learning language in foreign context (language that is studied is not spoken by the community itself)

=> absence/lack of rich input

=> little/no linguistic or cultural diversity

solution: virtual exchange (or ‘intercultural approach’?)

intercultural approach

language and cultures = repertoires (diversity linguistics and cultures)

plurilingual and pluricultural

learner is social actor

speaker is not native/non-native, but intercultural

– important because:

• european: cohesion, sense of ‘cultural belonging’

• beyond: global, multilingual and multicultural cohesion

^WHAT IS THE DIFFERENCE BETWEEN MULTILINGUAL AND MULTICULTURAL VS PLURILINGUAL AND PLURICULTURAL??

– advantages for learners/teachers:

1. flexible empatic attitudes
2. openness to opinions and lifestyles
3. better understanding of self and others
4. sensitive about self and others

5. more collaborative know-how

two ‘constellations’:

1. native + native -> TANDEM
2. non-native + non-native -> LINGUA FRANCA (english, spanish, german, french)

two ways to do this:

• low-level: provide intercultural exp
• high-level: also adding relexivity about intercultural exp

intercultural tasks:

objectives:

• intercultural awareness
• notion of intercultural speaker
• intercultural citizenship
• learning about cultures, opinions, lifestyles, beliefs

means:

• task by teachers (from diff cultures), carried out by learners (from diff cultures)
• feedback provided by teachers and learnings (from diff cultures) => REFLEXIVITY

intercultural activities:

• situational
• comparitive (go beyond clichés, generalisations and stereotypes)
• productive (make something)