Intercultural Evidence
In the intercultural competence course (FLT 815), I was able to learn about the concept of what it means to be interculturally competent and what this looks like for my students. Many times, as language teachers, we simply present cultural information as factoids and require students to memorize facts about the country, both geographically and those having to do with traditions or tourist spots. This kind of learning tends to be rather surface level and does not promote intercultural competence. Students must notice the cultural differences between their own culture and that of the L2 culture and reflect on those differences. What can be learned from them? How can one adapt to these differences while in the country and upon returning home?
Stanko_FLT815_Activity_Design_slides.pptxIntercultural Competence: Investigation
In this intercultural competence activity design, I introduced the concept of mealtimes and foods, specifically tapas (appetizers), and their role in Spanish culture. Students first reflected on what they eat during the day; the major meals, how much is consumed, the social aspect of the meal, etc. These habits were then compared to Spain, and specifically the tapa--what is a tapa, where is it consumed, why, with whom, etc. I wanted students to investigate these differences in meals/times, as well as foods that comprise the various tapas, and also reflect on why these differences exist. What does this show about the two cultures, but also how can one adapt their habits if they happen to venture to Spain in the future? What are the advantages or disadvantages to the differing meals and their schedules in Spain versus America?