Paola Vettorel Verona University Identity and Culture in teaching EIL Identity and culture in teaching EIL: a possible model for a third place in intercultural awareness IUSM International Conference Issues of identity in and across cultures and professional worlds Rome October 2007

Paola Vettorel Verona University Identity and Culture in teaching EIL Language and cultural identity One language = one culture? One language = one culture? Monolingualism – multilingualism Monolingualism – multilingualism Identity and L2-L3-L… Identity and L2-L3-L… EIL and English-knowing bilingualism EIL and English-knowing bilingualism

Paola Vettorel Verona University Identity and Culture in teaching EIL Culture and the English language classroom “Big C” and “small c” culture “Big C” and “small c” culture Images of culture in textbooks Images of culture in textbooks Stereotypes and C1 perceptions Stereotypes and C1 perceptions Softwares of the mind Softwares of the mind C1 and C2, C3, C… C1 and C2, C3, C…

Paola Vettorel Verona University Identity and Culture in teaching EIL Culture of the language classroom Invisible “small cultures” Invisible “small cultures” Inside and outside wolrds Inside and outside wolrds Cultures of learning Cultures of learning

Paola Vettorel Verona University Identity and Culture in teaching EIL EIL and teaching culture Ownership of English Ownership of English The “native speaker” issue The “native speaker” issue Which and whose culture? Which and whose culture? Cross-cultural issues Cross-cultural issues

Paola Vettorel Verona University Identity and Culture in teaching EIL Target-culture materials Target-culture textbook Source-culture teacher Source-culture student Target-culture teacher Source-culture student

Paola Vettorel Verona University Identity and Culture in teaching EIL Source-culture materials Source-culture textbook Source-culture teacher Source-culture student Target-culture teacher Source-culture student

Paola Vettorel Verona University Identity and Culture in teaching EIL International-culture materials International- culture textbook Target-culture teacher Source-culture student Source-culture teacher Source-culture student

Paola Vettorel Verona University Identity and Culture in teaching EIL EIL – community of practice Multilingual world Multilingual world Cultural identity: Cultural identity: –not of multiple native speakers, but of –multiplicity of social roles intercultural awareness

Paola Vettorel Verona University Identity and Culture in teaching EIL Intercultural competence Savoir être Savoir être Savoir Savoir Savoir comprendre Savoir comprendre Savoir apprendre Savoir apprendre Savoir s’engager Savoir s’engager Social identities into contexts (Byram 2001)

Paola Vettorel Verona University Identity and Culture in teaching EIL A third place Places found in dialogic processes Places found in dialogic processes A place where learner finds a place for him/herself A place where learner finds a place for him/herself Act of personal identity Reflect upon existing frames and create new ones

Paola Vettorel Verona University Identity and Culture in teaching EIL A shift in perspectives Not us/them but: Discovery of inner identity places of meaning Discovery of inner identity places of meaning Reaccomodate new worlds Reaccomodate new worlds ELF: a “hinge” between worlds and identities ELF: a “hinge” between worlds and identities

Paola Vettorel Verona University Identity and Culture in teaching EIL A third place and a voice in the language classroom Critical Language Pedagogy (Kramsch 1993)  Awareness of global context  Local knowledge  Ability to listen  Metatalk  Making do with words  Autonomy and control  The long haul

Paola Vettorel Verona University Identity and Culture in teaching EIL Strategies Cooperative learning Cooperative learning Project work Project work “World studies” “World studies” Literary texts as “defamiliarization” and place for personal meanings Literary texts as “defamiliarization” and place for personal meanings Cognitive and affective understanding Cognitive and affective understanding

Paola Vettorel Verona University Identity and Culture in teaching EIL Comenius Language-oriented Schools Partnership programmes Lifestyles – Italy/Denmark Topics chosen by students Topics chosen by students Mixed language groups Mixed language groups EIL and “minority” languages EIL and “minority” languages No target or source culture – a dialogic process No target or source culture – a dialogic process

Paola Vettorel Verona University Identity and Culture in teaching EIL Så skal der arbejdes!

Paola Vettorel Verona University Identity and Culture in teaching EIL I supporters per le nuove tecnologie... la presentazione del gruppo SPORTS Il gruppo FASHION

Paola Vettorel Verona University Identity and Culture in teaching EIL “Progetto Dossier” CLA Erasmus students – Verona CLA Erasmus students – Verona Topics chosen by students from their life experience of another culture Topics chosen by students from their life experience of another culture Peer presentations Peer presentations Meta-cultural reflection Meta-cultural reflection

Paola Vettorel Verona University Identity and Culture in teaching EIL

Identity and intercultural skills Development and awareness of own and others’ identities Development and awareness of own and others’ identities Cultural identity as a personal “third place” to be discovered and negotiated Cultural identity as a personal “third place” to be discovered and negotiated Classroom as an ‘intercultural climate’ Classroom as an ‘intercultural climate’ ‘popular cultures’ of learning subjects ‘popular cultures’ of learning subjects

Paola Vettorel Verona University Identity and Culture in teaching EIL A middle space… …where EIL/ELF can make different identities grow and meet …where EIL/ELF can make different identities grow and meet In a process of reflection and self- reflection In a process of reflection and self- reflection

Paola Vettorel Verona University Identity and Culture in teaching EIL “The spread of English is undeniable, and it is viewed by those who suffer from it as a totem for a certain Anglo-American ‘culture’ or way of life, but it is not clear whether the appropriate response in the long run is to make English and other languages into cultural icons, or to rely on the ” (Kramsch 1998) “The spread of English is undeniable, and it is viewed by those who suffer from it as a totem for a certain Anglo-American ‘culture’ or way of life, but it is not clear whether the appropriate response in the long run is to make English and other languages into cultural icons, or to rely on the remarkable ability that speakers have to create multiple cultural realities in any language” (Kramsch 1998)

Paola Vettorel Verona University Identity and Culture in teaching EIL Thank you for your attention