Proposal for a Language-oriented

University Curriculum 

in Cross-Cultural Communication

Patrick Boylan.

e-mail:

web: www.boylan.it

Department of Linguistics

University of Rome III, Italy

2.

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

3.

Declared target:

teachers, social workers (for multiethnic communities)
 

media practioners, intermediaries(for business/government)

Program:

____Trieste:____________________Rome III:____ 

intercul. pedagogy (of differences)__traditional M.L. degree

social psychology (of stereotyping)__Chinese, Arabic literatures

sociology (of cultural processes)

economics, law, political science(comparative)

4.

Results:

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)

5.

è"Rote" language learning in Language Centres
 
 
 
 
 
 

6.

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"

7.

Target:

negotiators, P.R., H.R., mangers (multinationals)

Program:

economics,law,marketing...

sociology (of communication)

____Genoa:______________Rome III:____

foreign language & literature___linguistics, sociolinguistics

area cultural studies_________history, philosophy (ethics)

8.

Results:

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)

9.

è"Rote" language learning in Language Centres

10.

Counter proposal:

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.

11.

Sample project:

"Seeing double"

Students/trainees:

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 

12.

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

13.

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...

14.

Predictable results:

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)

15.

Why should this approach work?

16.

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.

17.

Thus, the willed existential stance gives sense to the grammar, not the reverse.

(Sapir-Whorf hypothesis too word-centered)

18.

(paper, when published,will appear here)