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Personal principles that are developed which inform the teachers approach to teaching. They appear to reflect cultural factors, belief systems, experience and training and
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- videoclip
Race
http://www.understandingrace.org/home.html
15
what is culture? ( 1 )
Race- Are we so
different?
20-25
Race-Are we so different?
http://www.understandingrace.org/home.html

- videoclip
what is culture? ( 1
http://www.youtube.com/watch?v=E_dbaugeRh8
What is culture?
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Singers (1998) Perception & Identity
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The Role of Culture and Identity (Singer,
1998:55-101).
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23
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Ethnocentric
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Ethnocentric
Statements/
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Ethnocentrism is judging another culture solely by the values and standards of one's own culture. [1][page needed] Ethnocentric individuals judge other groups relative to their
own ethnic group or culture, especially with concern for language, behavior, customs, and religion. These ethnic distinctions and subdivisions serve to define each ethnicity's
unique cultural identity.[2] Ethnocentrism may be overt or subtle, and while it is considered a natural proclivity of human psychology, it has developed a generally negative
connotation (http://en.wikipedia.org/wiki/Ethnocentrism)
4
24
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Ethnocentric
Statements
15-20

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English as a
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31
, .(2006). .
. : .
Bartolome, L. I. (1994). :
. , / . (2010).
. . : Gutenberg.
Baynham, M. (2002). . : .
, . (2001). . , .
Cook-Gumperz, J. (2006). . : .
Cummins, Jim (2002). .
, . . , . .
. : Gutenberg
, (2003). .
. :
Z, . (2009). :
.
, , 29-30
2009.
, (2011). .

. Express Publishing: Newburry, UK.
Kachru, B. B. Nelson, C., L (1996). . Mc Kay, S. L &
N. H. Hornberger (1996). ( Ed)
. : .
, . (2000). :
.
, . (.) (2005).
. : .
, . (2008).
. -
- .
32
,
.
, . (2005).
: , , , : .
(.). . :
.
, . (1996). E
; I E
: ( ,
1996), 175-187. : K E .
, . (2011) . : Gutenberg.
, . (1999).
21 .
..:
( , , 1997),
. .-. , 2 ., 785-793. :
. . 785-789, 792.
, . (1987). . : .
Bintaka, E (2003) Intercultural Communication Training for English Language State

School Teachers in Greece. .
.
Bourdieu, P.(1993). Sociology in Question . London: Sage.
Cameron, L. (2003). Challenges in ELT from the expansion in teaching children. ELT
Journal, 56 4, 38-396.
Byram, M., & Fleming, M. (1998). Language learning in intercultural perspective.
Cambridge: Cambridge University Press.
Byram, M. & M. Fleming, (1998). (ed) Language Learning in Intercultural

Perspective: Approaches through Drama and Ethnography. Cambridge:
Cambridge University Press.
Byram, M. & G. Zarate. (1994). Definitions, Objectives and Assessment of
Sociocultural Competence. Strasbourg: Council of Europe.
Byram, M., Gribkova B, and Starkey, H. ( 2002). Developing the Intercultural
Dimension in Language Teaching. Strasbourg: Council of Europe.
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Cope, B. and Kalantzis, M. (Eds) (2000). Multiliteracies. Literacy learning and the
Design of social futures. London: Routledge.
Cope, B. and Kalantzis M. (2009). Multiliteracies: New Literacies, New Learning,
Pedagogies: An International Journal, 4, 164-195.
Carr, D. (2013). Professionalism and ethics in teaching (Vol. 2). Routledge.

Cummins, J.(1989). Empowering minority students. . Sacramento: California
Association of Bilingual Education.
Dendrinos, B.(1999). Multilingual literacy in the EU: Toward alternative discourses in
foreign language education programmes. Loss of Communication in the
Information Age ( ,
Osterreichische Academie der Wissenschaffen).
Dendrinos S, B. (1996). Planning foreign language education: Planning hegemony.
In Discourse Analysis. Proceedings of the 1st International Conference on
Discourse Analysis, (Ed.) E. Ribeiro-Pedro 255-267. : Edioes
Colibri.
Fleming, M. P. (2003). Intercultural experience and education (Vol. 2). G. J. Alred,
& M. S. Byram (Eds.). Multilingual Matters.
Gundara, J. (2000). Interculturalism, Education and Inclusion. London: Paul
Chapman Publishing
Giroux, H.(1992). Border crossing: cultural workers and the politics of education.
New York: Routledge.
Giroux, H.(1994). Doing Cultural Studies. Youth and the Challenge of Pedagogy.
Harvard Educational Review, Vol.64, No.3.
Goudman, K.(1986). Whats whole in whole language? Portsmouth, New Hampshire:
Heinemann.
Gumperz, J. & Roberts, C. (1980). Developing awareness skills for interethnic
communication. Occasional papers no.12. Singapore: Seamo Regional Language
Centre.
Hall T, (1959/90). The Silent Language. New York: Doubleday

Holiday, . (1999). Small Cultures. Applied Linguistics 20/2: 237-264.
34
Kalantzis, M. (1997). Multicultural citizenship. Rethinking Australian

Citizenship, (Ed.) W. Hudson. : Cambridge University Press.
Kim, Y. (1988). Communication and Cross-Cultural Adaptation. Clevedon:
Multilingual Matters.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford
University Press.
Kramsch, C. (2003). Language and Culture. Oxford: Oxford University Press.
Lzr, I., & akov, M. (2007). Developing and assessing intercultural
communicative competence: A guide for language teachers and teacher
educators. Council of Europe.
Li, G. (2013). Promoting Teachers of Culturally and Linguistically Diverse (CLD)
Students as Change Agents: A Cultural Approach to Professional
Learning.Theory Into Practice, 52(2), 136-143.
Meyer, U. (2009). In the Name of Identity: Teaching cultural awareness in the

intercultural classroom. Journal of Intercultural Communication, issue 19,
January 2009.
Myers, J. W (1997). Holistic language learning at the middle level: Our last, best
chance. Childhood Education, issue 3, 1997.
Ogbu, J. (1987). Variability in minority responses to schooling: Nonimmigrants vs.
Immigrants, in G. Spindler &L. Spindler (Ed.), Interpretive ethnography of
education. Hillsdale ( New Jersey): Lawrence Erlbaum Associates. pp.255-280.
Rose, D. (2005). Democratising the classroom: a literacy pedagogy for the new
generation, Journal of Education, no 37, 2005.
Scollon, R. & Scollon, W. (1995). Intercultural Communication: A discourse
Approach, Oxford: Blackwell.
Singer, M, (1998). Perception and Identity in Intercultural Communication.
Yarmouth, Maine, USA: Intercultural Press.
Sercu, L. (2006). The foreign language and intercultural competence teacher: The
acquisition of a new professional identity. Intercultural Education, 17(1), 55-72.
Tomalin, B. & Stempleski, S. (1993). Cultural Awareness. OUP: Oxford.
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Urban Review, issue 20, pp.253-265.
35
- APPENDICES
APPENDIX I
.
ACTIVITIES
.
FOR THE INTERCULTURAL COMMUNICATION

TRAINING COURSE
FOR
ENGLISH LANGUAGE STATE SCHOOL TEACHERS
IN THRACE
Komotini, December 2013
36
SESSION on stereotypes
Read the following comments and say how you feel about each one of them.
1. Relationships are in constant state of flux because of the competitive nature of the
Greeks social orientation (Holden, 1972)
2. Some Americans find Greeks extremely rude (Cushner & Brislin, 1996)
3.
deep current of rivalry and suspicion running between Greeks (Holden, 1972).
4. Couvenda, or conversation, is extremely important in Greek society (Broome, 1994).

5. Greeks love to discuss, to argue, and to match their wits with other debaters (Triandis,
1972).
6. Teachers are lazy. They work only for eight months per year (a next door neighbour).
7. Teachers earn a lot of money from private classes and they are bribed by their students
(Another next door neighbour).
8. Male teachers are filthy. They do not shave when they go to school but they dress up in
the evenings when they go out with their girlfriends (Pangalos, Greek former Minister of
Culture)
37
SESSION on ethnocentricism
ACTIVITY 1
ETHNOCENTRIC STATEMENTS
Read the following statements and 1. Underline the words and phrases that express an
ethnocentric attitude and 2. Reword the statements so that they can become less
ethnocentric.
1. Markonian is the richest language in the world.
Reworded as:
1. Markonian is the oldest language in the world.
Reworded as: .
2. Markonians have produced the finest works of art in the world.
Reworded as: .
3. Markonia is a superior country because it has produced the greatest technology in the
world.
Reworded as:
4. Markonia has the oldest civilization in the world.
Reworded as:
5. Modern world civilization is founded on Markonian civilization.
Reworded as:
6. Non-Markonians do everything the wrong way round.
Reworded as:
ACTIVITY 2
ETHNOCENTRIC QUESTIONS
Read the following questions and rephrase them to make them ethnorelative (nonethnocentric):
1. How do you say older sibling in your language?
Rephrased as:
2. What kind of gift should I bring to a colleague who invited me to dinner?
Rephrased as: ..
3. I really like the new chamber maid/porter. How should I say I think you are really
beautiful/handsome in your language?
Rephrased as:
4. Do teachers get really angry when the students do not do their homework?
Rephrased as:
38
SESSION on textbook evaluation

Browse though the textbook and answer the questions that follow. To indicate your
answer for question 1, 4, 6 tick one of the boxes provided. For question 2 you can tick
more than one boxes. For 3, 5, 7 provide full answers.
1. The textbook focuses on:
a. British culture
a. US culture
b. No specific culture
2. The textbook includes the following types of culture:
a. Aesthetic
(cinema, literature, music and media)
b. Sociological
(organization and nature of family,
interpersonal relations, customs)
c. Semantic
(The conceptualization system which conditions
perceptions and thought processes)
d. Pragmatic/Sociolinguistic
(background knowledge, social and
paralinguistic skills, language code)
3. Provide examples about each type of culture that appears in the textbook. Write the
unit and the page number.
a. Aesthetic: ..
b. Sociological: .
c. Semantic:
d. Pragmatic/Sociolinguistic: .
4. Stereotyping is present in the textbook.
a. Yes
b. No
5. If your answer to the previous question is Yes, provide at least one example. Write
the unit and the page number.
Example/s of stereotyping:
..
..
6. Is the textbook in accordance with the Revised 2001 Curriculum? (the teaching of
English as an international language)
a. Yes
b. No
39
7. Justify your answer to question 6.

The textbook is/is not in accordance with the Revised 2001 Curriculum because:
APPENDIX II.

(:1366,.'18-10-2001/1373, .',18-10-2001/1374, .', 18-10-2001 / 1375,
.', 18-10-2001 / 1375, .', 18-10-2001 / 1376, .', 18-10-2001)
40
APPENDIX III.
SELF-ASSESSMENT QUESTIONS
AND
ANSWER KEY
FOR THE INTERCULTURAL COMMUNICATION

TRAINING COURSE
FOR
ENGLISH LANGUAGE GREEK
STATE SCHOOL TEACHERS
SELF-ASSESSMENT QUESTIONS
KOMOTINI, DECEMBER 2013
41
SESSION 1
Answer whether the following statements are true or false according to Singer. Indicate
your answer by ticking the appropriate column.
Statements
1
Culture is innate
Culture is learned
Each identity group has its own culture
Members of an identity group are identical
People belong to many identity groups simultaneously
Each individual is culturally unique
True
False
Now consult the answer key in the back of this booklet to check your answers.
The following extracts summarize Barnas view on stereotypes (1994: 341) Complete the
extracts by underlining the most appropriate word or group of words at the points (a-c)
indicated. Then consult the answer in the back of this booklet to check your answers.
Stereotypes are overgeneralized, a) second hand/first hand beliefs that provide conceptual
bases from which we make sense out of what goes on around us, whether or not they are
accurate or fit the circumstance.
Stereotypes are stumbling blocks for communicators because they interfere with b)
subjective/objective viewing of stimuli - the sensitive search for cues to guide the imagination
toward the other persons reality.
They (stereotypes) c) are/are not easy to overcome in ourselves or to correct in others, even
with the presentation of evidence.
42
SESSION on English as a lingua franca

The following extract summarizes the objectives of the Revised 2001 Curriculum. At
seven points one word has been omitted. Complete the extracts by choosing the most
appropriate item (1- 6) from the list below for each of the blanks (a-g). Note: One item
will be required twice. To check your answers consult the answer key in the back of this
booklet.
1. culture
2. international
4. different 5. cultural
3. English
6. intercultural
According to the revised 2001 Curriculum, English language Greek State School teachers
from the following school year (2003-4) need to:
i)
ii)
iii)
iv)
Include a a) __________ element in their lessons and integrate b) __________

instruction in their teaching.
Demonstrate the c) ____________ features of English primarily and secondarily the
cultural elements of d) __________ speaking countries.
Prepare their students to communicate with people from e) ________ cultural
backgrounds, in other words help them develop f) ___________ communication
skills.
Make their students aware of their own g) __________.
SESSION on culture and cultural identity

The following extract is from OSullivan (1994: 11-12) and offers examples of the
impact of culture on everything we do, think and say. Can you continue OSullivans
description? Check your answer in the answer key in the back of this booklet.
Culture influences who made you breakfast, whether you live at home with your parents or
not, how you greeted your spouse/family members this morning, how you parted from your
spouse/family members when you left for work, whether and how you prayed this morning,
how you feel about your job, how other people regard your job, what items you have on and
near your desk or in your office, how you greeted your co-workers when you arrived at work
this morning, how you call your superiors, peers, and subordinates, the first thing you said
when seeing your boss today, how you answer the telephone, how you ask to speak to
someone on the telephone, how you behave in meetings, your posture when the boss walks
past, the kinds of things you are trying to show about yourself in meetings (e.g. I have good
ideas, Im very supportive, Im really paying attention, etc.), the way
43
The following extract is from Porter and Samovar (1994: 13). Complete the extract by
underlining the most appropriate word at the points (a-d) indicated. Then consult the
answer key in the back of this booklet to check your answers.
Ethnocentrism leads to a) subjective/objective evaluation of how another culture conducts its
daily business. That this evaluation can only be b) positive/negative is clear if you realize that
a logical extension of ethnocentrism is the position that our way is the c) right/wrong way.
Most discussions of ethnocentrism even enlarge the concept to include feelings of d)
inferiority/superiority.
44
ANSWER KEY
SESSION 1
Statements
True
False
Culture is innate
Culture is learned
Each identity group has its own culture
Members of an identity group are identical
People belong to many identity groups simultaneously
Each individual is culturally unique
Stereotypes are overgeneralized, a) second hand beliefs that provide conceptual bases from
which we make sense out of what goes on around us, whether or not they are accurate or fit
the circumstance.
Stereotypes are stumbling blocks for communicators because they interfere with b) subjective
viewing of stimuli - the sensitive search for cues to guide the imagination toward the other
persons reality.
They (stereotypes) c) are not easy to overcome in ourselves or to correct in others, even with
the presentation of evidence.
SESSION on English as a lingua franca

i)
ii)
iii)
iv)
Include a a) cultural element in their lessons and integrate b) culture instruction in

their teaching.
Demonstrate the c) international features of English primarily and secondarily the
cultural elements of d) English speaking countries.
Prepare their students to communicate with people from e) different cultural
backgrounds, in other words help them develop f) intercultural communication skills.
Make their students aware of their own g) culture.
45
SESSION on culture and cultural identity
Actually it would be impossible for anyone to guess OSullivans exact words. However,
a quotation is offered for you to check your answer. As long as your answer describes
the same areas, values, attitudes, feelings, perceptions, verbal and nonverbal behaviour,
it is correct.
.., the way you write memos, the way you write business letters, what you think about
women (men) working in your field, how you relate to co-workers who are younger, older
than you, how you make suggestions to other workers, how you criticize the work of others,
how you apologize, which things you feel you should apologize for and for which ones not,
when you feel its appropriate to interrupt somebody and how you do it, how you explain
absence or lateness, how you get other people to help you, when you feel its appropriate to
admit that you are wrong, and how you do it, what you think about things you read in the
newspaper, what you chat about with people, how you act when you meet people for the first
time, what you do to persuade someone, how you regard the quality of your work and the
quality of other peoples work, what you believe is polite behavior, how feel, your concept of
happiness, the way you express your anger, what you think will happen when you die, who
you will marry, how (OSullivan,1994: 11-12)
Ethnocentrism leads to a) objective evaluation of how another culture conducts its daily
business. That this evaluation can only be b) negative is clear if you realize that a logical
extension of ethnocentrism is the position that our way is the c) right way. Most discussions
of ethnocentrism even enlarge the concept to include feelings of d) superiority.
Suggested bibliography for English Language Teachers:

Adaskou K, Britten D, & Fashi B, (1990) Design Decisions on the Content
of a Secondary English Course for Morocco, ELTJ 44/1: 3-10
Alptekin C, (2002) Towards Intercultural Communicative Competence, ELTJ
56/1 57-64
Barna L, (1994) Stumbling Blocks in Intercultural Communication in
46

Samovar L & Porter R, (eds. 1994: 337-346) Intercultural
Communication: A Reader Belmont, California, USA: Wadsworth
, . (2001). . ,
Cummins, Jim (2002). .
, . . , . .
. : Gutenberg
Damen L, (1987) Culture Learning: The Fifth Dimension in the Language
Classroom, Reading, MA; Addison-Welsey
Holliday, A., Hyde, M., & Kullman, J. (2010). Intercultural communication: An advanced
resource book for students. Routledge
Jandt, F. E. (2012). An introduction to intercultural communication: Identities in a

global community. Sage Publications.
Kim Y, (1994) Communicating Interculturally: Becoming Competent in
Samovar L & Porter R, (eds. 1994: 337-346) Intercultural
Communication: A Reader Belmont, California, USA: Wadsworth.
OSullivan K, (1994) Understanding Ways: Communicating Between
Cultures Sydney , NSW, Australia: Hale & Iremonger.
Samovar L & Porter R, (eds. 1994) Intercultural Communication: A
Reader (7th edition) Belmont, California, USA: Wadsworth
Samovar, L. A., Porter, R. E., & McDaniel, E. R. (Eds.). (2010). Intercultural
communication: A reader. Cengage Learning
Scollon, R., Scollon, S. W., & Jones, R. H. (2011). Intercultural communication: A discourse
approach (Vol. 38). Wiley. com
Singer M, (1998) Perceptions and Identity in Intercultural Communication
Yarmouth, Maine, USA: Intercultural Press
, . (2011) . : Gutenberg.
Thorne, S. L. (2010). The intercultural turn and language learning in the crucible of
new media. Telecollaboration, 2, 139-164.
47
APPENDIX IV
PRE-TEST
DIRECTIONS: Complete the questionnaire by ticking one of the boxes provided. The
first part requests demographic data. The second your view about culture and requires
you writing out your answer.
PART I
A. Age
a. 21-25
b. 26-30
c. 31-35
d. 35 45
e. 45-50
f. 50+
B. Sex
M
F
C.
a.
b.
c.
University you graduated:

University of Athens
University of Thessaloniki
Other (Please specify) ______________________
D. Postgraduate studies:
Yes
No
E. Educational level/levels taught:

Primary
Years taught: _________
Gymnasium
Lyceum
IEK
Frondisterion
F. Current teaching situation at Minority Education

Primary
Gymnasium
G. Textbook you use:
Title: _____________________
Publisher: _____________________
48

Other teaching material__________________
H. Have you ever taken any course(s) on teaching culture?

Yes
No
I.
a.
b.
c.
d.
If yes:
What course(s)? _____________________________
Who was/were the course(s) sponsored by? __________________
Where was the course(s) taught? ____________________________
When was The course(s) taught? ____________________________
J. Have you ever taken any seminar(s) on teaching culture?

Yes
No
K.
a.
b.
c.
d.
If Yes:
What seminar(s) ____________________
Who was/were the seminar(s) sponsored by? _____________________
Where was the seminar(s) ______________________
When was the seminar(s) _______________________
PART II
What does the word culture mean to you?
PART III
1.
a.
b.
c.
d.
e.
f.
The language people speak is part of their culture.

Strongly agree
Agree
Moderately agree
Disagree
Strongly disagree
Dont know
2.
a.
b.
c.
d.
e.
f.
If language is part of culture, the two are inseparable.

Strongly agree
Agree
Moderately agree
Disagree
Strongly disagree
Dont know
49
3. The language people speak, shapes their perceptions/thoughts.

a.
b.
c.
d.
e.
f.
Strongly agree
Agree
Moderately agree
Disagree
Strongly disagree
Dont know
4. The culture people belong to, shapes their perceptions/thoughts.

a.
b.
c.
d.
e.
f.
Strongly agree
Agree
Moderately agree
Disagree
Strongly disagree
Dont know
3.
a.
b.
c.
d.
e.
f.
Teaching language involves teaching culture as well.

Strongly agree
Agree
Moderately agree
Disagree
Strongly disagree
Dont know
50
APPENDIX V
POST-TEST
(adapted from OSullivan 1994: 97)
For each of the statements below decide whether you agree, disagree, are not sure. Indicate
your answer by ticking the appropriate column.
To be a successful intercultural communicator you have to:
statements
1
change your cultural values and practices
make some modifications of your cultural
agree
disagree
not sure
practices at times
3
like the other cultures you engage with
respect the other cultures you engage with
accept the other cultures you encounter
understand everything about the cultures you

engage with
accept that all cultures are equally valid
become more sensitive and open-minded
become more skilled
10
understand cultures influence on peoples

perceptions, behaviour and value systems
51
52

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, (2013).

Intercultural training programme

, (2013). Intercultural training programme

, (2013). Intercultural training programme

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, (2013). Intercultural training programme

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Bintaka, E (2003) Intercultural Communication Training for English Language State

Byram, M. & M. Fleming, (1998). (ed) Language Learning in Intercultural

, (2013). Intercultural training programme

Carr, D. (2013). Professionalism and ethics in teaching (Vol. 2). Routledge.

Hall T, (1959/90). The Silent Language. New York: Doubleday

, (2013). Intercultural training programme

Kalantzis, M. (1997). Multicultural citizenship. Rethinking Australian

Meyer, U. (2009). In the Name of Identity: Teaching cultural awareness in the

, (2013). Intercultural training programme

FOR THE INTERCULTURAL COMMUNICATION

Komotini, December 2013

, (2013). Intercultural training programme

4. Couvenda, or conversation, is extremely important in Greek society (Broome, 1994).

, (2013). Intercultural training programme

, (2013). Intercultural training programme

SESSION on textbook evaluation

, (2013). Intercultural training programme

7. Justify your answer to question 6.

, (2013). Intercultural training programme

FOR THE INTERCULTURAL COMMUNICATION

KOMOTINI, DECEMBER 2013

, (2013). Intercultural training programme

Each identity group has its own culture

Members of an identity group are identical

People belong to many identity groups simultaneously

Each individual is culturally unique

Include a a) element in their lessons and integrate b)