Comparing Intercultural Competence in Lower Secondary English and French Classrooms in Norway: An Overview Study

Julie Casoli Uvsløkk, Eva Thue Vold
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Abstract

The purpose of this study is to compare and analyze evidence of intercultural competence across 22 lower secondary English-as-a-second-language and French-as-a-foreign-language classrooms in Norway based on video observations of naturally occurring instruction. We recorded minimum four consecutive lessons in each classroom across two school years, totaling 90 lessons. Research on intercultural competence in second and foreign language classrooms has involved analyses of curricula, textbooks, literary texts in class, and intervention studies, but few scholars have observed naturally occurring instruction. Even fewer studies have used video observations to compare language subjects. This study aims to fill this gap by providing an overview of how intercultural competence is addressed in English and French instruction and identifying similarities and differences between the two subjects. Using the model elaborated in the Reference Framework of Competences for Democratic Culture (RFCDC) as an analytical lens, we found that the model’s area knowledge and critical understanding was most prominent in both subjects and that cultural stereotypes both occurred and were challenged by students across subjects. However, we found more, and more varied, evidence of intercultural competence in the English classrooms, where topics were studied in-depth, whereas the French classes often studied an array of topics more superficially.
比较挪威初中英语和法语课堂的跨文化能力:概述研究
本研究的目的是根据对自然教学的录像观察,比较和分析挪威22个初中英语作为第二语言的课堂和法语作为外语的课堂的跨文化能力证据。我们录制了两个学年中每个教室至少连续四节课,共计 90 节课。有关第二语言和外语课堂跨文化能力的研究涉及对课程、教科书、课堂文学文本和干预研究的分析,但很少有学者对自然发生的教学进行观察。使用视频观察来比较语言科目的研究更是少之又少。本研究旨在填补这一空白,概述英语和法语教学中如何处理跨文化能力问题,并找出两个科目之间的异同。以民主文化能力参考框架(RFCDC)中阐述的模型为分析视角,我们发现该模型中的领域知识和批判性理解在两个科目中都最为突出,文化刻板印象在不同科目中既有出现,也受到学生的挑战。不过,我们在英语课堂上发现了更多不同的跨文化能力证据,在英语课堂上,学生对主题进行了深入研究,而法语课上,学生对一系列主题的研究往往比较肤浅。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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