TFL1 Rüschoff at Universität Duisburg-Essen

- content

- context

- process

•  text authenticity
•  topic authenticity
• learner authenticity
•  learning authenticity
•  classroom authenticity

> _<  input authenticity

>_>  task authenticity

•  socio-linguistic Knowledge

       = change attitudes & music

•  important in everyday behaviour, situations, religious beliefs, values and attitudes
•  not only background studies

        -> cover literature, well-known                    

          pieces of art, everyday                             

          phenomena and cultural practice

- include material based learning and working with media and documents

- main aim in classroom to enable students: 

•  analyse cultural meaning being covered by authentic materials, documents and events
•  reflect and explain such meanings
• relate them to "documents" from their own culture

- speaking, writing collaborative dialogue, private speech, verbalizing

-> comprehensive output

•  Intercultural Communicative Competence
•  section an ICC elements based on COMENIUS Project

•  curiosity and openess towards other cultures
•  "cultural sensitivity", "tolerance of ambiguity", respect of otherness", "empathy"
• willingness to relativize own culture by questioning values and beliefs
• classroom: focus on what natures have in common

          - start from similarities

          - not reinforce stereotypes 

•  critical cultural awareness is the aim of intercultural learning
•  students should be able to perceive and critically evaluate perspectives, practices and products in own and target cultures and countries
•  balancing own perspective in relation to other
•  intercultural sensitivity

- ability to acquire new Kkowledge of a culture and cultural practices 

+ ability to use this knowledge attitudes and skills in real life 

•  control: foreign language skills
•  students need to explain, enquire

+ culture-appropriate strategies of interaction e.g. politeness

• combination of knowledge, skills, attitudes and behaviours
• allow speaker to recognize, understand, interpre and accept other ways of living and thinking beyond his/ her home culture

•  in-between cultures as a result of reflective and interactive processes in-between C1&C2

           -> including: 

            -  the foreign culture's self image 

            -  the foreign culture's view of                       own culture

            - one's view of foreign culture

            - one's view of own culture

- Discourse competence

- Socio-cultural competence

- Linguistic competence

- Functional competence

- Strategic competence