The National Framework for Languages provides a useful overview on developing intercultural awareness:
- Learning to communicate in another language helps to develop intercultural awareness and empathy towards others which forms part of the citizenship agenda.
- Language learning needs to take place within the context of the target culture(s). This contextualisation should not only include the practical and immediately relevant but should also include personal enrichment through a deeper understanding of what constitutes culture.
- Language and culture are closely linked. Cultural knowledge is not only about knowing about the culture but also about how to engage with the culture.
- Rather than a static model, a more sophisticated and dynamic conception of culture can enhance language learning and lead to increased reflexivity on the part of learners on the similarities and differences between their own and others’ cultures.
- Teachers’ biography, personality, educational interests and values all impact on their understanding of the intercultural factors inherent in language(s) teaching – this includes teachers’ own language learning experiences, their travel histories and their own views of the importance of multilingualism, interculturalism, diversity, inclusion and global citizenship.
(Adapted from the National Framework for Languages, 2017)
Developing intercultural awareness and intercultural capacities prepares children and young people to engage and operate effectively in a multicultural world. Exploring culture in relation to global questions and issues enables the development of these intercultural skills and deepens learners’ understanding of different world views and perspectives.
By engaging with partners (see below for examples) on key global issues such as climate change, equity, and sustainability, we offer learners the opportunity to explore and share ideas and develop solutions. This approach goes beyond learning about aspects of culture (e.g. music, food, film, festivals) and seeks to develop learners’ intercultural capacities through authentic, meaningful and impactful experiences.
Possible themes when planning intercultural learning may include:
- Learning e.g. exploring key aspects of learning in partnership with a school in another country, such as sharing approaches to numeracy, language learning, pupil voice
- Sustainability e.g. Developing shared ideas with partners around improving local environment, shared environmental challenges such as a litter campaign developed in partnership with a school abroad
- Health e.g. A health and well-being ‘number of steps a day’ challenge with a partner school, exploring different meal times around the world (such as breakfast or school lunch), sharing ideas around what being healthy means to us
- Equity e.g. Exploring the concept of fair-trade in relation to a household item such as coffee or chocolate, and exploring the society, culture(s), language(s) and working practices in one of the coffee/chocolate producing countries
There are examples of practice in this area with schools developing partnership learning opportunities with schools both in Scotland and abroad. Some examples of existing programmes and resources are available below:
- British Council Connecting Classrooms provides a partner finder portal for establishing partnerships with schools abroad as well as resources to support intercultural partnership projects.
- The Turing Scheme offers funding applications for schools who are seeking to develop learning experiences abroad.
- The One World competition, offered by the Scottish European Educational Trust (SEET) is aimed at both primary and secondary and links global citizenship, digital learning, film and media and cross-cultural engagement.
