Minding the gap:Intercultural approaches to ELT [Archives:2005/844/Education]

Abdul-Hameed
Al-Namshah
Department of English,
University of Science and Technology,
Sana'a
[email protected]
I had the privilege of attending the British Council sponsored seminar on Minding the Gap:Intercultural Approaches to ELT held from 21st to 26th March, 2005 at Durham University, UK. The event was attended by more than 30 participants from different countries including 3 participants from the Arab World. The deliberations included short theoretical sessions presented by specialists in the field of language teaching and course designing. Each session was followed by extended discussions and/or workshops held by the participants.

What was it about?

As the title of the event suggests, its main focus was exploring the potential of world languages in general and that of English in particular as instruments to promote the vital qualities of mutual awareness, understanding, tolerance and acceptance of other cultures.It therefore, assumed a great deal of importance from the perspectives of the two main dimensions involved: language and culture.

Global Perspectives

It goes without saying that with modern inventions and the rapid changes in the fields of technology and sciences, our vast world has become only a “small village” and we are all “neighbors”. We can no more live in isolation from other countries and nations, nor can we be immune to the all-embracing sweep of globalization. We need to realize the fact that our world is characterized by increasing economic and political integration and, simultaneously, it is confronted with numerous challenges and conflicts involving different nations and cultures. To be able to cope with the web of increasingly complex global trends, we have to sensitize ourselves to the evolving shades of the new levels of cultural awareness and equip ourselves with a critical ability to efficiently understand and effectively communicate with members from other cultures and nations. We need to discover not just what is different, but equally and perhaps more importantly, what we have in common.

Why language

The field of language teaching has a degree of inherent topic flexibility that other areas DO NOT HAVE. Moreover, promotion of language teaching for intercultural communication is an apt and appropriate response to the political and social realities of globalization. Teachers as conscious sentinels are called upon to integrate the current global issues into their teaching in right earnest so as to help create a global citizenship. This necessitates the utilization of whole paradigm of language teaching: language content, teaching methods, teaching materials, course designing, teacher training and extra curricular activities. Through all these factors, language teachers are expected to inculcate mutual respect, promote peaceful co-existence and create an ambiance of mutual trust and co-operation among nations.

Why English

It is the enormous economic and political capabilities of the English speaking countries that herald English as an international language or, say, a global lingua franca. This special position necessitates a different approach to the teaching of English. As a lingua franca, its main aim is not merely to enrich learners culturally.Rather it is considered as a valuable instrument of intercultural communication whose potentially extensive market creates an immense social demand for it to be taught.It is no surprise therefore that some educators are inclined to evolve a global education approach to English language teaching which, they believe,would go a long way in bridging the gap between cultures. This, according to their viewpoint, can be achieved by bridging the gap between the classroom where it is taught and learnt as well as the real life where it is used.

Global ( intercultural ) education

Global education is not a new buzz word in the field of language teaching. The UNESCO's (1974) Recommendation Concerning Education for International Understanding, Co-operation and Peace is one of the crucial documents in this respect. It calls for a “global perspective at all levels of education”. It underscores the importance of the process of introducing students to the current world issues such as world peace, human rights, environmental pollution, and the dangers of nuclear weapons, for instance.

One major highlight of this approach to language education concerns relevance of the content as well as the motivation on the part of the learners. The themes and issues discussed in the language class are those that are discussed on TV news and in the newspapers. Another important focus of the approach is the promotion of intercultural awareness. Students learn to understand customs, manners, beliefs and other significant correlates embedded in different cultures so as to promote a much needed cultural sensitivity in them. This approach also purports to provide the learners with the necessary battery of skills for meaningful communication across cultures. They are supposed to learn how to understand and appreciate different shades of cultural nuances presented by the labyrinths of life of the world communities.

“As language teachers we are builders of bridges and we can promote global peace and togetherness. We can help our students cross these bridges and make a better and more peaceful world where people not only tolerate but celebrate differences”.

Finally

To our educators in general and to the English language teachers in particular, this onerous task constitutes a new challenge. We need to measure up to the expectations of the nations. We have to face these challenges and never feel complacent . It is time to share with others the different facets of our culture, our history, and our lovely religion, Islam. Others are eager to hear and know about us and we have been silent for a long time.So the time has arrived to act and the moment is now.

N.B

I'm really indebted to the functionaries of the British Council office in Yemen for giving me this unique opportunity. My special thanks are due to Ms Tonya A-Ameer and to Mr. Edrees AlQadasi who provided me with everything I needed to attend this International seminar.
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