1. ELP-TT Training teachers to use the European Language Portfolio Short-term project 2008-2009 ELP_TT2 Project coordinator: Margarete Nezbeda, Austria

2. ELP-TT ELP and intercultural aspects Based on a workshop held by Dick Meijer in Skopje (adapted by Margarete Nezbeda)

3. ELP-TT CEFR and interculturality In Principles and Guidelines (2000) the ELP 'reflects the Council of Europe's concern with … respect for diversity and ways of life‘. ELP is a 'tool to promote plurilingualism and pluriculturalism‘.

4. ELP-TT Some definitions: „Big C“ Culture versus „little c“ culture (Halverson, 1985) „Collective programming of the mind which distinguishes the members of one group or category of people from another.“ (Hofstede)  „Pyramid model“: 3 levels: universal – cultural - personal

5. ELP-TT Some definitions: „Iceberg analogy“ (Brembeck): Only the tip is visible (e.g. language, food, appearance…) – biggest part: invisible (communication style, attitudes, beliefs, values, perception…) „Culture hides more than it reveals…“ (Hall, 1959)

6. ELP-TT Some definitions: Enculturation: cultural learning in a native context Acculturation: cultural learning in a non- native context  „culture bumps“ and „culture shock“ may occur

7. ELP-TT Some more definitions Multicultural (society): Different cultures exist side by side Pluricultural: A person becomes pluricultural when she/he has gained access to more than one culture Intercultural situation: two or more pluricultural individuals interact ICC: Intercultural communicative competence: „the ability to cope with one‘s own cultural background in interaction with others“ (Beneke, 2000)

8. ELP-TT CEFR and interculturality Intercultural awareness includes an awareness of … diversity. Intercultural skills and know-how include: –Ability to bring culture of origin and foreign culture into relation with each other –Cultural sensitivity/ability for a variety of strategies for contact –The role of cultural intermediary –Ability to overcome stereotyped relationships (Common European Framework of Reference, 2001)

9. ELP-TT The challenge of intercultural competence Note: Cultural knowledge is not the same as intercultural competence (Little/Simpson, 2003) Intercultural competence needs relevant cultural knowledge (including knowledge of culture of origin) Intercultural competence also depends on other factors (e.g. the individual’s affective and attitudinal orientation and personal skills) It is difficult to judge one’s own intercultural competence

10. ELP-TT ELP and intercultural aspects Language Passport reports …. significant language and intercultural learning experiences. Language Biography is organised to promote plurilingualism … Dossier offers the opportunity to select materials to document and illustrate … experiences (Principles and Guidelines, 2004)

11. ELP-TT Role of the ELP ELP could and should play an important role in stimulating thinking about: –Cultural differences –Reflection on experiences (in terms of location and intensity) Location: work, travel, study Intensity: frequency, duration, involvement, significance for oneself. (Little and Simpson, 2003)

12. ELP-TT Recording and reflecting intercultural experiences Questions to be considered in order to record intercultural experiences in the ELP: –Where, with whom and in what context (location)? –What kind of experience (intensity)? –What was my response? –Why did I respond the way I did?

13. ELP-TT In the classroom Possibilities of bringing the target culture into the classroom: –Native speakers (neighbourhood, international companies, language assistants) –Media (journals, newspapers, internet) –Correspondence projects (e-mail, letters, chat- sessions) –Virtual exchanges –Simulations But: Take account of cultural similarities and do not just focus on cultural differences!

14. ELP-TT Task: Develop a biography Task: Develop your own (foreign) identity: –Name, year of birth, city, the place you live in, school, family, occupation of parents, … –Search for information about city, neighbourhood. Look for communicative activities (can do's) in ELP. Perform them Two goals for (young) learners: –To gain intercultural experience by checking and exchanging information with other learners – To develop awareness of own culture.

15. ELP-TT How to go about it Collect relevant knowledge Check information through resource persons (teachers, natives, ….)  awareness raising. Combine with exchange programmes (real or virtual)  intercultural experiences possible Note: resource persons are always 'experts of their own culture' in eyes of learner!

16. ELP-TT Combining intercultural learning and language learning (five skills): –By performing role plays (e.g. making appointments to visit a football match, movie,…; inviting guests to a party)  spoken interaction –By talking about oneself and one’s family, one’s country, one’s home-town  spoken production –By reading (local) newspapers, journals (on the internet)  reading –By listening to news on the internet/watching TV etc.  listening –By writing post-cards, e-mails, letters to the editor, reviews, etc.  writing

17. ELP-TT Outcomes There was continuous discourse between foreign and own culture Spoken interaction became a natural part of classroom work ELP can do's in spoken interaction  no problem Intercultural experiences through verification sometimes difficult Learners and teachers were very enthusiastic about the project (and developed it further)

18. ELP-TT References Groenewold,P.,1997:'Land in Sicht'. Landeskunde als Dialog der Identitäten am Beispiel des deutschen-niederländischen Begegnungsdiskurses, Groningen. [Dialogue of identities: Dutch- German imagological discourse] Little,D. and B.Simpson, 2003: European Language Portfolio. The intercultural component and Learning how to learn. Strasbourg: Council of Europe Schneider,G. and P.Lenz, 2001: European Language Portfolio: Guide for developers. Strasbourg: Council of Europe