The Didactic Dimension of Communication and Culture within Language Education in the new Reality of Globalization

Abstract

We live in a world of increasing globalization, the effects of which are creating fundamental changes in the way we live and manage to construct our identities. Intercultural education is a relatively new and very complex concept that includes a number of psychological, anthropological, linguistic, geopolitical, religious, etc. aspects. Carrying out pedagogical activity in a multicultural environment requires special rigor for respecting some principles and values: respecting human rights, the absence of discriminatory phenomena, encouraging the expression of views, respecting different cultural values, capitalizing on cultural sensitivity. In this study we will focus on the Didactics of Culture in the framework of Language Education. Starting from a synthetic historical analysis, we will try to define the intercultural perspective by considering the model of intercultural communicative competence. The didactic dimension of intercultural communication (which due to its nature cannot be taught, but simply observed) represents the arrival point of our reflection.

Methods

In the didactic process, language is no longer seen simply as a means of transmitting information, but as a bridge connecting identities, cultures and global perspectives. Communication and culture are inextricably intertwined, and language education must address this interdependence in order to develop linguistically and individuals. interculturally competent Globalization has transformed the dynamics of communication, deepening the connections between cultures and creating an urgent need for linguistic and intercultural competences. This process has prompted a reconceptualization of the role of language education as a space to develop skills that support international cooperation, cultural sharing and respect for diversity.

Results

The use of authentic programs is another beneficial tool for language learning, one example of which is “eTwinning”, a European platform that connects students and teachers from different countries through intercultural projects. These projects help students discover similarities and differences between cultures and practice language skills in real-life contexts. Although technology has many advantages, it also brings new challenges to language education. According to Thorne (2003), the use of technology can lead to a dependence on digital tools, reducing direct interaction and intercultural sensitivity. Furthermore, the use of technology requires a careful and balanced approach to avoid problems of accessibility and to ensure an inclusive education.

Conclusions

The didactic dimension of communication and culture is fundamental to language education. In a globalized world, where intercultural interaction is inevitable, language learning must go beyond grammatical and lexical skills to include the development of intercultural and interpersonal competences. Such education not only helps to build a more open and respectful society towards diversity, but also to form global citizens. In an increasingly globalized world, language education must aim at more than technical skills. It should help individuals understand and accept cultural diversity, build bridges of cooperation and contribute to the creation of a more just and equal society.

CONFLICT OF INTEREST

The authors declare no conflict of interest.

REFERENCES

1. Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. University of Minnesota Press.

2. Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Multilingual Matters.

3. Crystal, D. (2003). English as a Global Language. Cambridge University Press.

4. Canagarajah, S. (2005). Reclaiming the Local in Language Policy and Practice. Routledge.

5. Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.

6. Deardorff, D. K. (2009). The SAGE Handbook of Intercultural Competence. SAGE Publications.

7. Fairclough, N. (2001). Language and Power. Longman.

8. Giddens, A. (2003). Runaway World: How Globalisation is Reshaping Our Lives. Routledge.

9. Godwin-Jones, R. (2018). “Emerging Technologies: Second Language Acquisition by Design: A Constructionist Approach.” Language Learning & Technology, 22(2), 4–15.

10. Holliday, A. (2011). Intercultural Communication and Ideology. SAGE Publications.

11. House, J. (2009). Translation. Oxford University Press.

12. Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.

13. Kramsch, C. (2014). The Multilingual Subject: What Foreign Language Learners Say About Their Experience and Why It Matters. Oxford University Press.

14. Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Longman.

15. Pavlenko, A., & Lantolf, J. P. (2000). “Second Language Learning as Participation and the (Re)Construction of Selves.” In J. P. Lantolf (Ed.), Sociocultural Theory and Second Language Learning. Oxford University Press, pp. 155–177.

16. Risager, K. (2006). Language and Culture: Global Flows and Local Complexity. Multilingual Matters.

17. Scollon, R., & Scollon, S. W. (2001). Intercultural Communication: A Discourse Approach. Blackwell Publishing.

18. Thorne, S. L. (2003). “Artifacts and Cultures-of-Use in Intercultural Communication” Langua-ge Learning & Technology, 7(2), 38–67.

19. Tomlinson, B. (2013). Applied Linguistics and Materials Development. Bloomsbury.

20. Warschauer, M. (2000). “The Changing Global Economy and the Future of English Teaching.” TESOL Quarterly, 34(3), 511–535.

Citing Literature