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Culture in language teaching

Multi ² Pluri ² Inter The Prefixes of Culture

. culture appearing and disappearing from theoretical approaches regularly. Now it is enjoying a revival. 1997).Culture in language teaching ´Although some L2/FL teachers seem to think that the presence of culture in current writings is relatively recent. a review of the L2/FL literature shows that this is clearly not the caseµ (LessardClouston. M. Culture and Language come together in LT.

the incorporation of multicultural and intercultural approaches widened our perspective. the group and the communicative situation. ‡ The scope of cultural studies nowadays includes the self.Culture: the prefixes ‡ If at first the terms ´contrastiveµ and ´cross-culturalµ were the key terms in cultural studies. .

The prefixes Pluriculturality Interculturality Pluriculturality Multiculturality .

Definitions: two approaches ‡ Dynamic definition ‡ Static definition ² ´Inter-µ: active and ² ´Inter-µ: critical participation in definition of a communication communicative ² ´Pluri-µ: perception and construction of the situation multiple identifications ² ´Pluri-µ: definition of a person of the identity of ² ´Multi-µ: a person ackowledgement and appreciation of the ² ´Multi-µ: coexistence of a number definition of the of cultures in the social social context context .

. the term comprises three visions of diversity: ² culture as state-nation (multicultural = different nationalities) ² culture as religion (multicultural = different religions) ² culture as ethnic groups (multicultural = different ethnic groups). ‡ Normally. community) of ´culture contactµ.Multiculturalism (I) ‡ Multiculturalism describes a general situation (region. country.

Multiculturalism (II) ‡ However. community or group is multicultural by definition. . as different cultures interact simultaneously at any level. ‡ So. none of these metaphoric definitions of culture are satisfactory ² it could be argued that other ´culturesµ could be added: ´culture as ageµ. ´culture as professionµ. ‡ Consequently.. region. we would keep multiculturalism for the description of contexts where cultures are in contact.. not restricted to nations. ´culture as ability/disabilityµ. ´culture as genderµ. . any country. religions or ethnic groups.

‡ Pluriculturalism implies an approach to the self and the other as complex. rich beings which act and react from the perspective of those multiple identifications. . ‡ Thus. multiple identifications create our unique personality more than a static ´identityµ.Pluriculturalism ‡ Identity is the by-product of experiences in different cultures.

one of the key notions in language teaching at the moment.Interculturality ‡ Interculturality is. Draghicescu. Lussier and Penz (2003) ² Grima Camilleri (2002) . Gohard-Radenkovic. (2003) Huber-Kriegler. Skopinskaja (2003) and Facciol and Kjartansson (2003) ² Zarate. undoubtedly. Oomen-Welke and Perregaux (2004) Dupuis et al. ‡ ECML projects: ² ² ² ² Candelier. Issaiass and abec (2003). Lázár and Strange (2003) Aleksandrowicz-P dich.

intimately related to communication: it is the link between language and culture. . ² Participate actively in communication.Interculturality ‡ Interculturality is. ‡ Being intercultural is a way of participating in communication in which interlocutors ² Are aware of the relevance of culture in communication. ² React critically to communication. for our perspective.

pluri-cultural and inter-cultural.Awareness of culture ‡ The language learner must be aware of three layers of culture: multi-cultural. . ‡ We will refer to it as awareness of culture from a multicultural perspective. create. ‡ First. the language learner must be aware of ² diversity in society and ² how social groups. use and manage cultures. which are intermingled in a complex matrix of social contact. including nations.

flexible. awareness of culture from a pluricultural perspective implies ² to define identity as a complex. ‡ culture as product ² which is static ² ‡ culture as process ² which is dynamic. in any situation.Awareness of culture ‡ Secondly. can adopt an apparently definite layout for a certain purpose with a particular interlocutor. dynamic composite which. .

cooperative attitude on .Awareness of culture ‡ From an intercultural perspective. written or spoken. ‡ Awareness of these cultural conventions can smooth communication ‡ At the same time. ‡ Language is a culture-bound phenomenon and there are conventions ruling any communicative act. ² First. a positive. the language learner must be aware of the cultural conventions of the language(s) they may use. the learner must be aware of the pluricultural identity of his or her interlocutor as defined above. awareness must be displayed in two directions. ² Second.

‡ To enrich language teacher education with the potential to exploit cultural diversity at individual and social levels ‡ To facilitate curricular changes aimed at incorporating a pluricultural dimension into language classes.The LEA Project ‡ To raise awareness of diversity as a key element of society. .