Integrating Intercultural Communicative Competence and Reading Instruction in English Language Teaching

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Catatan ini saya dapatkan dari menyimak materi yang disampaikan oleh Dr. Willy di acara integrating intercultural communicative competence and reading instruction in ELT tanggal 26 Oktober 2020.

Reading expands world knowledge. 

  • the more that you read, the more things you will know (Dr. Seuss)
PISA 2018

every 3 years many countries take this survey.

  1. reading
  2. mathematics
  3. science
Global competency also includes in PISA test.  Indicators of global competence:

  1. understanding issues of local, global and cultural significance
  2. taking constructive action for the well being of people in the world
  3. understanding ad appreciating different perspective and world view
Four reading competencies
  • reading helps the students to meet the reading competencies 
  • 4 reading competencies: 
    • CODE BREAKER: sounds, spelling, grammar. 
      • understand the spelling of the words. SPOKEN VS WRITTEN, like /endang/ and endang. 
      • reading in a sense of group, not word by word.
      • grammar is important because it shapes the sentences, like I like gudeg (English) has different grammar with Korean language (naneun gudeg eul joh ahanda)
      • chunking for efficient reading 
      • struggling code breakers: read slowly, read word by word, pause to sound out words, comprehension breakdown 
    • MEANING MAKER: words and world. comprehending the text that is why need alot of words and world
      • read like a reader
      • construct meaning: to be able to construct or reconstruct meaning
      • word knowledge
      • world knowledge: example "let's talk about the project on Friday. Are you kidding me?. Oh Sorry, I forgot. let's talk about it on Saturday". People in islamic country usually have holiday in Friday because they pray. 
        • background knowledge 
        • content knowledge
        • cultural knowledge: 
          • vocabulary depth: contoh kata "give". I gave you my word (berjanji), give it back to me, she gave her all to save her child, he gave me the flu. words have multiple meaning and it depends on cultural background. 

    • TEXT USER: noticing the features 
      • need to pay attention to the text and language features
      • read like a writer. help the students to use the language, including spelling, structure, meaning, etc.
      • purpose, audience, context, language features, culture
    • TEXT CRITIC: questioning and verifying
      • critical but not cynical (everything that you see and hear is bad)
      • non judgmental: try see things from other point of view 
      • respecting: respecting cultures of others
      • appreciating
      • verifying 
      • HOTS: creating, evaluating and analyzing 
      • LOTS: applying, understanding
      • questioning the authors: who is the author, what is his social and cultural background
SURE: source, understanding. research, evaluate 
size matters: strong relationship between size and language skills, 95%-98% of the words in the text.

CODE BREAKER and MEANING MAKER are more CAUGHT than TAUGHT.
  • provide students with great opportunity to expose to the language, such as extensive reading
TEXT USER AND TEXT CRITIC are more TAUGHT than CAUGHT.
  • knowledgeable teacher
  • systematic instruction
  • explicit instruction
  • what, why
Teach students reading: word knowledge, world knowledge, intercultural knowledge, skills and attitudes 

ELLLO: site for free listening activities

Catatan ini saya dapatkan dari menyimak materi yang disampaikan oleh Gabrielle Fang di acara integrating intercultural communicative competence and reading instruction in ELT tanggal 26 Oktober 2020.

Intercultural Communicative Competence (Byran)
Culture in 21st century: 
  • Baker, 2015 p 71
  • Liu & Fang, 2017
  • Pillar, 2013
Global competences:
  • diplomatic leadership
  • civic engagement: 
  • problem solving
  • cultural intelligent 
critical language awareness:
  • explicit knowledge about a language 
  • students will
    • see things from different perspective
    • examine the origin and implication of worldviews
    • analyze 
    • critical multiculturalism (Kubota, 2004)
    • reconstruct local and target culture (Kramsch, 2014)
    • language and culture as emergent (baker, 2012:66)
Global citizenship:
  • global education citizenship (GCED)
reading from a critical stance
  • whose viewpoint is expressed?
  • what does the author want us to think
  • example: digital photograph mediation intercultural task 
    • S: what is seen here?
    • H: what is really happening?
    • O: 
    • W: 

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