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PRENOVA UČBENIŠKEGA KOMPLETA TOUCHSTONE 6

Na seminarju za učitelje angleškega jezika včeraj v Ljubljani in predvčerajšnjim v Mariboru smo podali prve informacije o prenovi učbeniškega kompleta Touchsotone 6, ki je v teku. Ker je prenova zaradi obsežnega gradiva in dodatnih materialov kar velik zalogaj, načrtujemo zaključek z vsemi dodatnimi materiali do šolskega leta 2020/2021.

Osnovne smernice in nekaj informacij najdete na priloženem letaku, ki smo ga tudi razdelili med udeležence seminarja ki ga je imel dr. Janez Skela na temo The Territory of Culture – From the Noble to the Trivial.

 

LETAK PRVA INFORMACIJA PRENOVA T6

 

 

O delavnici – povzetek iz povabila na delavnico:

          The lecture/workshop will resonate with the recognition of an unbreakable bond between language and culture that motivates foreign language teaching profession’s implicit commandment that ‘thou shalt not teach language without also teaching culture’.Culture in language teaching has traditionally involved providing cultural information. But goals and objectives of culture teaching have to be set that relate not only to descriptive and analytical knowledge of facts, but also to procedural knowledge of culture. In other words, teachers need to focus on both high/achievement culture (or big-C culture), and low/behavioural culture (or little-c culture).

 

            Language-learning materials also carry cultural content and are never culturally neutral. The cultural content in the EFL course book may be about source culturetarget culture, or international/global culture. In the case of the global course book which has to be sold globally to a variety of very different markets, the underlying philosophy of ‘one size fits all’ means that (cultural) content is often limited to a narrow range of bland topics.

 

Two major problems exist with any approach to culture in relation to the teaching of English as a Lingua Franca (ELF). First, it cannot be assumed that the culture of any one particular country, especially an Inner Circle country, should provide the basis for cultural content when teaching ELF. Second, if one of the goals of using culture in ELF teaching is to help individuals interact in cross-cultural encounters, then the question arises as to whether and/or how these aspects of culture can be ‘taught’ in an EFL classroom.

 

Although it remains doubtful whether culture, high or low, can really be taught, there is something we can do – raise awareness of cultural factors. In so doing, we shall aim to sharpen observation, encourage critical thinking about cultural stereotypes, and develop tolerance. These are educational issues which reach out well beyond mere language teaching. Cultural awareness-raising is an aspect of values education. And as such it offers a welcome opportunity for transcending the often narrow limits of language teaching and learning.