Intercultural Awareness

Savoirs (Intercultural knowledge) / Savoir-faire (Intercultural know how) / Savoir-être (Intercultural being)
What?
Collective memory:
  • History/geography of a target culture
  • Civilization (arts, literature, music, paintings)
Sociocultural context:
  • Facts/events linked to society, culture and identity (beliefs, values, attitudes, interpersonal relationships)
Diversity in ways of living:
  • Facts about daily living
  • Habits, customs, institutions, norms, stereotypes, artefacts
Authentic materials / What?
  • Know how to function linguistically in the target language (apply in certain contexts, knowledge and the target language)
  • Know how to adjust to social and cultural environments and interact (be aware of different contexts and ways of living, apply experiences in the target language to use their communicative competence as intercultural speakers)
  • Know how to integrate target language and culture and negotiate (be able to interact, adjust, integrate, interpret and negotiate in different cultural contexts)
Dialogue, social situations, role-play, interaction, dealing withmisunderstanding and conflict / What?
  • Sensitivity – be sensitive to others and other cultures
  • Cultural consciousness – develop relationships (individual/collective)
  • Know how to understand
  • Critical awareness – know oneself, self-identify, take into account other identities
  • Know how to accept and to interpret – respect values of others and other cultures
  • Transcultural competence – value the ‘other’
  • Know how to internalize – integrate new beliefs, attitudes and values in reference to their own; readjust one’s views, serve as a cultural mediator
Openness, reflection, awareness of stereotypes andgeneralizations, enrichment for ‘self’ as well as the ‘other’
Connections to curriculum expectations:
Specific expectation 3.1 – Intercultural Awareness in all strands / Connections to curriculum expectations:
Specific expectation 3.2 – Awareness of Sociolinguistic Conventions in all strands / Connections to curriculum expectations:
Specific expectations 3.1 – Intercultural Awareness and 3.2 Awareness of Sociolinguistic Conventions
Additional handouts: Profiles of competence and indicatorslinked to Savoirs
Source: Lussier, D. & al. (juillet, 2007). Guidelines to assess ICC. Centre européen pour les langues vivantes. Strasbourg: Editions du Conseil de l’Europe. / Additional handouts: Profiles of competence and indicatorslinked to Savoir-faire
Source: Lussier, D. & al. (juillet, 2007). Guidelines to assess ICC. Centre européen pour les langues vivantes. Strasbourg: Editions du Conseil de l’Europe. / Additional handouts: Profiles of competence and indicatorslinked to Savoir-être
Source: Lussier, D. & al. (juillet, 2007). Guidelines to assess ICC. Centre européen pour les langues vivantes. Strasbourg: Editions du Conseil de l’Europe.

How do you see yourself? (cultural representation) What is your cultural capital? What influenced your perceptions the most about different target-language speaking people andcommunities?