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Byram's Model of ICC

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Bernd Rueschoff

on 6 March 2017

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Transcript of Byram's Model of ICC

Byram's
Model of ICC:
Intercultural
Communicative
Competence
Communicative
Competence
Byram ICC
curiosity and openness towards other cultures.

"cultural sensitivity", "tolerance of ambiguity", "respect of otherness", and "empathy".

willingness with learners to relativize their own culture by questioning their existing values and beliefs.

Classroom to focus on what cultures have in common and to start from similarities and common perspectives instead of looking for differences in order not to reinforce existing stereotypes and prejudices.

Attitudes (savoir être)
Dell Hymes
Canale & Swain
Skills (II)
of discovery and interaction
(savoir apprendre/faire)

Critical cultural awareness
(savoir s’engager)


Skills (I)
of interpreting and relating
(savoir comprendre)

These skills include materials-based learning and working with media and documents.

It is a main aim in the classroom to enable students
... to analyse the cultural meaning being conveyed by authentic materials, documents or events,

... to reflect and explain such meanings

... and to relate them to "documents" from their own culture.

The ability to acquire new knowledge of a culture and cultural practices and the ability to use acquired knowledge, attitudes and skills in real-time communication (face-to-face-encounters) and interaction.

Foreign language skills are a central element, but in order to cope with such encounters, students need to be able to interpret, to explain, to enquire and also need culture-appropriate strategies of interaction, e.g. politeness.

Critical cultural awareness is the aim of intercultural learning.

Students should be able to perceive (see, hear and feel) and critically evaluate perspectives, practices and products in their own and the target cultures and countries.

In a process of balancing their own perspective in relation to the other perspectives students should develop intercultural sensitivity which is acceptance as well as tolerance towards intercultural phenomena.

Example
Madeleine: That’s how they are. Because they are richer than everyone else, so they have to insist their dramas are more significant. (Madeleine shakes her head) And my God, all that behaviour in restaurants …

Frances: What behaviour?

Madeleine: Even here, on the island, you hear them in restaurants …
Frances: Who?
Madeleine: Americans.
Frances: Oh.

Madeleine: ‘Does this chicken have skin on it?’ What’s that all about?

Frances: You tell me.

Madeleine: This incredible fear. This terror. What’s the waiter meant to say?

Frances: I don’t know.

Madeleine: ‘No, this chicken never had a skin. This chicken shivered skinless in its coop at night, just pure flesh and feather, terrified it might one day give an American a calorie.’

(Hare 2002: 10) >>> EXAMPLE of PRODUCT

Section on ICC elements based on:

COMENIUS Project

Intercultural Training for School International Co-ordinators' Teaching Resources

http://www.school-partnerships.eu
Knowledge (savoir)
You can only change your attitudes and values if you have socio-cultural knowledge. Knowledge is important not only in everyday behaviour situations, but also in terms of religious beliefs, values and attitudes.

Knowledge in a wider sense therefore goes far beyond "background studies" (so-called Landeskunde in Germany) - it covers not only literature and well-known pieces of art, so-called high culture or Culture with a capital C, - but also everyday phenomena and cultural practices, i.e. culture with a small c

All the world's a stage ...
... and I'm leaving on the next one!
William Shakespeare - All the world's a stage
(As You Like It)
All the world's a stage, and all the men and women merely players:
Full transcript