English teaching, intercultural dimension, content-based approach, language learning, cultural competence, language functions, teaching sequences, Coyle, Hood, Marsh, Halliday, Lázár, Huber-Kriegler, Lussier, Matei, Peck
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This document analyzes the importance of intercultural dimension and content-based approach in English language teaching, highlighting their benefits and applications.
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[...] I would even add, citing Coyle, Hood and Marsh, that the intercultural dimension and the content-based approach are respected and well combined. Bibliography Rogina-Braun Students' reactions to task-based language learning and teaching, 2008 Halliday Explorations in the functions of language Krashen, Terrell, The Natural Approach Coyle, Hood and Marsh, Characteristics of CLIL, 2010 Dale Tanner CLIL Activities: a resource for subject and language teachers Presence of the two didactic choices in the sequence and the student file Sequence Inter-cultural dimension Content-based approach Period 1 The excerpt « Carl's date » is part of the Pixar film « Up ». [...]
[...] In the presented sequence, we can list a certain number of resources and supports that will constitute the content of the sequence: - the video excerpt of "Up There" (Carl's date) - the sheet "Carl's date" - the sheet exercises "personality traits" - the file "revision about personality traits"" - the video on speed dating - the file "dating practices"" - the A4 sheet "dating practices" This sequence therefore respects the 4C framework established by Coyle, Hood and Marsh: it contains content, culture, communication and cognition. On the documents, we find different actions to be carried out thanks to the use of English. According to the couple Narcy-Combes, these will lead to a task related to everyday life. [...]
[...] It allows them to exchange with each other. The proposed resource file is carrier of skills in grammar and written production. Periods 4 and 5 Speed dating is a recent and trendy cultural practice that affects different ages. The video and the file on speed dating allow for the setting up of a real session. Period 6 The "Dating Practices" file first allows the romantic date in all cultures A grid of evaluation allows to synthesize similar profiles and to approach the notion of similarity and difference. [...]
[...] In terms of multicultural dimension, we could have proposed three female profiles, one of which would be the correct answer. After predicting which profile would suit Carl, we could watch the rest of the film. In terms of the content-based approach, I would have completed exercise 2 of the Personality trails revision dossier using facial photos to make it more accessible to learners who are less comfortable with vocabulary. Finally, if we rely on Lázár, Huber-Kriegler, Lussier, Matei and Peck, the duration of each period is missing as well as the evaluation part of the sequence on the storyboard and on the student file. [...]
[...] The first highlights the way to convey the language, particularly on which themes to choose resources. The second is presented in the form of a flight plan accompanied by a toolbox with the result of a final assignment. After defining them, we will analyze a sequence and a student dossier through these two didactic choices. Finally, I will propose some improvement and extension suggestions. Intercultural Dimension Definition: The intercultural dimension is an educational axis on a theme accessible to anyone wishing to learn a foreign language. [...]
