EN3 -Intercultural competence

Kort beskrivelse af EN 3 fra studieordningen

Dette modul arbejder med følgende spørgsmål:  Hvad er kultur? Hvad er kulturmøder, interkulturel kompetence og interkulturelle ressourcer? Hvordan anvendes tekstkompetence i forhold til at forstå sammenhængen mellem sprog, kultur og identitet? Hvordan forholder engelskundervisningen sig til samfundsforhold, sproglig variation og globalisering? Hvordan kan engelskundervisningen bruges til internationalt samarbejde og kulturmøder med henblik på at udvikle pragmatisk sprogkompetence?

Udgangspunktet er kulturundervisning i relation til faget i folkeskolen og læreruddannelsen, herunder fag- og sprogsyn. Fokus er kultur, identitet og udvikling af interkulturel kompetence.

Der arbejdes teoretisk såvel som erfaringsbaseret med kulturmøder og de studerendes tekstkompetence i et kulturelt og internationalt perspektiv, fx gennem it-baseret kommunikation. Herudover adresseres entreprenørskab og innovation i dette modul.

Der arbejdes desuden løbende med den studerendes egen sproglige udvikling i lyset af modulets indholdsområder.

18th of August

Frist personal reflection

This semester I want to keep my goals simple, because I’m are going two months to Glasgow and I’m sure that I will learn a lot, but I don’t know what or how, so therefore I want to make room for the unexpected learning that traveling gives us.

So my goals for this semester follows the Studieordning. So of course I will do all the portfolio work I’ll try to write half of the reflections writhe and half on video. This year I’m also going to work on my  IT-skills with a volg in Glasgow with Louise, I hope that we will have time, but I also believe that we are going to be busy.

13th of Septemper

Second personal reflection

I wanted to mate this reflection before I leave for Glasgow even though most of my goals are to do about Glasgow. Until now I have made all my reflections writhen once, and I think that is good because my reflections on the lessons are not as difficult as the reflections on the texts, so I have more time looking at my spelling.

The reason way I wanted to wright this now is because, I am starting to like the idea of becoming a writer of educational materials. I really love coming up with new teaching sequences and the creative proses it is. I would also like to make a book on how to spice up a teaching sequence and about what to look for when fitting it to a class. I know it is childish to think that I’m in a position to makes those kinds of books, but at the moment I hope that I can do that after some experience.

I am also wandering if I have what it takes to be a full time teacher with my dyslexia or if I should get a contract for 32 hours and still work 37. I don’t like the idea, both my parents work in trade unions, but when preparing for classes at Metropole takes, more or less, 37 hours, it seems impossible that I can do my job well and be prepared, without the extra time. Luckily, I don’t have to decide anything at the moment and just enjoy all the things I can learn from going to Glasgow.

18th of December

Last personal reflection

I didn’t have a lot of goals this year because I wanted to make room for unexpected or unseen learning in Glasgow. So what did I learn in Glasgow? Well, I learned so much, but if I have to focus on English and intercultural skills, I have three main things that I learned.

The first thing is how different foreign language education is. At Avenue End Primary School in the north-eastern part of Scotland they had French from P1, so at the age of 4. I observed a lot of the oldest classes (P7) French lessons and it was a really landeskunden view of France and they focused a lot on the language. They had teaching sequences that focused on garden furniture and prepositions or shops you might need if you go on holyday. A lot of the children couldn’t construct sentences and apparently Avenue End was really good at French compared to the other schools in the aria. If I’m being honest it seemed like boring classes and I wouldn’t have become a foreign language teacher if I had to do my classes like that. I really prefer the more intercultural aspect of foreign language education in Denmark and how we focus on the use of English more than just going on holyday.

The second thing I found insisting was my colleague’s lack of intercultural knowledge or how they are used to having people using their cultural pragmatics. This is based in a conversation I had in the teachers’ lounge with a hand full of my colleagues. I was explaining how difficult I found it in the beginning just saying “Fine. You?” as a responds to “How are you?” and they had never thought about cultural differences in that way. I don’t know if it is from an old imperial view or if it just because they are used to people speaking English and therefore using the English pragmatics, but it was an encounter that stayed with me.

The third thing I have learned from my stay is Scottish. I don’t know how to speak Scottish, but I have definitely learned to understand Scottish and even some very difficult Glaswegian. This might not be my biggest achievement, but I am very proud of it because I didn’t think it was possible before I left.