3.1 Who?
3.2 Why?
3.3 What?
3.4 How?
3.5 The evaluation
3.6 Final checklist
3.7 Lessons learnt
3.8 Models for timetabling
3.9 Sample questionnaire
3.2 Why do you hold this workshop?
If the participants are pre- or in-service teachers or teacher educators,
then they probably all have learnt something about Cultural Studies if
not intercultural communication. In any case you should definitely build
on their existing knowledge.
To this end, a short needs analysis questionnaire should be filled in
by the participants prior to the workshop (see Sample
Pre-Workshop Questionnaire). If this is not possible, the trainer
has to informally find out what the participants' expectations might
be. It may also help to ask for a description of their professional profile
from the host institution) in advance. These are useful steps to follow:
- On the basis of the information you have, analyze the target situation:
What knowledge or skills (or other aspects of intercultural competence)
will the participants primarily need in their work?
- Compare what they probably already know or have with what is required
of them;
- Think about their needs, expectations, and their reasons for attending
the workshop.
After you have done the needs analysis you can define the overall
aim/s of the workshop or course.
The aims may be some of the following:
- To raise cultural awareness;
- To develop the participants' intercultural competence (knowledge,
skills, attitudes);
- To learn to deal with cultural diversity in and outside the classroom;
- To become familiar with the basic theoretical framework of intercultural
communicative competence;
- To define terms like culture, acculturation, intercultural communication,
and intercultural competence;
- To practise designing and trying out activities with an intercultural
focus to be used in a language course;
- To analyse the cultural components of currently used coursebooks;
- To practise modifying and/or supplementing exercises in currently
used coursebooks to be able to turn any exercise into a culturally enriching
activity;
- To learn to use literature, films and/or music to develop intercultural
competence;
- To learn how to assess intercultural communicative competence;
- To discuss the importance of teaching culture when teaching language;
- Any other aim relevant to the professional needs of the trainees in
the field.
After stating the aim/s, draft some objectives: i.e. statements of what
the participants will learn and what they will be able to do by the end
of the workshop/s or course, e.g
- to understand the formation of one's own experience, opinion
and attitudes;
- to better understand one's own cultural identity and how it
is formed;
- to understand what unites or separates people from different cultures;
- to understand and break stereotypes;
- to deal with culture clashes and culture shock;
- to share a common understanding of the key concepts of intercultural
communication;
- to analyse currently used coursebooks from an intercultural
perspective;
- to differentiate between activities that are knowledge-based
and skill- or attitude-centred;
- to design or adapt (language) exercises with an intercultural
focus;
- to lead intercultural awareness raising games, simulation activities
and role-plays as well as ethnographic tasks that develop intercultural
competence;
- to know the basics about the assessment of intercultural communicative
competence;
- to argue one's own opinion respectfully and listen to
others' without premature judgement;
- to work in a group and encourage openness, empathy and cooperation;
- to accept the new role of guide, researcher, and participant in the
learning process as a teacher or trainer.
next chapter: 3.3 What?
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