Concepts and Rationale

Intercultural Language Teaching

Intercultural language teaching (ILT) asserts that interpersonal contexts provide the best settings for:

• acquisition of other languages
• appreciation of other cultures.

Bodies of factual knowledge, whether of:

• 'language' (vocabulary, functions, genres) or
  
• 'culture' (social, political, historical data)

...are neither the goal, nor the optimal means, of language learning.

ILT recognises that each language and its culture are inextricably related.

ILT aims to equip learners with the skills required for intercultural competence.

Intercultural Competence

Intercultural competence is not learning about another culture and comparing it to one's own.

Intercultural competence comes into play when the learner participates in situations of intercultural encounter, rather than just observing them.

Intercultural competence is incorporating awareness of cultural difference into effective negotiation, so that learners can arrive at satisfying personal decisions in situations of intercultural encounter.

The 'Third Place' refers to a position of informed, emphatic understanding between the learner's 'First Place' in his/her own culture and the 'Second Place' of the target culture.

It is essential that learners make their own informed decisions in arriving at their 'Third Place'.

The Quest for Empathy

No human culture is static. Nevertheless, each culture, in its values, classifications and rules, describes for its members deep beliefs about the way things are, and should be.

Culture informs individuals; it does not mass produce stereotypes.

Human development is interactive: between individuals and groups, across borders, beyond our inherited, cultural 'maps'.

Intercultural competence:

• recognises the constructed nature of our cultural 'maps'
• engages the potential for understanding offered by the insights of other cultures
• responds to social, political and economic opportunities offered globally and within Australia.

The more we understand the interdependence of our world, the more we need to appreciate the diversity of cultures, races, opinions, religions, beliefs, languages and world views.'

The Role of Language

Language skills are critical to developing intercultural competence.

Maximum use of the target language makes the ILT classroom input-rich.

Comprehensive input promotes:

• acquisition
• recognition of language functions
• culturally valued language use.

Strategic use of the first language supports discussion and reflection when necessary.