A teacher fosters social competence with

On top of that, these dichotomies do not reflect the dynamic, ever-changing character of cultures.

As such, the high intercultural learning potential of CLIL-classes is tied to the described rich learning environments. In foreign language learning contexts, the immanent tie between language and culture bears a significant potential for intercultural learning processes.

Oxford University Press, Oxford. Recent research has thereby stressed the implicit nature of value communication. On the other hand, there are theories of the existence of absolute values, [15] which can also be termed noumenal values and not to be confused with mathematical absolute value.

As well, the use of modern, student-centred paradigms of teaching methodologies that foster task and project work, authenticity, and real world orientation can provide ample opportunities for intercultural learning in CLIL contexts.

EU policies based on the notion of "cultural exception" can become juxtaposed with the policy of "cultural specificity" on the liberal Anglo-Saxon side. An anthology of current practice.

The much debated idea of linguistic relativity is by no means a novel concept; in fact it has re appeared throughout time and links can be drawn, for example, A teacher fosters social competence with the works of W.

The field of foreign language education is seen as a fundamental building block in fostering intercultural communicative competence ICC. A discussion of these arises on the basis of the linguistic differences triggered by the CLIL environment and would not necessarily occur in mainstream subject teaching.

The following non-exhaustive draft list of measures may be seen as a sample selection: Experiencing and understanding a foreign language in a content-based way opens the doors to intercultural learning processes.

Summation[ edit ] Intrinsic and instrumental goods are not mutually exclusive categories. The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture.

Additionally, using a foreign language should trigger and support the efforts to draw on foreign cultural examples to work on content subject matter cf.

Council of Europe ed. The traditional versus secular-rational values reflect the transition from a religious understanding of the world to a dominance of science and bureaucracy.

Parents in different cultures have different values. Even though there might be only fine difference between the two worlds in question, there are these instances in which one is seemingly lost in translation, amazed by the differences or just reassured by the similarities.

Page 33 Page 34 Authentic materials, foreign textbooks and foreign cultural examples can all be utilised in an intercultural learning process: Many such cultures begin teaching babies to use sharp tools, including knives, before their first birthdays.

Values may help common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them. Transfers from one set of codes to another e. A contrastive analysis of these word pairs makes an exploration, analysis and comparison of the different underlying connotations and perspectives possible.

Besides various other sources e. Here, the main emphasis is placed on the functional use of language, i.

The inner frame — CLIL as a catalyst to promote intercultural learning The methodological affinity of a modern, student-centred, task-oriented foreign language learning classroom and of best practice in CLIL-teaching has already been referred to.

Nor do they consider the diversities of the cultures in question e.

Value (ethics)

Value clarification consists of "helping people clarify what their lives are for and what is worth working for.

While norms are standards, patterns, rules and guides of expected behavior, values are abstract concepts of what is important and worthwhile.

Similarly, ethical value may be regarded as a subgroup of the more broad and vague philosophic value. Council of Europe Publishing, Strasbourg.

This can be seen as the basis and prerequisite for activities in which the students explore the apparent cultural perspective; i. The dual focussed nature of CLIL-classrooms, i. The starting point of this textbook analysis is concerned with the question of whether or not a topic is introduced in a way that reflects a cultural perspective.

The ability to then shift and mediate between these cultural perspectives is a core objective in the intercultural learning process. The post- communicative era of foreign language teaching is closely connected to the student-centred approaches of task-based and project-based language learning Willis, ; Stoller, ; Ellis Values of a society can often be identified by examining the level of honor and respect received by various groups and ideas.CLIL and Intercultural Communicative Competence: Foundations and Approaches towards a Fusion.

Julian Sudhoff University of Duisburg-Essen (Germany). Studies in evolutionary psychology have led to similar findings. The so-called regality theory finds that war and other perceived collective dangers have a profound influence on both the psychology of individuals and on the social structure and cultural values.

A dangerous environment leads to a hierarchical, authoritarian, and warlike culture, while a safe and peaceful environment fosters.

A teacher fosters social competence with
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