Welcome to the second part of my blog. A few months ago, we talked about EFL Acquisition in Multilingual Contexts . Now it is the turn to review the Cultural Aspects of Learning and Teaching English As a Foreign Language. In this course (and blog!) we are going to learn about what is culture , and its theoretical approaches, we will talk about stereotypes, ethnocentrism and ethnorelativism, we will learn about cross-cultural differences , culture in the classroom and approaches (and how we can teach and integrate culture in our lessons), as well as the verbal and non-verbal aspects of communication in English, that relate to culture. As a previous disclaimer, there is still a lot to learn as a student teacher. I love learning about new cultures, so every comment is welcomed. Likewise, this blog is part of a course named Cultural Aspects of Learning and Teaching English As a Foreign Language and each entry, except for this one, is related to a forum with different topics to touch
Final paper entry: How teachers can incorporate cultural aspects into the language classroom/ and/ or how teachers can account for cultural differences in the language classroom. Teaching culture in class and promoting Intercultural Communicative Competence During this course, we have seen how important it is to teach Intercultural Communicative Competence (ICC) as it helps us understand different cultures and communicate with people from all over the world. Truthfully, cultural aspects can be easily introduced to a language class, as language helps us connect and get to know a culture quite easily. However, a way we could immerse ourselves in culture could be through a ‘Cultural Week’, where students have to talk about a culture that is present in their lives (theirs, their parents’, a friend’s, etc.), languages biographies or, as the European Council suggests: an autobiography of intercultural encounters. The European Council describes an autobiography of intercultural encounters