4 research outputs found
Developing intercultural competence by teaching literature : principles and practice from a case-study in two Algerian universities
This study investigates the use of literary texts for intercultural learning using a Master course of English as a foreign language in Algeria as an empirical example. We first define essential concepts that guided this course -'culture', 'language-culture nexus' and 'intercultural competence' - before we explain the socio-linguistic and socio-cultural context in Algeria, as it is the foundation of the choice of literary texts. The empirical study was an action research project that took place in two universities. We explain the research methodology and teaching methodology in which lessons were planned on the basis of Byram's model (1997) of intercultural communicative competence. Inthe analysis we draw on the existing literature and extracts from the students' discussions and worksheets to argue for the significance of using literary texts in encouraging 'aesthetic reading' leading to empathetic responses that were significant in developing intercultural communicative competence. Finally, we provide recommendations in terms of theory and practice for teachers and syllabus designers who intend to use literary texts for intercultural learning.En este artĂculo se analiza la utilizaciĂłn de textos literarios para el aprendizaje intercultural partiendo de un curso de Máster de inglĂ©s lengua extranjera en Argelia como ejemplo empĂrico. En primer lugar, se definen los conceptos esenciales que sirvieron de guĂa en dicho curso - "cultura", "nexo entre lengua y cultura" y "competencia intercultural" - antes de exponer el contexto sociolingĂĽĂstico y sociocultural de Argelia, que fundamentĂł la selecciĂłn de los textos literarios. El trabajo empĂrico se enmarca en un proyecto de acciĂłn-investigaciĂłn realizado en dos universidades. Se presenta la metodologĂa de dicha investigaciĂłn asĂ como la metodologĂa didáctica aplicada, basada en el modelo de competencia comunicativa intercultural propuesto por Byram (1997). El análisis se apoya en la literatura existente y en extractos de debates y actividades realizados por los alumnos para demostrar la importancia del empleo de textos literarios que promuevan una "lectura estĂ©tica" que facilite respuestas empáticas que favorezcan a su vez el desarrollo de la competencia comunicativa intercultural. Finalmente, ofrecemos recomendaciones tanto en lo que atañe a la teorĂa como a la práctica a profesores y programadores de cursos que pretendan emplear textos literarios para el aprendizaje intercultural.Cette contribution prĂ©sente une recherche sur l'utilisation de textes littĂ©raires pour l'apprentissage interculturel Ă partir de l'exemple empirique d'un cours de Master d'anglais langue Ă©trangère en AlgĂ©rie. Nous dĂ©finissons en premier lieu les concepts essentiels adoptĂ©s pour ce cours : "culture", "lien entre langue et culture" et "compĂ©tence interculturelle". Est prĂ©sentĂ© ensuite le contexte sociolinguistique et socioculturel Ă partir duquel a Ă©tĂ© effectuĂ© le choix des textes littĂ©raires. L'Ă©tude empirique est un projet d'action-recherche menĂ© dans deux universitĂ©s. Nous prĂ©sentons la mĂ©thodologie de la recherche et la mĂ©thodologie didactique suivie, conçue sur le modèle de compĂ©tence communicative interculturelle proposĂ© par Byram (1997). L'analyse prend pour rĂ©fĂ©rence Ă cet Ă©gard la littĂ©rature existante ainsi que des extraits de dĂ©bats et d'activitĂ©s rĂ©alisĂ©s par les Ă©tudiants qui prĂ´nent l'importance de l'emploi de textes littĂ©raires qui encouragent la "lecture esthĂ©tique" afin de susciter des rĂ©ponses empathiques favorisant le dĂ©veloppement de la compĂ©tence communicative interculturelle. Finalement, nous formulons des recommandations concernant la thĂ©orie et la pratique destinĂ©es aux enseignants et aux concepteurs de programmes d'Ă©tudes dĂ©sireux d'employer des textes littĂ©raires pour l'apprentissage interculturel
Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
This thesis addresses a significant question of how literary texts can be used in an EFL classroom to teach intercultural communicative competence. It investigates students’ learning of intercultural communicative competence and their experience of a pedagogy that introduces literary texts for this objective.
The research is interdisciplinary in nature and adopts theories from the field of teaching literature and the field of intercultural education from a global perspective to frame the study, taking into account the local social context.
Adopting an interpretive approach based on social constructionism, this study is based on qualitative data elicited during an action research project, and presents an analysis of the students’ learning and their awareness of their learning experience according to data collected from different sources and perspectives.
The empirical study shows the application of theoretical models from interdisciplinary fields of study to pedagogical practices. In addition, it offers theoretical conceptualizations of key concepts specific to the context of this study taking into account the different political, social and linguistic tensions, especially that the intercultural dimension is emerging in the educational context of this study, Algeria.
Overall, the study shows that, using a specific teaching approach, literary texts have great potential in teaching intercultural communicative competence as well as for intercultural citizenship education. However, the degree to which the students themselves were conscious of their learning outcomes varied. The majority of the students enjoyed their learning experience with literary texts, but some students highlighted some challenges they faced that have significant implications for future research and scholarship.
The study provides valuable insights for teachers and researchers in the area of intercultural education, especially for those in Algeria, or other similar contexts, where the students have limited exposure to diversity within their society. It also has implications to be taken into consideration for syllabus designers who attempt to include the intercultural dimension in their syllabus. Finally, the implications of this study are relevant for teachers of literature or EFL teachers who attempt to introduce literary texts into their pedagogical practices
Developing Intercultural Competence by Teaching Literature
This study investigates the use of literary texts for intercultural learning using a Master course of English as a foreign language in Algeria as an empirical example. We first define essential concepts that guided this course -'culture', 'language-culture nexus' and 'intercultural competence' - before we explain the socio-linguistic and socio-cultural context in Algeria, as it is the foundation of the choice of literary texts. The empirical study was an action research project that took place in two universities. We explain the research methodology and teaching methodology in which lessons were planned on the basis of Byram's model (1997) of intercultural communicative competence. Inthe analysis we draw on the existing literature and extracts from the students' discussions and worksheets to argue for the significance of using literary texts in encouraging 'aesthetic reading' leading to empathetic responses that were significant in developing intercultural communicative competence. Finally, we provide recommendations in terms of theory and practice for teachers and syllabus designers who intend to use literary texts for intercultural learning.En este artĂculo se analiza la utilizaciĂłn de textos literarios para el aprendizaje intercultural partiendo de un curso de Máster de inglĂ©s lengua extranjera en Argelia como ejemplo empĂrico. En primer lugar, se definen los conceptos esenciales que sirvieron de guĂa en dicho curso - "cultura", "nexo entre lengua y cultura" y "competencia intercultural" - antes de exponer el contexto sociolingĂĽĂstico y sociocultural de Argelia, que fundamentĂł la selecciĂłn de los textos literarios. El trabajo empĂrico se enmarca en un proyecto de acciĂłn-investigaciĂłn realizado en dos universidades. Se presenta la metodologĂa de dicha investigaciĂłn asĂ como la metodologĂa didáctica aplicada, basada en el modelo de competencia comunicativa intercultural propuesto por Byram (1997). El análisis se apoya en la literatura existente y en extractos de debates y actividades realizados por los alumnos para demostrar la importancia del empleo de textos literarios que promuevan una "lectura estĂ©tica" que facilite respuestas empáticas que favorezcan a su vez el desarrollo de la competencia comunicativa intercultural. Finalmente, ofrecemos recomendaciones tanto en lo que atañe a la teorĂa como a la práctica a profesores y programadores de cursos que pretendan emplear textos literarios para el aprendizaje intercultural.Cette contribution prĂ©sente une recherche sur l'utilisation de textes littĂ©raires pour l'apprentissage interculturel Ă partir de l'exemple empirique d'un cours de Master d'anglais langue Ă©trangère en AlgĂ©rie. Nous dĂ©finissons en premier lieu les concepts essentiels adoptĂ©s pour ce cours : "culture", "lien entre langue et culture" et "compĂ©tence interculturelle". Est prĂ©sentĂ© ensuite le contexte sociolinguistique et socioculturel Ă partir duquel a Ă©tĂ© effectuĂ© le choix des textes littĂ©raires. L'Ă©tude empirique est un projet d'action-recherche menĂ© dans deux universitĂ©s. Nous prĂ©sentons la mĂ©thodologie de la recherche et la mĂ©thodologie didactique suivie, conçue sur le modèle de compĂ©tence communicative interculturelle proposĂ© par Byram (1997). L'analyse prend pour rĂ©fĂ©rence Ă cet Ă©gard la littĂ©rature existante ainsi que des extraits de dĂ©bats et d'activitĂ©s rĂ©alisĂ©s par les Ă©tudiants qui prĂ´nent l'importance de l'emploi de textes littĂ©raires qui encouragent la "lecture esthĂ©tique" afin de susciter des rĂ©ponses empathiques favorisant le dĂ©veloppement de la compĂ©tence communicative interculturelle. Finalement, nous formulons des recommandations concernant la thĂ©orie et la pratique destinĂ©es aux enseignants et aux concepteurs de programmes d'Ă©tudes dĂ©sireux d'employer des textes littĂ©raires pour l'apprentissage interculturel
Abstracts of 1st International Conference on Computational & Applied Physics
This book contains the abstracts of the papers presented at the International Conference on Computational & Applied Physics (ICCAP’2021) Organized by the Surfaces, Interfaces and Thin Films Laboratory (LASICOM), Department of Physics, Faculty of Science, University Saad Dahleb Blida 1, Algeria, held on 26–28 September 2021. The Conference had a variety of Plenary Lectures, Oral sessions, and E-Poster Presentations.
Conference Title: 1st International Conference on Computational & Applied PhysicsConference Acronym: ICCAP’2021Conference Date: 26–28 September 2021Conference Location: Online (Virtual Conference)Conference Organizer: Surfaces, Interfaces, and Thin Films Laboratory (LASICOM), Department of Physics, Faculty of Science, University Saad Dahleb Blida 1, Algeria