Actividades infantil inglés multiculturalidad

CULTURE AND INTERCULTURAL

COMMUNICATION IN THE TEACHING OF A FOREING LANGUAGE

“Dossier of practices”

Surname: Bonilla Esteban

Name: Irene

Specialty: Preschool Teaching Degree

Grade: 4ºA

Subject: Culture and intercultural communication

in the teaching of a foreign language

Teacher: María Enriqueta Cortés De los Ríos

2 University of Almería, Culture and intercultural communication in the teaching of a foreign language

INDEX

Task 1: “Topics” 3

Task 2: “Cultural images and symbols” 5

Task 3: “Christmas” 10

Task 4: “Language and culture” 18

Task 5: “To stimulate pupils” 19

Task 6: “Case study: The five savoirs” 20

Bibliography 21

Annex 22


Task 1 “Topics”

What aspects or topics would you take into account to develop the intercultural

communication in the primary education classroom?

Communication is the process by which information can be transmitted from one

entity to another but traditionally; communication has been defined as "the exchange

of feelings, opinions, or other information by speech, writing or other signs."

Moreover, communication has three essential characteristics. These are:

1. Dynamic process: communication doesn’t have a specific duration or a

determined end.

2. Symbolic: we use words, gestures, facial expressions, etc to give information.

3. Systemic: Depending on the context where we are, our message will have a

different meaning.

When we speak of communication, we mustn’t forget that culture and communication

are always linked. These are conditioned by some aspects: for example, words have a

different meaning in each culture or the contextualization of communication change

depending of the culture.

So we can say intercultural communication is a situation of communication between

people from different cultural backgrounds.

On the one hand this is a real situation because actually there are increasingly the

students that come from other cultures in our schools.

On the other hand the study of a foreign language it’s an important subject and

intercultural communication it’s a principal objective of this subject.

For these reason, I think that it’s vital to develop the intercultural communication in

classroom. But we have to take into account some aspects to work this in our

classroom:

The most important is educate our students to be respectful with different cultures

that theirs.

For example, we can read texts which describe the experience of a foreigner

living in the pupils’ country.

We must teach all aspects of a culture, both internal aspects (ex. Clothing) and

external aspects (ex. Values).


A full activity would be an intercultural gastronomic party.

We will make comparisons of equality and difference between topics of our

culture and the culture that we teach to motivate students to be curious and

empathy with others.

Taking advantage of the technologies of our classroom, children can search

information, images or videos through internet.

Teachers must teach intercultural communication from childhood to secondary

school, but they must adapt contents to their ages.

With children of childhood we will teach by means of play and according the

age of children increases we will prepare activities which they have to work of a

more autonomous way.

The last aspect that I would take into account is teacher must create

communicative activities and situations where children learn about other cultures.

Any situation can be good to teach about culture above all daily situations. For

example, playing or talking with the students.


Task 2 “Cultural images and symbols”

Symbols are one of the main characteristics of culture. These symbols are people or

things that represent ideas. For example in Spain, castanets represent flamenco

dancing usually. The representation of abstract ideas through symbols is of Eastern

origin because it was in Egypt where started with hieroglyphic writing.

The culture consists of tangible and intangible elements that determine the lifestyle

and customs of a time or a group. Therefore, we consider that the symbols are part of

the culture.

As for the symbols in the UK, we can say there are many types depending on the

category which they belong. That is, there are symbols and images associated with

characters, food, social organization and political systems, etc.

Now, I´m going to do a short description of the symbols and images of the United

Kingdom I consider the most important:

Sights

Black cab: The first motorized black cab was an electric vehicle in London in 1897.

The first petrol cab emerged in 1903. The British cabs are licensed and approved

under the law of "Conditions of fitness” since 1903. This law considers the most

important is the passenger. Although these rules have been modified over time,

still continue in force through a division of the Metropolitan Police of London

called "Public carriage office."

Red bus: The double-decker buses are quite common all over the UK and can carry

65 seated passengers and 30 standing. Its length is between 9.5 and 10.9 meters,

and its height is 4.38 meters. They were created to transport more passengers to

have to not exceed legal limits on vehicle length.

An icon of these vehicles is called Routemaster, which has been linked to the public

transport network in London for nearly half a century after its commissioning in

1956.

Phone box: The General Post Office began to take over the country's telephone

service since 1912. The design of these early telephones, known as K1 (Kiosk 1)

were white and red as the corporate colour of the British postal service. It was not

until 1924 when the cabins were fully painted red. These were created by the


architect Sir Giles Gilbert Scott. The King George V was returned to delegate the

implementation of a new model and design to this architect on the occasion of the

celebration of the Jubilee in the twenty-fifth anniversary.

The new cabin was called as K6, becoming the most fame and popularity has

reached to our times.

Tower Bridge: The Tower Bridge is a bascule bridge in London that crosses the river

Thames. It is close to the Tower of London, which gives it its name.

During the latter part of the nineteenth century, economic development in east

London led to the need for a new crossing over the river below London Bridge.

A special committee was created to find a solution to pass over the river in 1876,

which held a competition to choose the design of future bridge and it was not until

1884 when the bridge created by Horace Jones, the City Architect, was approved.

The Jones’s design was a drawbridge of 244 meters in length, with two towers of

65 meters height with a hydraulic mechanism. Currently, the original hydraulic

machinery still opens the bridge, although it has been modified.

The Big Ben: Big Ben is the name by which it is known the great bell of the clock at

the north side of the Palace of Westminster, the seat of the Parliament of the

United Kingdom, London and by extension also popularly used for appoints the

clock tower. Its official name was Tower Clock until June 26, 2012, in honour of the

Diamond Jubilee of Queen Elizabeth II, it was decided that the tower would be

called Elizabeth Tower (tower Isabel).

Currency

The pound (pound sterling): It is the currency of the United Kingdom and the

Crown Dependencies and some British Overseas Territories. It money symbol is £

and comes from the Latin Libra, which referred to the unit of mass. One pound is

divided into one hundred pence. The full official name, pound sterling (plural

pounds sterling) is used mainly in formal contexts and also when it is necessary to

distinguish the currency used in the UK to those used in other countries and with

the same name. After the adoption of the euro by several countries, the British

became the world's oldest currency still in use.

Flag

Union flag: The flag of the United Kingdom is a combination of the crosses of the

patron saints of England, Scotland and Northern Ireland, three of the four regions,

along with Wales, formed the United Kingdom of Great Britain and Northern

Ireland. The final version of the Union Flag appeared in 1801, when the Union of


Great Britain with Ireland occurs, following which the cross of St. Patrick was

included.

Mythical figures

The Queen Elizabeth: Elizabeth II was born in London on April 21, 1926 and is the

current parliamentary monarch of sixteen sovereign states known as the Realms of

the Commonwealth of Nations. In its specific role as monarch of the United

Kingdom is itself the supreme governor of the Church of England. His political role

covering large areas has significant constitutional functions and acts as a focus for

national unity of the British and as a representative of his nation to the world. His

reign of 61 years is the second longest in British history.

The Queen's Guard: also called King's Guard and King's Life Guard when the

reigning monarch is male. These are the names given to contingents of infantry and

cavalry soldiers charged with guarding the official royal residences in London. The

British Army has regiments of both Horse Guards and Foot Guards predating the

English Restoration (1660), and since the reign of King Charles II these have been

responsible for guarding the Sovereign's palaces. Contrary to popular belief, they

are not purely ceremonial and are fully operational soldiers. Its peculiar uniform

comes from the previous British soldiers that they were called “redcoats” because

of the red uniforms formerly worn by the majority of regiments.

The Beatles: The Beatles were an English rock band that formed in Liverpool, in

1960. With John Lennon, Paul McCartney, George Harrison, and Ringo Starr, they

became widely regarded as the greatest and most influential act of the rock era.

Rooted in skiffle and 1950s rock and roll, the Beatles later experimented with

several genres, ranging from pop ballads to psychedelic rock, often incorporating

classical elements in innovative ways. According to the RIAA, the Beatles are the

best-selling band in the United States, with 177 million certified units. They have

had more number-one albums on the British charts and sold more singles in the UK

than any other act.

Typical Food

Five o´clock tea: The custom of the afternoon tea was invented by Anna, the sixth

Duchess of Bedford (1783-1857). At the time, it was customary among the upper

classes make a great breakfast, a small lunch and a late dinner. The Duchess used

to experience a feeling of exhaustion in the evening, which is why they ordered his

servants to serve tea and treats in your room. The experience was so pleasant that

Anna repeated it every afternoon thereafter. Soon, others followed suit and in a

http://en.wikipedia.org/wiki/Uniform


few decades the custom of tea it was fully established. At first, this practice was

reserved for the upper classes, but soon became so popular that tea shops began

to open to the general public.

Fish and chips: It is a fast food dish originated in the UK, England. The dish is

wrapped fish in a batter (flour, egg) accompanied by fried chips. Fried fish and

chips have appeared separately in different dishes for many years. The potato did

not reach the European continent until the sixteenth century. The dish became

popular in the circles London and southern England during the nineteenth century

and the writer Charles Dickens mentions a listing for frying fish (fried fish

warehouse) in his novel Oliver Twist, published in 1838. Moreover, in the north of

England at this time was already the tradition of frying "fingers" of potatoes. It is

unclear exactly when and where it fried both combined to become what we know

today. He certainly knows that Joseph Malin opened the first fish and chip shop in

London in 1860.

To end is shown on the next page a outline of symbols and images listed above.


Cultural images

and symbols

Definition

A cultural symbol or a image is a pictogram with

a own meaning. We represent ideas through

symbols which are accepted and recognised

by different cultures.

British symbols

Sights

Currency

Flag

People

Food


Task 3 “Christmas”

Use Christmas to teach how other cultures (British, Polish and Spanish) celebrate

this holiday. Design activities:

1. Contextualization

Justification:

In this case, I´m going to develop a daily schedule to teach preschool children about

some typical Christmas foods of their country (Spain) and other countries like Britain

and Poland. This daily schedule is within a didactic unit which has as main topic “The

Christmas” because these holidays form part of the most of cultures on the world.

On one hand, Christmas is a tradition celebrated in many countries, but not all

celebrate the same way. As it is a big celebration, remembrance is the most important

festival in the Christian world, which commemorates the birth of Jesus in Bethlehem,

as noted religious tradition.

On another hand, this holiday is expected by most children because they not have to

go to school and can spend hours with toys given away at this time.

For these reasons, we are going to take the advantage that students love Christmas to

developed the intercultural competence and teach about other languages and cultures

and how they celebrate this holiday.

Level: 2nd level of preschool education (4-5 years old)

Didactic Unit: “Christmas around the world”

Session: 3rd session (penultimate week)

Name of the session: “Traditional Christmas food”

2. Learning elements

General aims:

Be interested in a foreign language as a form of communication.

Have an approach to different cultures.


Understand messages appropriate to their age and cognitive development such

as stories or classroom vocabulary.

Specific aims:

Learn vocabulary related to typical Christmas food.

Identify Christmas customs of their own country and others.

Appreciate and respect all lifestyles and cultures.

Contents:

Know:

Important: Christmas

Food: Christmas cake, Kutia and Roscón de reyes (Kingcake)

Questions: What is it?

Know how to do:

Searching of information about the topic

Writing recipes through copying

Repeat the vocabulary

Know how to be:

Cooperation and participation in games.

Enthusiasm in learning new concepts.

Respect to classmates.

Showing interest to the learning of the foreign language.

Basic concept:

Left, between and right

Interdisciplinary subjects:

Plastic and artistic education

Cross curricular subjects:

Intercultural education

Moral and civic education


3. Development of basic skills

The basic skills are knowledge, abilities and attitudes that all children need for their

personal fulfillment, development and their inclusion in society. This section develops

the basic skills that I will use in de didactic unit. I think that all basic skills that exist are

fundamental in preschool education, for this reason I will work with all them. They are:

C1. Communication skills: The language is a way of learning, speech and

communication. Also we need to communicate with the goal to relate to other

people that is why communication is considered key to the overall development of

students.

In preschool education communication allows that child internalizes knowledge,

express feelings and desires and regulates their own behavior.

C2. Mathematical competence: This competence must be worked with games and

activities that develop children´s sensors abilities so they are set to become

increasingly competent in this area. For example, by measuring games.

C3. Competence in knowledge and interaction of the physical world: This

competence is achieved through activities that promote contact with certain

natural aspects.

C4. Data processing and digital competence: The use of technology is attractive to

children and motivates learning at early ages. We can use the computer as a tool

for bringing children to literacy, numerical activities, languages games and several

activities.

C5. Social and civic competence: This competence is aimed family and teachers

work together for children to become competent, assuming values and attitudes

and values for living in a democratic and participatory society.

C6. Cultural and artistic competence: We´ll work this competence a lot because it

gives very good results in preschool education.

Note: For this daily schedule we will work specially the skills that are underlined.


4. Common European Framework levels

We will take account the lowest levels of the Common European Framework sets, as our

students are beginning to learn a foreign language. These levels are:

Activities of speaking

Overall spoken interaction

A1 Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

Activities of writing

Overall writing production

A1 Can write simple isolated phrases and sentences.

Activities of listening

Overall listening comprehension

A1 Can follow speech which is very slow and carefully articulated, with long pauses for her/him to assimilate meaning.

Listening to announcements and instructions

A1 Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions.

Reading activities

Overall reading comprehension

A1 Can understand simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

Interactive activities

Overall spoken interaction

A1 Can interact in a simple way but communication is totally dependent on repetition at a slower rate of speech, rephrasing and repair. Can ask and answer simple questions, initiate and respond to simple statements in areas of immediate need or on very familiar topics.

Conversation

A1 Can make an introduction and use basic greeting and leave-taking expressions.

Can ask how people are and react to news.

Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to him/her in clear, slow and repeated speech by a sympathetic speaker.


5. Methodology

The methodology is very important because it tell us how to teach students. For this

reason, then it develop all methodological principles that will use to achieve the

objectives.

These are some of the methodological principles which we should have in mind to

design and develop in the didactic unit:

Work with groups because promotes cooperative learning and many social skills.

Sometimes we work with small groups or pairs and others times with large group.

The activities respect the principles of globalization and motivation. They will also

be flexible and varied and won´t last more than twenty minutes to avoid bore

students.

Learning should be significant to relate new knowledge and learned knowledge.

We need that students be active, participatory and a good value between teacher

and students in the classroom.

Regarding the organization, we start working with the main concepts then we

strengthen the vocabulary and finally we do evaluation and synthesis activities. It

should be clarify that we are going to do this didactic unit when children has

learned others important and basics concepts how the colors or shapes.

We use rich and varied materials that encourage experimentation and

manipulation of children. For example we use posters, technological resources or

real food.

Children are beginning in literacy at this age so we will do simple reading and

writing activities but mainly the activities will be will of observation, handling and

listening. We try that children start talking in English but we don’t force them.

We will do activities of group’s formation to promote coeducation and diversity in

children’s relations. For example: we will tell children that pick up a card of a bag

and they will group according to their colored card.

Finally, are very important the motor function and movement activities in this

didactic unit.

6. Assessment of the daily schedule

By evaluating pretend to know if students have achieved the objectives and not only

that, it allows us to analyze whether the activities proposed by the teacher were

appropriate or not, allowing us to modify those in need and keep those that have

actually fulfilled the function they wanted.


The evaluation that we will do must be continuous, global and formative. It will be

global because it allows knowing the development of all personality dimensions,

allowing assess the set of basic skills.

It will be ongoing as it will gather information and make decisions throughout the

process of teaching / learning. We say that is formative and guidance of the

educational process as it provides constant information that allows you to improve the

process and outcomes of the educational intervention.

Assessment Techniques:

Direct Observation and Systematic

Anecdotic registration

Oral dialogues at times like “the Assembly”

Assessments criteria:

Takes part of the activities.

Identifies vocabulary of food.

Shows interest to the learning of the foreign language.

Copy words or short sentences.

Assessment exercises:

Level of attainment Descriptor Excelent Good

Adequate

Require reinforcement

7. Develop of the daily schedule

Methods:

Learning guided by discovery

Indirect observation

Investigation at home

Group conversation


Techniques:

Carols recording (Jingle bells, Polish Carols and Mi burrito sabanero)

Placement of a map with the flags of Spain, United Kingdom and Poland

Images of typical Christmas desserts (Christmas cake, Kutia and Roscón de

Reyes)

Videos of the recipes

Creating a cookbook

Materials: a map, internet-enabled computer, paper, crayons, pencils, rubbers, a

blackboard, chalk and note to the families.

Methodology:

This section will be developed more deeply, the activities related to the topic because

other activities those are part of daily classroom activity.

Greeting: Children arrive to the classroom, sing the good morning song, place their

coats and bags and the sit in the assembly place.

Assembly: They will remember the carols they have previously learned. They will

hear one typical carol of each culture they are learning (Spain, England and

Poland).

Then, teacher will ask for any volunteer to put the flags of each country on the map

of the class (We will have worked this activity for the past weeks, so children will

have ability to do this activity without our help).

Learning situation: Teacher will show images of the three Christmas sweets that

will meet during this session (Kutia, Christmas cake and Roscón de reyes). We'll let

the children look at and talk about the pictures (Is difficult children speak in a

foreign language at this level so we will let they speak in their native language).

Next, we will name the name of each dessert and the image will stick beside the

flag of the country that belongs on the map. Therefore, the Christmas cake photo

will be stuck over the United Kingdom, the Kutia picture over Poland and finally the

Roscón de reyes over the map of Spain.

Explanation: Teacher will explain students that these are typical Christmas desserts

and they are going to learn a lot about them.

Indirect observation: Student will watch the videos of how to do these recipes in

small groups.

Routines: Children have their breakfast and time of break.


Relaxation: The break is finished and students go to the toilet and wash their

hands and their face.

Small group activity: Each group will copy a recipe on a paper with help from the

teacher, and then they will decorate it with pictures. The kids will remember what

they have seen in the videos, they will tell simple sentences to the teacher who will

write on the blackboard in English to they can copy the recipes. These will be

included in the cookbook they are making in the curse.

Research practices activity: Students will send to their families a note asking about

others typical Christmas recipes of Poland, Spain or United Kingdom. They will have

to search about this at home and bring to class the next day.

Sorted of materials and Farewell: They will sort the classroom materials and they

will say goodbye.

Curriculum adapted:

We make two types of activities: retroactive and proactive activities to adapt ourselves

to the need of each student.

Retroactive: Based on the internalization process of learning and continuous

assessment of students.

We will work individually the most important concepts of this daily schedule,

especially with materials create by students in class. For example: The map, the

cookbook…

Proactive: For students whose evolution is faster and demanding the extension

of concepts.

Children will use technological resources how videos or computer games and

besides we will do the technique of “student assistant” for students learn of others

classmates and they can review the main concepts.

Note: (SEE ANNEX FOR MORE INFORMATION)


Task 4 “Language and culture”

Why is language an important aspect of any culture?

In my opinion, language is a key aspect in all cultures because it is a link between the

individuality and the community. On the one hand, people get in touch with the world

and become in social being through language. On the other hand, people are

integrated into society and develop their personality thanks to communication that it

guarantees the access to the learning. Therefore, language is the core of any culture.

To conclude, I show a picture that it is a reflexion about the importance and the links

between language, culture and the literacy in our lives and in the education system:


Task 5 “To stimulate pupils”

Do you think it is worth stimulating pupils to reflect on their own social identity

as well as learning about other’s, by reading texts which describe the experience

of a foreigner living in the pupils’ country? Why?

As teachers, I think working the social identity of students is a key factor, since it allows

developing intercultural competence. If we read texts which describe the experience

of a foreigner living in our country, we can talk about the text after reading and we can

ask our foreign students about their experiences. Also, our autochthonous students

can opine. Therefore, reading and speak about these texts allows the development of

some basic skills in children how empathy, role distance, tolerance and awareness of

the own identity.

A nice photograph about intercultural education


Task 6 “The five savoirs”

Read the following case and specify whether it contains instances of the five

“savoirs” necessary for the development of intercultural competence in Byram,

Gribkova and Starkey´s model (2002):

“THE FIVE SAVOIRS”

Kind of savoir... Appears in the text because...

Literal sentence...

1. Intercultural attitudes

The Spanish student want learn about English culture so he travel to United Kingdom.

“A Spanish student of English goes to the United Kingdom every year because he is

interested in how other people live…”

2. Knowledge He knows about customs of the English people.

“He was first shocked by cultural differences such as shop opening and closing times...and people eating a sandwich in the middle of the day instead of having their main meal then.”

3. Skills of interpreting and relating

He has related Spanish and English culture, realising that the workday in Spain is longer because they do more pause that in United Kingdom.

“..Such as shop opening and closing times (the latter much earlier than in Spain)...”

4. Skills of discovery and interaction

He has discovered people do a workday with no lunch break to finish more early their work and they do a little break.

“He has learnt that British people have a light meal in the middle of the day because they stay at work until the end of their working day, without a pause between 13.30 and

17.00...”

5. Critical cultural awareness

After knowing the English culture, they have recognised all practises must be accepted and valued equally.

“He tries to see the other culture in perspective and has realised that, as he

assumed before, Spanish practices are not universal nor more valid than other

practices.”


Bibliography

Books and text:

Madrid, d and Mclaren neil. 2005. University of Granada: Tefl in primary education.

Byram, M. And Zárate, g. Publishing year unknown. Definitions, objectives and assessment of sociocultural competence.

Ginés de los Ríos, M. E. 2013/2014 University of Almería: PPT “Cultural and intercultural communication in the teaching of a foreign language”.

Websites:

http://www.autosclasicosehistoricos.com/index.php/archivo/curiosidades/533-

taxi-la-historia-del-taxi-ingles.html

http://www.wikipedia.org/

http://www.youtube.com/watch?v=nepxzmtfbja

Http://www.projectbritain.com/

Http://www.anglik.net/britishlife.htm

Http://www.learnenglish.de/britishculture.html)

Http://www.linguee.es/espanol-ingles/search?source=auto&query

Http://www.elnuevodiario.com.ni/opinion/92959

Http://irimitea.blogspot.com.es/2011/01/five-oclock-tea.html

Http://www.slideshare.net/comeniuspurezacid/navidad-en-polonia-2segn-

espaa

Https://www.youtube.com/watch?v=wfrxkurfip0

Https://www.youtube.com/watch?v=ucg7a0zwowu

Https://www.youtube.com/watch?v=a8d_9zobpfq

Https://www.youtube.com/watch?v=nscbznnzcjo

Https://www.youtube.com/watch?v=ogjsyom8po8

Https://www.youtube.com/watch?v=eq34dstjslq

http://www.autosclasicosehistoricos.com/index.php/archivo/curiosidades/533-taxi-la-historia-del-taxi-ingles.html

http://www.autosclasicosehistoricos.com/index.php/archivo/curiosidades/533-taxi-la-historia-del-taxi-ingles.html

http://www.wikipedia.org/

http://www.youtube.com/watch?v=nEPxzMtFBJA

http://www.projectbritain.com/

http://www.anglik.net/britishlife.htm

http://www.learnenglish.de/britishculture.html

http://www.linguee.es/espanol-ingles/search?source=auto&query

http://www.elnuevodiario.com.ni/opinion/92959

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http://www.slideshare.net/comeniuspurezacid/navidad-en-polonia-2segn-espaa

http://www.slideshare.net/comeniuspurezacid/navidad-en-polonia-2segn-espaa

https://www.youtube.com/watch?v=wfrxkurfip0

https://www.youtube.com/watch?v=ucg7a0zwowu

https://www.youtube.com/watch?v=a8d_9zobpfq

https://www.youtube.com/watch?v=NSCBZnNZCJo

https://www.youtube.com/watch?v=ogjsyom8po8

https://www.youtube.com/watch?v=eq34dstjslq

ANNEX

1. Political map

2. Flags of United Kingdom, Spain and Poland (from top to bottom and left to right)

3. Images of the video songs


4. Videos of the recipes


Dear family,

I need look for information

about any typical Christmas

dessert from Spain, Poland or

United Kingdom.

Can you help me please?

Kisses

5. Images of the desserts and Note for families

Actividades infantil inglés multiculturalidad

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