View Content #28596

This activity was created to introduce language learners to the idea of intercultural communicative competence. It involves a four-step approach for evaluating texts in the target language.

Learning Objective(s):
Learners will be able to:

• Interperet explicit and implicit manifestations of culture embedded in texts from the target language. a language function with an intercultural lens. 
• Demonstrate understanding of intercultural nuances in the Interpersonal mode.

Mode(s): Interpretive, Interpersonal

Material(s): What is Intercultural Communicative Competence? video, example text in the target language (English examples: print ad (Novice), commercial (Intermediate), article  (Advanced), text that aligns with a target language function, example observation template

Procedure:

Day 1

1. Show learners the What is Intercultural Communicative Competence? video. 
2. In small groups of 2-4 learners, ask that learners brainstorm explicit and implicit manifestations of culture. They should create a visual representation of their brainstorm to share with the class. 
3. Each group should present their visual aid to the class. Each presentation should be no longer than one minute.
4. At the end of the presentation, provide input as needed. Clarify any misunderstandings and allow learners to ask questions.
5. Next, provide learners with a target language text in their same small groups from Step 2. Ask that they dissect the explicit and implicit manifestations of culture represented by the text. For Novice learners, this text might be largely visual (click here for an example in English). For more advanced learners, this text could involve increasingly complex language (click here for an Intermediate example in English and here for an Advanced example in English).
6. Discuss learners' observations as a class.

Day 2

1. Provide a target interpersonal function to learners. This language function should align with curricular goals and could be either a function that learners have already begun learning or a new function.
2. Explain that learners will be engaging in an Observe, Analyze, Practice, Extend routine.
3. Observe: Ask that learners observe 1-3 texts in the target language. As they observe, they will take notes on the vocabulary and structures that seem to be most important in the language function (see Step 1 of this Interpersonal Observation Form for an example template).
4. Analyze: Next, ask learners to analyze the text(s). Use Step 2 and Step 3 of this Interpersonal Observation Form.
5. Practice: Provide learners with the opportunity to practice the language function at hand. Depending on the function, learners may write (e.g., texting) or speak/sign (e.g., having a conversation in speed-date format or completing a jigsaw). 
6.  Extend: After practice, return to the final question on the example template. Ask learners what questions they still have and work as a class to answer and/or research the answers to those questions.

Notes:

• This activity can be adapted to other modes of communication. Interpersonal was suggested for Day 2, Step 1 in order to provide an example in the mode that most L2 learners report to be the most daunting.