Beskrivelse
Presenter: Lone Krogsgaard Svarstad, associate professor, PhDUniversity College Copenhagen, Denmark
Title: A cycle model of intercultural learning: educating the global citizen
An action research project exploring the teaching of sustainable Smart Cities in English language teaching.
Abstract
This paper presents a model of intercultural learning that may be used in the planning, implementation and analysis of citizenship education in foreign language teaching. The Cycle model of intercultural learning aims at the development of global citizenship and comprises four phases: noticing, comparing, reflecting, and interaction. Among the central concepts are critical cultural awareness, perspective awareness, local and global contextualization, and decentering. We stress the importance of the global perspective (Risager & Svarstad 2020; Risager 2022;). The student is seen as a world citizen living on a planet with a multitude of natural habitats and human communities and identities and characterized by a multitude of global and local issues, conflicts, and possible solutions. Therefore, at the center of the model it says: ‘Knowledge and critical cultural awareness of culture, society and the world’ (Svarstad & Risager, 2023).
The paper further addresses how language learning and intercultural learning may be integrated by combining the Cycle model of intercultural learning with task-based language teaching and language learning via chunks and keywords.
The argument is illustrated by results from an action research project carried out in Denmark in the school year 2021/2022 covering 72 lessons (45 minutes each) in English, German and French classes in grade 8 (Svarstad et.al. 2023). Thematically, the project draws inspiration from The UN Global Goal 11: Sustainable cities and communities, and addresses students of English, German, and French in grade 8 (15-year-olds). In this presentation, the focus is on one of the English classes with focus on sustainability and Smart Cities, but the presentation concludes with reflections on the relevance for all languages.
Keywords: Cycle model of intercultural learning, global citizenship education, sustainability.
Risager, K. (2022). Intercultural communicative competence: Transnational and decolonial
developments. In T. McConachy, I. Golubeva, & M. Wagner (Eds.), Intercultural learning in
language education and beyond. Evolving concepts, perspectives and practices (pp. 3–21).
Multilingual Matters.
Risager, K. & Svarstad, L.K. (2020) Verdensborgeren og den interkulturelle læring [The Global Citizen and Intercultural Learning]. Samfundslitteratur.
Svarstad, L. K., von Holst-Pedersen, J., Watson, C., Appel, H. B., & Löbl, S. K. (2023). Interkulturel og sproglig læring – en Cyklus-Task-Chunks tilgang. [Intercultural and language learning – a Cycle-Task-Chunks approach]. Sprogforum. Tidsskrift for Sprog- og Kulturpædagogik [Sprogforum. Journal of Language and Culture Pedagogy], 76, 15–30.
Svarstad, L.K. & Risager, K (2023): A cycle model of intercultural learning: educating the global citizen, Language, Culture and Curriculum, DOI: 10.1080/07908318.2023.2267611
| Periode | 7 maj 2025 → 9 maj 2025 |
|---|---|
| Begivenhedstype | Konference |
| Placering | Odense, DanmarkVis på kort |
| Grad af anerkendelse | International |