APIBA Annual Seminar Ourselves –in English! October 17, 2015
Claudia Ferradas, PhD Aiming at intercultural competence Learning transforms who we are and what we can do. If our identity is transformed by everything we learn, this is particularly evident in foreign language learning, which involves an encounter between self and other: Every time language learners speak, they are not only exchanging information with their interlocutors; they are organizing and reorganizing a sense of who they are and how they relate to the social world. They are, in other words, engaged in identity construction and negotiation. (Norton 1997: 410) Rather than disguising our learners’ multiple identities behind the mask of an ideal native speaker, the overall aim of foreign language education, in Michael Byram’s words (1997), should be the development of an ‘intercultural speaker’. The ‘intercultural’ learner is one who is linguistically adept (although not ‘native speaker’ proficient) who has skills which enable him or her to identify cultural norms and values that are often implicit in the language and behaviour of the groups he or she meets, and who can articulate and negotiate a position with respect to those norms and values. (Corbett 2007: 41) It is on the basis of this conception that the Council of Europe’s Common European Framework of Reference for Languages advocates an ‘intercultural approach’: In an intercultural approach, it is a central objective of language education to promote the favourable development of the learner’s whole personality and sense of identity in response to the enriching experience of otherness in language and culture. (Council of Europe 2001:1) The Núcleos de Aprendizajes Prioritarios de Lenguas Extranjeras also highlight the importance of intercultural awareness: Esta perspectiva de enseñanza de lenguas… promueve enfoques multidisciplinarios y combina el aprendizaje de lenguas con la capacidad de reflexión y disposición crítica necesaria para convivir en sociedades de gran diversidad cultural; en otras palabras, propicia la participación activa en procesos democráticos y contribuye a la educación para la ciudadanía y la paz. (Consejo Federal de Educación 2012: 2) How can learners profit from the enriching experience of coming into contact with otherness by reflecting on their own values and identity and on the construction of their self-image?