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Diplomarbeit / Diploma Thesis DIPLOMARBEIT / DIPLOMA THESIS Titel der Diplomarbeit / Title of the Diploma Thesis „Intercultural communication in the EFL classroom: Teaching Australian Aboriginal children´s and young adult literature“ verfasst von / submitted by Caroline Wappel angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Magistra der Philosophie (Mag.phil.) Wien, 2020 / Vienna, 2020 Studienkennzahl lt. Studienblatt / UA 190 344 347 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Lehramt UF Englisch UF Französisch degree programme as it appears on the student record sheet: Betreut von / Supervisor: Univ.-Prof. Dr. Kirsten Anika Sandrock Acknowledgements This thesis would not have been possible without the highly appreciated support of Univ.-Prof. Dr. Christa Knellwolf King and Univ.-Prof. Dr. Kirsten Sandrock. I want to thank them for their valuable counsel and motivating remarks. My heartfelt gratitude goes to my family to who I dedicate this thesis. I want to thank my parents, Christiane and Herbert, for their understanding and many years of loving support. Special thanks go to my friends Barbara and Nicole. Thank you for your encouragement, thank you for pushing me and looking after my proceedings. I also owe great debt to my dear colleagues, Mag. Julie Eiwen, Mag. Lena Kirschner and Mag. Christian Schreiner, for their counsel and support. I would like to express a heartfelt thank you to all the people who have supported and believed in me – against all odds! Für Lisa Grace Abstract This diploma thesis demonstrates how multicultural literary texts can be deployed by English foreign language (EFL) teachers as a resource to implement intercultural learning in the EFL classroom. It provides guidelines and practical tools they can draw on in order to foster both specific linguistic competences, as formulated by the Common European Framework of Reference for Languages (CEFR), as well as intercultural competences. The aim of this thesis is to develop intercultural understanding through the adoption of a transcultural teaching and learning approach and equip students with critical reading and research skills through the inclusion of multicultural literary texts and the use of digital media. In response to accelerating globalisation processes in the economic, political and socio-cultural sphere, the agenda of foreign language (FL) education has undergone significant changes over the past decades. Many European countries have introduced learning and teaching objectives which aim to define and grade core areas and competences for language learning and seek to develop comparable language related reference standards across European countries. As of 2009, the implementation of educational standards (Bildungsstandards) in Austrian schools, has created a specific “standardised task collection”, which introduces competence-oriented teaching and assessment parametres as well as learning standards which are mainly focused on developing specific linguistic skills Austrian (E)FL students need to master in their final (Matura) exam. Thus, current trends within (E)FL teaching focus on training communicative language skills rather than culture-related competences. Although intercultural learning has been introduced as a guiding principle in the Austrian national curriculum, the latter lacks concrete guidelines as to how practitioners may realise intercultural learning in the EFL classroom. The first chapter of this thesis discusses the impact the CEFR has had on the Austrian national curriculum in general and EFL education in particular. It investigates the advantages and flaws of the CEFR, highlights the role of literature as a valuable resource in the (E)FL teaching context, provides a clear definition of intercultural competence and explains the main concepts, principles and practices of teaching and learning from an intercultural perspective. The second chapter provides information on principles and practices of implementing intercultural learning through the adoption of a transcultural teaching and learning approach. It discusses new concepts of teaching “culture” and literature in the EFL classroom. The third chapter introduces EFL teachers and learners to the great cultural diversity of contemporary Indigenous Australian nations and examines recurring themes in Aboriginal authored texts. It highlights the significance of incorporating and considering Aboriginal and Torres Strait Islander perspectives in Australian history and addresses a wide range of complex issues whose understanding is relevant for both understanding the historical and socio-cultural events embedded in the individual stories and promoting intercultural learning. The fourth chapter offers a detailed analysis of the selected texts and supplies educators with practical tools in order to realise intercultural learning in the EFL classroom. First, the narratives are placed into their socio-cultural and historical contexts and key themes addressed in the respective stories are discussed. Second, the individual stories´ potential for developing intercultural competences are analysed and practitioners are provided with lesson plans and material they can use in their teaching units. This chapter thus demonstrates how the selected stories may be used in order to effectively promote intercultural learning. The texts include a variety of forms and genres including children´s history books, autobiographical accounts and songs but also comprise and investigate film sequences, short documentaries and interviews. The teaching units presented in this thesis are supplemented by e-learning classes which enable learners to access a variety of authentic multimedia material and allow them to get into contact with contemporary Indigenous Australian writers and activists. Table of contents 1. Introduction ................................................................................................................ 1 2. EFL education: recent developments and current trends ...................................... 6 2.1. The Common European Framework of Reference for Languages (CEFR) ................ 8 2.2. Intercultural learning as a major principle in the Austrian curriculum ..................... 12 3. Intercultural learning in EFL teaching .................................................................. 17 3.1.Teaching culture ......................................................................................................... 19 3.2.Literature in EFL teaching ......................................................................................... 25 3.3.A culturally situated reader-response model as a means to promote intercultural learning in the EFL classroom ................................................................................... 28 4. Key themes in Australian Aboriginal writing ........................................................ 30 4.1.History ........................................................................................................................ 32 4.2.Aboriginal activism and land rights movements ........................................................ 35 4.2.1. The Gurindji Wave Hill Walk-Off ....................................................................... 35 4.3. The Stolen Generations ............................................................................................. 38 4.3.1. Government-endorsed policies of “protection“ .................................................... 39 4.4.Reconciliation ............................................................................................................. 44 5. Analysis of selected texts for the use in the EFL teaching context ...................... 46 5.1.Leading students into the topic: raising awareness worksheets ................................. 50 5.1.1.Personal reading log ................................................................................................ 50 5.1.2. Australia – ngurra: getting to know Australia ....................................................... 51 5.1.3. Identity and diversity: Indigenous Australian nations ............................................ 53 5.1.4. My multicultural class ............................................................................................ 55 5.1.5.Equal Rights ............................................................................................................ 56 5.1.6. Australian histories ................................................................................................. 58 5.2. Papunya School Book of Country and History by Nadia Wheatley, Ken Searle and staff and students at Papunya School ............................................................. 60 5.2.1. Intercultural aspects and learning objectives.................................................... 62 5.2.2. Lesson plans ..................................................................................................... 63 5.2.3. Worksheets ....................................................................................................... 78 5.3. When I Was Little, Like You by Mary Malbunka ........................................... 92 5.3.1. Mary Malbunka ................................................................................................ 93 5.3.2. Intercultural aspects and learning objectives.................................................... 94 5.3.3. Lesson plans ....................................................................................................
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