classroom and fieldwork. It is activated when the students continue developing their knowledge and skills as a consequence of what they have previously learned. At this level it is essential students become autonomous to improve their knowledge, skills and attitudes. This implies a classroom methodology that helps learners to acquire the basic principles of those skills and knowledge that are taught, and how to incorporate them into their new experiences. fieldwork the classroom independent learning. ___________ is a basic component of the long-life process or learning a language. Knowledge Intercultural Communicative Competence (ICC) Critical cultural awareness. ___________ was the first to introduce the term "linguistic competence" as the principal aim to be achieved by a speaker. Dell Hymes Noam Chomsky Canale and Swain. ___________ modified that term and suggested the concept of "communicative competence", as the speaker is expected to use language accurately, but also appropriately depending on the context. Dell Hymes Noam Chomsky Canale and Swain. ___________ divided communicative competence into categories: grammatical competence, sociolinguistic competence and strategic competence. Dell Hymes Noam Chomsky Canale and Swain. ___________ believed the conception that a foreign language learner should not be only trained in communication skills but also in personal and social skills that promoted autonomy and the development of social responsibility. He also split communicative competence into six competences or "dimensions" (linguistic, sociolinguistic, discourse, strategic, sociocultural and social competence) Dell Hymes Van Ek Canale and Swain. The ability to produce and interpret meaningful utterances which are formed according to the rules of the language concerned and bear their conventional meaning. Linguistic competence. Sociolinguist competence. Discourse competence. The awareness of ways in which the choice of language forms is determined by such conditions as settings, relationships between communication partners, communicative intentions, etc Linguistic competence. Sociolinguist competence. Discourse competence. The ability to use appropriate strategies in the construction and interpretation of texts. Linguistic competence. Sociolinguist competence. Discourse competence. When communication is difficult, we have to find ways of "getting our meaning across" or "finding out what somebody means". These are communication strategies, such as rephrasing or asking for clarification. Strategic competence. Sociocultural competence Social competence. Every language is situated in a sociocultural context and implies the use of a particular reference frame which is partly different from that of the foreign language learner; socio-cultural competence presupposes a certain degree of familiarity with that context. (Values and beliefs) Strategic competence. Sociocultural competence Social competence. Involves both the will and the skill to interact with others, involving motivation, attitude, self confidence, empathy and the ability to handle social situations. (Attitudes and behaviour) Strategic competence. Sociocultural competence Social competence. The 'savoirs' include: skills, knowledge, attitudes and critical cultural awareness true false. Savoir apprendre/faire and Savoir comprendre have to do with Skills Knowledge Attitudes. Savoirs have to do with Skills Knowledge Attitudes. Savoir etre has to do with Skills Knowledge Attitudes. Savoir s'engager has to do with Skills Critical cultural awareness Attitudes. The ability to interpret a text or a cultural event from the target culture and to relate it to texts or events from own culture. savoir comprendre savoir apprendre/faire savoir etre. The ability to achieve new knowledge of cultural practices and promote new knowledge, attitudes and skills in real-time communication and interaction savoir comprendre savoir apprendre/faire savoir etre. Students can only alter their attitudes and values if they have socio-cultural knowledge. English language plays an important role in a global world where the centre of attention is no longer the Anglo-Saxon countries, and cultural differences might therefore create rich and powerful cultural communicative challenges. savoir comprendre savoirs savoir etre. Described in terms of curiosity and openness, but also in terms of cultural sensitivity, tolerance of ambiguity, respect of otherness and empathy. This requires certain willingness with students to give relevance to their own culture by questioning their existing values and beliefs savoir comprendre savoirs savoir etre. It is the aim of intercultural communicative competence. Students should be able to perceive and critically evaluate perspectives and practices in their own and the target cultures. In that process, students should develop intercultural sensitivity which is acceptance as well as tolerance towards intercultural phenomena. savoir comprendre savoirs savoir s'engager. It is not the intention of the teacher to try to change learners' values, but to make them explicit and conscious in any evaluative response to others. However, there is a fundamental position which all teachers should promote: a position which acknowledges respect for human dignity and equality as the basis for social interaction. savoir comprendre savoirs savoir s'engager (Critical cultural awareness). In the classroom, it would make sense to start from what cultures have in common and to look for similarities instead of looking for differences, so we do not reinforce existing stereotypes and prejudices savoir comprendre savoir etre (attitudes) savoir s'engager (Critical cultural awareness). It can be developed in class by analysing facts in films or texts and making students work on how social groups and identities function. savoirs (Knowledge) savoir etre (attitudes) savoir s'engager (Critical cultural awareness). Role-plays, debates about cultural differences and misunderstandings and virtual encounter projects are some examples of activities that can be developed in class to gain this skill and promote students' discovery and interaction in the new culture. savoirs (Knowledge) savoir apprendre/faire (skills) savoir s'engager (Critical cultural awareness). In the classroom, we can develop creative tasks with literary texts by reading, analysing and interpreting these texts from a different point of view. For example, students can create projects and new texts from the point of view of minor characters, or create a daily routine for one of the main characters based on their characteristics. The main point to develop this skill is to make students meditate and stimulate their learning experience from a different cultural point of view. savoirs (Knowledge) savoir apprendre/faire (skills) savoir comprendre (skills) . |
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