TY - ABST
T1 - Language creates different discourses about the world
AU - Jensen, Benthe Fogh
PY - 2024
Y1 - 2024
N2 - Language Creates Different Discourses about the WorldIn a research project funded by Danish National Centre for Foreign Languages (NCFF), carried out in a lower secondary school EFL class, the Five-Phase-Model model was developed. The model offers an integration of issues on culture and students’ linguistic development. During the talk, I will present elements of each phase, including relevant theoretical perspectives and examples of task and activities.SummaryThe presentation begins with the theoretical background of the Five-Phase-Model, based on a non-essentialist view on culture as ways of acting in different communities, linked to identity, how to understand oneself and each other in different cultural communities (Holliday, Kullman & Hyde 2004), and intercultural competence, as the ability to mediate between cultures, to handle and relate to diversity and through dialogue, investigate and relate to other peoples’ perspectives (Byram 2000). The examples are from a teaching unit about ‘gender roles and expectations’, planned and carried out in a Danish EFL class with their teacher.Phase 1 is about noticing a cultural phenomenon, how incomplete perceptions of ‘the other’ may develop into stereotypes and prejudices. Activities here are about consciousness raising.In phase 2, discourse analysis (Kramsch 2011) is being used to learn about how words may symbolize attitudes and ways of thinking, ways of positioning ourselves as members of cultural communities and ways of relating to other texts and implicit values. Examples of activities will include scaffolding discourse analysis, here a film clip and a poster.Eventually, students will write an argumentative text about their views on gender roles. Hence, Phase 3 is concerned with analyzing and understanding the output genre. Linguistic focus is on modality for sharpening or alleviating arguments and attitudes, exemplified in grammar tasks.Phase 4 is individual text construction, feedback and ideas to different ways of using social media as inspiration.Phase 5 is about reflecting on language learning and personal development within the theme.
AB - Language Creates Different Discourses about the WorldIn a research project funded by Danish National Centre for Foreign Languages (NCFF), carried out in a lower secondary school EFL class, the Five-Phase-Model model was developed. The model offers an integration of issues on culture and students’ linguistic development. During the talk, I will present elements of each phase, including relevant theoretical perspectives and examples of task and activities.SummaryThe presentation begins with the theoretical background of the Five-Phase-Model, based on a non-essentialist view on culture as ways of acting in different communities, linked to identity, how to understand oneself and each other in different cultural communities (Holliday, Kullman & Hyde 2004), and intercultural competence, as the ability to mediate between cultures, to handle and relate to diversity and through dialogue, investigate and relate to other peoples’ perspectives (Byram 2000). The examples are from a teaching unit about ‘gender roles and expectations’, planned and carried out in a Danish EFL class with their teacher.Phase 1 is about noticing a cultural phenomenon, how incomplete perceptions of ‘the other’ may develop into stereotypes and prejudices. Activities here are about consciousness raising.In phase 2, discourse analysis (Kramsch 2011) is being used to learn about how words may symbolize attitudes and ways of thinking, ways of positioning ourselves as members of cultural communities and ways of relating to other texts and implicit values. Examples of activities will include scaffolding discourse analysis, here a film clip and a poster.Eventually, students will write an argumentative text about their views on gender roles. Hence, Phase 3 is concerned with analyzing and understanding the output genre. Linguistic focus is on modality for sharpening or alleviating arguments and attitudes, exemplified in grammar tasks.Phase 4 is individual text construction, feedback and ideas to different ways of using social media as inspiration.Phase 5 is about reflecting on language learning and personal development within the theme.
UR - https://www.iatefl.org/conference/iatefl2024-overview
M3 - Abstract
SP - 64
T2 - The 57th International IATEFL Conference and Exhibition
Y2 - 16 April 2024 through 19 April 2024
ER -