17.05.2001 ©1991 - Patrick Boylan – patrickboylan.it
Presentazione given at the XXII Congress of SIETAR Europa in Stavanger (Norway), 17-19.5.2001
Proposal for a Language-oriented
in Cross-Cultural Communication
Department of Linguistics
University of Rome III, Italy
Strand 1:Intercultural education
1998, University of Trieste
2001, University of Rome III
"promote reciprocal understanding in multicultural contacts"
=get people to accept (or tolerate) diversity
social workers (for
media practioners, intermediaries(for business/government)
intercul. pedagogy (of differences)__traditional M.L. degree
social psychology (of stereotyping)__Chinese, Arabic literatures
sociology (of cultural processes)
economics, law, political science(comparative)
nlargely cognitive : new perceptions
You knowwhy you shouldn't hate diversity.
" " what kind of stereotypes to avoid.
" " how to collaborate with others.
nbut only partly affective
Some empathy, no shared likes
nnot volitional:no shared values, aims, wants
(Also many training courses, e.g. for expatriates)
language learning in Language Centres
Strand 2:Intercultural communication
2000, Modern Languages, University of Genoa
2001, Masters, University of Rome III
"help interlocutors to communicate more effectively
in multicultural situations"
negotiators, P.R., H.R., mangers (multinationals)
sociology (of communication)
foreign language & literature___linguistics, sociolinguistics
area cultural studies_________history, philosophy (ethics)
nlargely cognitive: new perceptions
You know why your interlocutor acts that way.
" " what kind of business deal to strike.
" " how to strike it(maybe).
nbut only partlyaffective: some empathy, no shared likes
nnot at all volitional:no shared values, aims, wants
(Also many training courses, with BOTH strands)
è"Rote" language learning in Language Centres
Language learning (for students specializing in language-related curricula)
(1.) is not conducted in LanguageCenters;
(2.) constitues the heart of a project-based,
experiential learning program.
a. identify with a "double" from target community
b. define double's perceptions, likes, values
c. repeat definitions à la Stanislavsky
d. talk/behave consequently with language taught
Other similar projects:
nwrite (business letters, pop songs...) in target culture's style
ndebate with native speakers, after doing their cultural IdentiKit
nexperiment L2 Politeness Routines through on-line chats
ntest L2 ads'perlocutionary force on L2 speakers; rewrite them
Courses backing up language-centered learning:
·General courses: Social Psychology, Philosophy (Ethics...)
·L2-oriented disciplines:Pragmatics, Conversation Analysis, Cultural Studies, Literature, History...
·L2 expressive arts: theatre, creative writing,public speaking and presentation-giving, communicative translation...
ncognitive: perceptions of heart of target culture
(not just of the manifestations)
naffective: empathy, shared likes*
nvolitional:shared values, aims, wants*
*while espousing the target culture
èInternalization ofL2 as mind set (Weltanschauung)
Why should this approach work?
Because language is not essentially a code.It is:
nexpression of willed existential stance
nway communities name, relate, and thereby
"make sense" of things;
na people's collective act of will,by which they
situate themselves in a universe of values.
Thus, the willed existential stance gives sense to the grammar, not the reverse.
(Sapir-Whorf hypothesis too word-centered)
(paper, when published,will appear here)