Analysis of Gyldendal Fagportral

This reflection encompasses the analysis of a teaching material / sequence platform conducted during a lesson.

Teaching Sequence: Southern Africa (for lower secondary school)

Link to the sequence: http://engelsk.gyldendal.dk/en/Indgange/Topics/Friend_or_Foe/Southern_Africa/Goal.aspx

The views on culture presented in the analysis will be marked by colours according to this order:

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Goals
After working with this topic, you should have a knowledge of the recent history of Southern Africa, especially of the countries of South Africa and Zimbabwe, and an understanding of how the interactions between native populations and European colonizers have shaped the modern societies that have now emerged in these countries.

Assessment Criteria:

  1. You should be able to understand both the gist of and specific information in texts on the subject of Southern African history and modern society in South Africa and Zimbabwe.

  2. You should be able to express your knowledge, ideas and opinions concerning aspects of Southern Africa’s history, development and current situation, and take part in discussions on the theme.
  3. You should be able to understand and make active use of a relevant vocabulary within the theme of Southern Africa’s history and development.
  4. You should have a knowledge of the way that historical events can influence the development of a country and the relationship between its citizens. You should also be able to relate this knowledge to your own life and experiences in Denmark.

 

2) Views of culture

Video from lesson 1:

 

  • European imperialism in Africa: Has a transnational and perhaps non-essentialist narrative perspective on the story of European imperialism in Africa, even though colonial history consisted of multiple, different European countries, conquering multiple different African countries.

 

 

Comprehension questions

There’s a national view since the questions are about a specific area.

E.g.:

1. How long did the colonial period in Southern Africa last?
2. Which countries in Southern Africa were British colonies?
3. Why did the British quarrel with the Dutch colony in Southern Africa?
5. What was the result of the Boer wars?

 

3) Identity and process of othering

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From lesson 2: Apartheid in process: An example of the “othering” that took place in the European narrative of black people.

Ellen Richardson: (description with representations without intersectionality – the subtextuality seems to be that she doesn’t agree with the acts)

Under Apartheid, people in South Africa were classified as belonging to a particular racial group: White, Black, Asian (or Indian) or Coloured. According to the Group Areas Act of 1950, the various racial groups had to be physically separated from each other. This meant that the country was divided into areas that were especially reserved for particular racial groups. Identity documents for Black and Coloured (othering and large-culture essentialism) people stopped them from moving into “White” areas. Sometimes members of the same family were classified in different racial groups and were forced to live apart.

It was difficult for non-White people to work in “White” areas. They had to have special permits and could not usually bring their families with them.

 

4) Representations (intersectionality/subtextuality)

 

Picture from ‘Apartheid – the background’

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This picture shows a representation of the South African people, both black and white fighting against the Apartheid.     

5) Intercultural narratives and discourses – language use in texts and media.

Heart of darkness (Book), Joseph Conrad (also identity and othering), ex. It tells a story from a time when native peoples of the African continent was considered savages.

Now when I was a little chap I had a passion for maps. I would look for hours at South America, or Africa, or Australia, and lose myself in all the glories of exploration. At that time there were many blank spaces on the earth, and when I saw one that looked particularly inviting on a map (but they all look that) I would put my finger on it and say, `When I grow up I will go there’.

Common Objectives for English after 7th grade
The teaching sequence is working towards the following Common Objectives within the “culture and society” field marked in bold:

Kultur og samfund Eleven kan indgå i enkle kulturmøder ved brug af forskellige medier Interkulturel kontakt Engelsk som adgang til verden Tekst og medier
1. Eleven kan give eksempler på forskelle og ligheder mellem kultur- og samfundsforhold i eget land og i engelsksprogede områder Eleven har viden om enkle kultur- og samfundsforhold i engelsksprogede områder Eleven kan deltage i udveksling af enkel information og produkter med elever i udlandet Eleven har viden om metoder til udveksling af information Eleven kan genkende typer af fagtekster på engelsk Eleven har viden om sproglige træk ved fagtekster
2. Eleven kan fortælle om kulturelle forskelle og ligheder i enkle kulturmøder Eleven har viden om udvalgte kultur- og samfundsgrupper Eleven kan med forberedelse og støtte bruge engelsk til internationale henvendelser Eleven har viden om engelsk som lingua franca Eleven kan sammenligne typer af fiktive tekster på engelsk Eleven har viden om enkle genretræk ved fiktionstekster
3. Eleven kan indgå i enkle forberedte kulturmøder Eleven har viden om sproglige regler, normer og værdier hos udvalgte grupper Eleven kan tage initiativ til kommunikation med personer i udlandet Eleven har viden om forskellige medier som adgang til international kontakt Eleven kan anvende varierede teksttyper i forskellige medier på engelsk Eleven har viden om sammenhæng mellem genre, indhold og formål

 

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Intercultural Learning

Reflection on the first lesson we were introduced to Michael Byram.

The Intercultural Speaker

An intercultural speaker is, according to Byram, a substitute for what used to be strived for (native speaker). “The phrase intercultural speaker was coined by Byram and Zarate in a working paper written for a group preparing what eventually became the Common European Framework of Reference for Languages of the Council of Europe (2001).“ (Byram, p.321). An intercultural speaker is – simply – a person who posses intercultural competencies. An intercultural speaker knows about conventions of communication and evaluation of phenomenon and knows about social distinctions and their principal markers.

 

Mediating between cultures/nations

Mediating between cultures is something that occurs when two interlocutors communicate and misunderstandings in fx. cultural differences are apparent. The resolvent of those misunderstandings by an intercultural speaker with strong intercultural competence is called mediating.

 

Shift towards students’ learning process

Due to a paradigm shift, there was a change in the view on teaching in general, where the focus shifted from teaching being content centered, to being student-centered.

 

Byram’s 5 Dimensions of the ICC-Model and Common Objectives to match

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  1. Skill of interpreting/relating: Eleven har viden om potentielle konfliktpunkter i kulturmøder
  2. Skills of discovery / interacting: Eleven kan agere i spontane internationale kulturmødes
  3. Knowledge: Eleven har viden om sproglige regler, normer og værdier i forskellige kulturer og samfund
  4. Attitudes: Eleven nysgerrig efter at høre andre typer af engelsk
  5. Critical Cultural Awareness: Eleven kan give eksempler på forskelle og ligheder mellem kultur- og samfundsforhold i eget land og i engelsksprogede områder. Eleven kan vurdere engelsksprogede tekster i forhold til genre og sprogbrug.

 

Criticism of the ICC-Model

The model has been criticised for its national orientation and ‘knowledge of the dominant culture in society’ (Matuso, 2012; Risager 2007; Spitzberg & Changnon, 2009) because the national and holistic perception of culture may lead to stereotyping and essentialist interpretations of intercultural encounters.

 

Intercultural Citizenship Education in Foreign Language Education

The undeniable structure of our societies, in the western world, is that of a multiculturalistic society. As the text mentions students, up until the paradigm shift, were not familiar or in direct contact with political processes: in Europe, there was a need to educate whole populations about the meaning of democracy, as many people had grown up without access to democratic processes.

There was a need to educate for an active citizen that could take part in society. Such a citizen is to be equipped with rational thought and critical evaluation of the subject matter. The intercultural citizenship term is an awareness that to be this active citizen in a multiculturalistic society, we need to be able to properæy “deal” with the diverse and plentiful cultures they will meet in their everyday life in their own society. As well, it’s important to note that we educate not only national citizens, but, more so and in addition to, global citizens, and these as well, perhaps even more so, need to be equipped with these skills, knowledge, and attitudes.
Critical cultural awareness according to Alred et al. promotes the importance of individuals being aware of their own ideology – political and/or religious – and the need to be explicit about and justify one’s criteria for evaluating other people’s actions, or the documents and events of other cultures, as well as one’s own (Alred et al., 2006, p. 124).

“Right then, write!”

Reflections on Susanne Jacobsen’s text Right then, write! published in Sproglæreren (april 2011)

Since the simple goals (Fælles Forenklede Mål) was adopted in 2009, it has become a task to all language teacher, not just Danish teachers, to work towards creating fluency and literacy within the students, thus Susanne Jacobsens article, speaks about how the language teachers should relate to this. This reflection will focus on the aspects of English as a subject in the Danish primary schools.

English has become a lingua franca on a global level, where only people with a decent understanding of the English language can orient themselves in the democratic debate within the global arena (p. 25). Thus, English is an indispensable source of knowledge and information and a weighty bildung factor (dannelsesfaktor). Meaning that not only are the students learning the language, but also about the language to understand the subject itself. One of the factors that Jacobsen highlights is scaffolding, as it is significantly important, when working on verbal communication and understanding of the language, which is highly context-dependent. When students are corporately working or they are interacting, the teacher can scaffold by offering the here-and-now vocabulary which is needed by the individual students – both previous to and during the task. Gibbon (2009) from the Australian genre-pedagogy states that the point is that, the gap between action and context-dependent language for some students is insurmountable, unless the scaffolded report is included (p.26). This means that group work, when learning a L2 language, is very important and highly beneficial for the students because they eventually will end up in a situation, where they have to discuss or bargain with group members, thus enabling them to test out their individual interlanguage hypotheses. Group work further fuels the sense of trust, which is an absolute necessary foundation for all language acquisition (Jacobsen og Olsen, 2011). The actual group work itself can then work as a type of scaffolding, that improves their language skills as they have to write later on – which is more complex, as writing often is a non-context dependant task. It is important, that the students learn to read and write nominalisations, i.e., words that are often constructed from verbs, but made into nouns, because it enables them to deal with abstract terms in an appropriate and complex language when writing. Jacobsen suggests sentence-matching games where the student has to compare a everyday language sentence with an abstract sentence with nominalisations, thus this allows students to find and realise, that persons and actions hide behind nominalisations (p.27).

The advanced level of communication in the English language, that the Danish students learn, is what gives the Danish school system points on the global scale (p.27), and Jacobsen adds, that if we don’t teach them this, we let down the students from a lower socio-economic background. It is the teacher’s task to create the contexts, in which the students can produce exactly the language, that fuels learning (Derewianka, 1990).

Literature:

Deriwianka, B, (1990): Rocks in the Head: Children and the Language of Geology, in: Carter, R. (red.): Knowledge about Language and the Curriculum. Hodder & Stoughton.

Jacobsen, S. (2011): Right then, write!. Sproglæreren

Jacobsen, S. & Olsen, M. (2011): Om klasseledelse og tryghed I engelsklærerens optic, in: Schmidt, M. (red): Klasseledelse og fag – at skabe klassekultur gennem fagdidaktiske valg, Dafolo