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National Conference on “Teaching and Learning Civic Education through EFL in Higher Education: Case National Conference on “Teaching and Learning Civic Education through EFL in Higher Education: Case Studies” 13 th and 14 th November, 2016 Intercultural Communicative Competence and English as a Lingua Franca A rite-of-passage to global citizenship Boudjemaa Dendenne Nachoua Kelkoula Université of Constantine University of Oran Terug naar eerste pagina

Global Citizenship Schattle defines global citizenship as “ways of thinking and living within multiple Global Citizenship Schattle defines global citizenship as “ways of thinking and living within multiple cross cutting communities, cities, regions, states, nations, and international collectives” (2007, p. 09) Terug naar eerste pagina

Global Citizenship n n develop critical thinking about complex global issues explore, develop, express Global Citizenship n n develop critical thinking about complex global issues explore, develop, express your values and opinions develop listening to and respecting other people’s point of view Show to exercise your own rights and responsibilities to others Terug naar eerste pagina

A Global Citizen n n n Has an understanding of how the world works. A Global Citizen n n n Has an understanding of how the world works. Respects and values diversity. Is outraged by social injustice. Participates and contributes in the community at a range of levels. Is willing to make the world a more equitable and sustainable place. Takes responsibility for his or her actions. Terug naar eerste pagina

The Significance of Global Citizenship n It raises awareness of the world from a The Significance of Global Citizenship n It raises awareness of the world from a global perspective and develops a feeling of a strong connection and commitments to the world as a whole, and a sense of responsibility towards the environment. Terug naar eerste pagina

Intercultural Communicative Competence n Deardorf defines intercultural communicative competence as “the ability to develop Intercultural Communicative Competence n Deardorf defines intercultural communicative competence as “the ability to develop the targeted knowledge, skills, attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions” (2006) Terug naar eerste pagina

Intercultural Communicative Competence n n n People are able to execute communication behavior in Intercultural Communicative Competence n n n People are able to execute communication behavior in order to elicit a desired response in a specific environment Individuals get to negotiate cultural boundaries through their personal encounter experiences They interact with people from various origins and cultures as well as with hiterogenious groupes. Terug naar eerste pagina

Intercultural Communicative Competence of Global Citizens Terug naar eerste pagina Intercultural Communicative Competence of Global Citizens Terug naar eerste pagina

Intercultural Communicative Competence of Global Citizens v n n n Citizens are encouraged: to Intercultural Communicative Competence of Global Citizens v n n n Citizens are encouraged: to build on an identity that is dynamic as it draws strenght from the diversity and pluralingualism of individuals and communities. to learn to live in a world which is linguistically, culturally and denominationally diverse to get free from their own logic and cultural idioms and get engaded with others and listen to their ideas which may involve belonging to one or more cultural system. Terug naar eerste pagina

English as a Lingua Franca and Global Citizenship n n n To socialise in English as a Lingua Franca and Global Citizenship n n n To socialise in a partical speech community, it is essential to speak the language of that community. To be a citizen of the world, it is indespensible to speak the language of the world. This is the English language, but not as it is used by native speakers; when it is used in intercultural encounters. Terug naar eerste pagina

English as a Lingua Franca (ELF) n Firth defines ELF as “a contact language English as a Lingua Franca (ELF) n Firth defines ELF as “a contact language between people who share neither a common native tongue or a common (national) culture, and for whom English is the chosen foreign language of communication” (1996, p. 211). Terug naar eerste pagina

ELF and Global Identity n n n De Costa (2016) examnines how the notion ELF and Global Identity n n n De Costa (2016) examnines how the notion of global citizenship is constructed. A group of Asian students in singaporan “Intercultural communication as mediated through [ELF] could help produce students who are open minded and work actively to build relationships with others. ” (p, 238) Terug naar eerste pagina

Teaching ELF § Teaching ELF to construct § and negotiate a global identity is Teaching ELF § Teaching ELF to construct § and negotiate a global identity is essential. Teachers should be aware of: v v The researchers’ efforts in studying ELF discourse The characteristics of ELF Terug naar eerste pagina

The “Lingua Franca” Factor n n Researchers attempt to provide an evidence that English The “Lingua Franca” Factor n n Researchers attempt to provide an evidence that English when used in intercultural encounters (i. e. ELF) differs significantly from when it is used by Native-speakers. House (2009): the use of the construction you know; Seidlhofer (2009): the use of idioms; Pickering (2009): the intonation and its role in ELF discourse. Terug naar eerste pagina

House (2009) You Know Native English Interpersonal function: to engage the listener and make House (2009) You Know Native English Interpersonal function: to engage the listener and make him/her feel a part of the conversation ELF - making more explicit the relationships expressed by but, because and - Used as a fumble word -indicator or implicit conjunctive of coherence relations (e. g. addition) Terug naar eerste pagina

Challenges Facing Researchers n n n What type of population included [in an intercultural Challenges Facing Researchers n n n What type of population included [in an intercultural encounter]? Are English as a first/second language speakers included or only EFL speakers? What is the status of English in the countries of speakers included? (Burt, 2005, p. 5) Terug naar eerste pagina

Characteristics of ELF/ Challenges Facing Teachers n n n ELF interactants develop competencies to Characteristics of ELF/ Challenges Facing Teachers n n n ELF interactants develop competencies to determine, for example, the appropriate grammar, phonology, pace of delivery, pragmatic conventions for local intelligibility. Competence in ELF interactions includes the mastery of strategies (e. g. the accommodation of diverse practices/meanings) rather than the mastery of standardized codes/forms. ELF cannot be described priori as a variety of English, since interactants exhibit a variability of linguistic forms for interactional needs/demands. Terug naar eerste pagina

n n Characteristics of ELF/ Challenges for Teachers It is hybrid; interactants “may borrow, n n Characteristics of ELF/ Challenges for Teachers It is hybrid; interactants “may borrow, use and re-use each other’s language forms, create nonce words, and switch and mix languages” (Firth, 2009, p. 163). Interactants employ strategies: let it pass i. e. ‘‘the hearer lets the unknown or unclear action, word or utterance ‘pass’ on the assumption that it will either become clear or redundant as talk progresses. ’’ (Firth, 1996, p. 243) and make it normal i. e. “making other’s abnormal talk appear normal through, for example, reformulations of the others opaque usage (ibid, p. 245). Terug naar eerste pagina

Conclusion It’s high time Algerian universities developed pedagogy, for training our learners to be Conclusion It’s high time Algerian universities developed pedagogy, for training our learners to be active citizens of the world. In such pedagogy, Intercultural Communicative Competence and EFL play a constructive role. Because “The fate of the Earth depends on cross-cultural communication. ” Deborah Tannen (1986, p. 30) Terug naar eerste pagina

Thank You For Your Attention Terug naar eerste pagina Thank You For Your Attention Terug naar eerste pagina