Toward intercultural competence: from questions to perspectives and practices of the target culture

Abstract

Teaching second-language (L2) culture is problematic due to the possibility of creating stereotypes and overgeneralizations about the target culture. Several researchers have proposed raising an awareness of first-language culture (C1) at the same time they raise that of the second language (C2), to promote a “relative” view of the C2. The objective is for learners to recognize themselves and others as “socially constructed”. We propose learning culture through activities based on surveys completed by native speakers (NS) that can lead learners to a deeper understanding of L2 cultural perspectives and practices. To illustrate this approach, target culture data (e.g., folk medicines used or the kinds of housing students live in) were obtained via a questionnaire completed by 154 native-speaker university students in Spain, Peru, Mexico and Argentina. These data were used to create activities asking L2 Spanish learners to (1) compare their own answers to those of the NS, (2) seek an understanding of why the NS responded that way, (3) react in a similar situation in the target culture and language, using NS perspectives and practices, and (4) do research with heritage speakers in their community. In this way, they can develop an “emic” or “insider's perspective” on L2 cultural views, practices, and values.

La enseñanza de cultura en una segunda lengua (L2) puede resultar problemática por la posibilidad de crear estereotipos y generalizaciones excesivas sobre la cultura meta. Varios investigadores han propuesto potenciar la sensibilización hacia la cultura de la primera lengua (C1) al mismo tiempo que se fomenta el interés respecto a la de la segunda lengua (C2), a fin de promover una visión “relativa” de la C2. El objetivo es que los aprendices se reconozcan a sí mismos y reconozcan a otras personas como individuos “socialmente construidos”. Nosotros proponemos aprender cultura mediante actividades basadas en encuestas con hablantes nativos (NS) que puedan facilitar entre los aprendices una comprensión más profunda de las perspectivas y prácticas culturales de la L2. Para ilustrar este enfoque, obtuvimos datos de la cultura meta (p.ej., medicinas tradicionales de uso habitual o tipos de vivienda en que los estudiantes suelen residir) a través de un cuestionario con 154 hablantes nativos que cursan estudios universitarios en España, Perú, México y Argentina. Usamos estos datos para crear actividades en que se pedía a los aprendices de español como L2 que (1) comparasen sus propias respuestas a las ofrecidas por los NS; (2) tratasen de comprender el porqué de las respuestas de los NS; (3) reaccionasen a una situación similar en la cultura y lengua metas, procurando emplear perspectivas y prácticas propias de los NS, y (4) llevasen a cabo una investigación con hablantes de herencia en su comunidad. De este modo, los aprendices pueden desarrollar una perspectiva “émica” (“desde adentro”) sobre puntos de vista, prácticas y valores culturales en la L2.

Keywords:

• intercultural competence
• culture
• questionnaire
• survey
• perspectives
• practices
• heritage speakers

Palabras clave:

• competencia intercultural
• cultura
• cuestionarios
• encuestas
• perspectivas
• prácticas
• hablantes de herencia

Notes

1. The authors call this “cultura a secas,” which we have loosely translated here as “basic culture.”

2. See, for example: http://cvc.cervantes.es/Ensenanza/biblioteca_ele/plan_curricular/niveles/11_saberes_y_comportamientos_introduccion.htm.

3. Although it would be useful for readers to see the complete questionnaire, we are unable to include it here at this moment because it is part of a larger textbook project. We can only show a sample of what is included in the questionnaire.

4. As was the case in the United States in the population of students who study foreign languages as a specialization, the great majority of Spanish native speaker respondents were females.

5. Students saw the results displayed in pie charts where possible.

6. “Pot Luck” signifies the expectation that each person invited to the event will bring something to share with the others (dessert, main dish, salad, etc.).

7. “BYOB” (“bring your own beverage/‘booze’”) signifies that the guests are supposed to bring beverages (usually alcohol) to share with others.