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: 4A
Subject: Culture and intercultural communication
in the teaching of a foreign language
Teacher: Mara Enriqueta Corts De los Ros
University of Almera, Culture and intercultural communication in the teaching of a foreign language
INDEX
Task 1: Topics
Task 2: Cultural images and symbols
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 doesnt 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 mustnt 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 its an important subject and
intercultural communication its a principal objective of this subject.
For these reason, I think that its 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, Im 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 Joness 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 oclock 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
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.
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.
Sights
Cultural
images
and
symbols
Currency
Flag
British symbols
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, Im 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.
10
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 Roscn 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
11
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 childrens 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: Well 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.
12
13
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 wont 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 dont force them.
We will do activities of groups formation to promote coeducation and diversity in
childrens 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.
14
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
Excelent
Good
Adequate
Require
reinforcement
7. Develop of the daily schedule
Methods:
Learning guided by discovery

Indirect observation
Investigation at home
Group conversation
Descriptor
15
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 Roscn 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 Roscn 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
Roscn 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.
16
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)
17
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:
18
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 others, 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
19
20
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 Starkeys model (2002):
THE FIVE SAVOIRS
Kind of savoir...
1. Intercultural
attitudes
2. Knowledge
3. Skills of
interpreting and
relating
4. Skills of
discovery and
interaction
5. Critical cultural
awareness
Appears in the text

because...
The Spanish student
want learn about
English culture so he
travel
to
United
Kingdom.
Literal sentence...
A Spanish student of English goes to the

United Kingdom every year because he is
interested in how other people live
He
knows
about He was first shocked by cultural differences
customs of the English such as shop opening and closing times...and
people.
people eating a sandwich in the middle of the
day instead of having their main meal then.
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)...
He has discovered
He has learnt that British people have a light
people do a workday
meal in the middle of the day because they
with no lunch break to
stay at work until the end of their working
finish more early their
day, without a pause between 13.30 and
work and they do a
17.00...
little break.
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 Zrate, g. Publishing year unknown. Definitions, objectives and
assessment of sociocultural competence.
Gins de los Ros, M. E. 2013/2014 University of Almera: PPT Cultural and
intercultural communication in the teaching of a foreign language.
Websites:
http://www.autosclasicosehistoricos.com/index.php/archivo/curiosidades/533taxi-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-2segnespaa
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
21
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
25
26
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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CULTURE AND INTERCULTURAL

COMMUNICATION IN THE TEACHING

Surname: Bonilla Esteban

Task 2: Cultural images and symbols

Task 4: Language and culture

Task 5: To stimulate pupils

Task 6: Case study: The five savoirs

A full activity would be an intercultural gastronomic party.

Task 2 Cultural images and symbols

Understand messages appropriate to their age and cognitive development such

Know how to do:

Know how to be:

Cross curricular subjects:

3. Development of basic skills

4. Common European Framework levels

Can interact in a simple way but communication is totally dependent on repetition at a

Overall writing production

Can write simple isolated phrases and sentences.

Overall listening comprehension

Listening to announcements and instructions

Overall reading comprehension

Overall spoken interaction

Can interact in a simple way but communication is totally dependent on repetition at a

Takes part of the activities.

Learning guided by discovery

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

Task 4 Language and culture

Task 5 To stimulate pupils

A nice photograph about intercultural education

Task 6 The five savoirs

Appears in the text

A Spanish student of English goes to the

..Such as shop opening and closing times

He tries to see the other culture in

3. Images of the video songs

4. Videos of the recipes

5. Images of the desserts and Note for families

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