Introduction to Intercultural Competence & Interculturality (ENG3 Reflection)

Waking up to racism

This is my reflections on ‘discrimination’ (i.e., the denial of opportunities and equal rights to individuals and groups based on some type of arbitrary bias such as gender, race, social class, etc.) based on my personal experiences and/or commenting on episodes that happened to others, including those reported in the media.

Have you been subjected to discrimination?

Belgrade Bombing

I don't have a vivid memory of being discriminated against, and when I begin to think about it, I can only come up with episodes where I were given more privileges because of my white skin, supposed higher income or to the notion that I was a tourist.

The best example of discrimination I came across was on a train ride from Croatia to Serbia. I was traveling with a good friend, Chris, from the United States of America, who was slightly older than me and had sold his company to travel the world. This was not our first travel together and Chris had been in all corners of the world. A Serbian traveler entered our train compartment and sat down next to a person who had been scorning at us during our whole conversation. After the scorning person left, we asked the Serbian traveler if he knew why she looked at us so angrily.

"You are American", he said, "We don't like Americans".

Apparently there were bad blood after the Nato bombing of Serbia's capital city, Belgrade, in 1999 as part of the bombing of Yugoslavia. The general opinion amongst the Serbs seemed to be that it was all the Americans fault. Well, at least my American accent was good enough to fool a few Serbs, but it was a very different experience to visit Serbia, than any other country on our trip - so we decided to stay for a longer period!

When asking people for directions we were often ignored or cursed at. It was a very different experience. Frustrating, but exciting at the same time as I have never tried anything like it.

Identity negotiation and power

Discrimination can take place in relation to identities, linked to gender, religion, social class, race, culture, nationality, ethnicity, skin.

Problems arise when one or both interlocutors do not recognise multiplicity in others, denying any form of identity negotiation, and ascribing to the other a fixed identity, which may be based on nationality, but also on gender, race, social class, etc. This in turn can lead to discrimination, i.e. the denial of opportunities and equal rights to individuals. In some situations, it may be difficult or impossible for an individual or group to contest this ascription (e.g., due to lack of visibility in the media, or limited skills in the dominant language). In this sense, identities are related to power and voice
— IEREST, 2015

Self-assessment

Self Assessment

Individual work:

What are your expectations to intercultural competence in TEFL?

What are your experiences with intercultural competence, professionally and personally?

Common Objectives (FFM)

"Kultur- og Samfund" from year 1-10

1. - 4. klasse

Eleven kan sammenligne børns hverdag i engelsksprogede lande med egen hverdag
— FFM

5. - 7. klasse

Eleven kan indgå i enkle kulturmøder ved brug af forskellige medier.
— FFM

8. - 9. klasse

Eleven kan agere selvstændigt i internationale kulturmøder på baggrund af forståelse af kulturelle og samfundsmæssige forhold.
— FFM

Interkulturel kontakt

Fase 1

Færdighedsmål: Eleven kan kommunikere om egne og andres kulturmøder

Vidensmål: Eleven har viden om potentielle konfliktpunkter i kulturmøder

Fase 2

Færdighedsmål: Eleven kan agere i spontane internationale kulturmøder

Vidensmål: Eleven har viden om sproglige regler, normer og værdier i forskellige kulturer og samfund

Engelsk som adgang til verden

Fase 1

Færdighedsmål: Eleven kan forklare enkle forskelle på sproglige varianter i det engelske sprog

Vidensmål: Eleven har viden om varianter af engelsk på verdensplan

Fase 2

Færdighedsmål: Eleven kan anvende engelsk som internationalt kommunikationsmiddel i forskellige situationer

Vidensmål: Eleven har viden om samspil mellem sproglige og kulturelle normer i engelsksproglig kommunikation

Tekst og medier

Fase 1

Færdighedsmål: Eleven kan producere multimodale teksttyper på engelsk

Vidensmål: Eleven har viden om struktur og funktion i multimodale medier

Fase 2

Færdighedsmål: Eleven kan vurdere engelsksprogede tekster i forhold til genre og sprogbrug

Vidensmål: Eleven har viden om kriterier til vurdering af tekster

10. klasse

Eleven kan agere selvstændigt i internationale kulturmøder på baggrund af forståelse af kulturelle og samfundsmæssige forhold
— FFM

Interkulturel kontakt

Færdighedsmål: Eleven kan agere i spontane internationale kulturmøder

Vidensmål: Eleven har viden om sproglige regler, normer og værdier i forskellige kulturer og samfund

Engelsk som adgang til verden

Færdighedsmål: Eleven kan anvende engelsk som internationalt kommunikationsmiddel i forskellige situationer

Vidensmål: Eleven har viden om samspil mellem sproglige og kulturelle normer i engelsksproglig kommunikation

Tekst og medier

Færdighedsmål: Eleven kan præsentere og diskutere aktuelle nyheder fra engelsksprogede kilder

Vidensmål: Eleven har viden om engelsksprogede medier

 

In what ways do the common objectives relate to your understanding of intercultural competence?