Session Information
Contribution
Description: The European Union has called for a cohesive language learning policy, which enables European citizens "to become more open to others, their cultures and outlooks" (European Commission 2003, p.3). This draws explicit attention to linguistic diversity and intercultural understanding. If implemented through national education policies, this would help to address pressing issues of:
" learners' desires for knowledge of other cultures (Ulrich 2004)
" the need for acceptance of others - especially given the growth of far right movements across Europe
" citizenship and multiple identities
" employment needs - in terms of intercultural understanding and communication skills.
Worryingly, the English policy response has been to focus on improving teaching and learning, with little regard for intercultural aspects. In a context where language learning is not valued by the majority of pupils and fewer are opting to study these for examination purposes (CILT 2005), this is of particular concern. There have, however, been some encouraging moves in recent guidelines for practice (DfES 2003; DfES 2005) which include references to intercultural aspects of language learning. The question is therefore, whether these are actually making an impact in classrooms.
In this paper, we explore how far, in the light of the new guidelines, practitioners have made changes to include an intercultural dimension in their teaching. We also explore factors which might help or hinder the development of an intercultural dimension. Specifically, the following questions are addressed:
" How do teachers in England conceptualise the purposes of language learning?
" What do teachers think about the Framework Objectives of cultural knowledge and intercultural understanding?
" What are they doing to incorporate these Objectives into their teaching?
" What factors help or hinder them?
Methodology: We report data from three sources:
1. Analysis of European and national policy documentation relating to language learning
2. Data from a questionnaire administered to 90 curriculum leaders of secondary school language departments
3. Follow-up interviews with a subset of respondents.
Conclusions: The research provides an insight into how teachers in England are responding to calls to promote intercultural understanding within language teaching, and factors which may help or hinder this. This is timely, in view of the current challenges facing language teaching in England, and the role that languages must play in further European enlargement and unification. The findings may suggest new directions for policy and practice, and have wider ramifications with regard to broader social and economic aims, namely: citizenship, intercultural understanding, enhanced communication and employment opportunities.
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