Socio-cultural interim worlds in foreign language teaching and learning.

Autor/in	Neuner, Gerhard
Titel	Socio-cultural interim worlds in foreign language teaching and learning.
Quelle	Aus: Intercultural competence. Strasbourg: Council of Europe Publishing (2003) S. 15-62Verfügbarkeit
Beigaben	Literaturangaben 37; Abbildungen 12
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehungsziel; Soziokulturelle Kompetenz; Ichbewusstsein; Individualität; Kommunikation; Kulturelle Identität; Wahrnehmung; Interkulturelle Bildung; Interkulturelles Lernen; Lernbedingungen; Lernen; Sprechfertigkeit; Didaktik; Lehren; Unterrichtsmethode; Grammatikunterricht; Sprachkompetenz; Sprechen; Fremdsprachenunterricht; Hörverständnis; Übersetzung; Weltbild; Kulturelle Bildung; Integration; Modell; Europa
Abstract	[In this article the author] traces the historical development within language teaching of the representation of other cultures, and the ways in which the political context, in particular the bilateral relations between countries, can affect those representations. The role of textbooks has been crucial in this and the author shows how these have reflected international political relations at specific points in European history. He contrasts this with the perceptions learners have, with the influence of learners' existing schemata and representations of other countries and cultures, showing that it is in the mutual influence of their own perceptions and of external representations, in textbooks and other media, that the interim worlds of learners' experience of other countries and cultures are created. He illustrates how this can and should be taken into consideration in teaching, how exercises and other teaching materials can be invented which take the processes of interaction between different representations of other countries into account. In the final stage of his argument the authors reminds us that what has hitherto been the focus of the conceptualisation of otherness in language teaching, namely the concept of a national culture and national identity symbolised and expressed in the language being taught, is now being questioned. The "culture of self" beyond national political and linguistic borders, is posited as a response to internationalisation and post-modern experience. In a "concrete utopia" of a community of such individuals, postulated by Jürgen Habermas in the late 1960s, the qualities which are now included more than ever in the aims of intercultural language teaching would be the basis for social interactions where prejudice, representations of national stereotypes and the potential conflict these create, would be overcome. For the author, the realisation of such a utopia might be achieved through creating a sense of European identity and community, and through ensuring that language and intercultural learning is accessible to all. In this, he makes explicit the relationship of language teaching to its political and social context, and the contribution language teaching can and must make towards the education of European citizens. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)