The intercultural dimension in beginner English

Opgaven er kvalitetssikret af redaktionen på Læ
  • Lærerstuderende 3. år
  • Engelsk
  • Ingen givet
  • 5
  • 1428
  • PDF
  • Læreruddannelsen Silkeborg
  • 2005
  • 21-08-2005

Synopsis: The intercultural dimension in beginner English

The intercultural dimension in beginner English

• How do young learners learn a language?
o What does Common Aims suggest, and which teaching methodologies are viewed as best for young learners?

• Why is intercultural awareness significant?
o There are demands to equip students with multicultural competences, to be able to cope in an ever changing world. Is it realistic to think we can begin to prepare today's young learners for tomorrow's society?

• How can our teaching plan incorporate these aspects for our third year learners?
o We have come up with a teaching plan for a period of 3 weeks. Our starting point is Common Aims' view on language learning for young learners. We have mixed these views and methodologies with an intercultural dimension.


Thankfully the extensive discussion of whether or not to start teaching English in the third year is over. The politicians and experts have made the decision and consequently all Danish students must start their English education in their third year. We can now as future teachers concentrate on
“getting on with the job”.
The discussions have however, been extremely beneficial for the English Language teaching profession in Danish schools, attention on the how's, when's and not least why's has manifested in reformed Central Knowledge and Proficiency areas, new aims and common objectives for learning English and finally guidelines for subject standards and the progression and continuity of the teaching. “Getting on with the job” can therefore be some what easier when following the National guidelines.
In this paper we wish to focus on an area we feel both important, and one that can cause difficulties when introduced to young learners with a limited vocabulary: Intercultural awareness and how to incorporate these international aspects in accordance with the threshold objectives set for the third and fourth year learners. There are several reasons why we want to focus on this area. The first is seeing the English subject in a broader perspective and not just as a language for communication. In today's society understanding culture, ones own and other's, is a competence which is more and more relevant. According to P.O. Mortensen this is what we gain from an early English start... Køb adgang for at læse mere

The intercultural dimension in beginner English

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