LIDDICOAT - Five Principles of Intercultural Language Learning
LIDDICOAT - Five Principles of Intercultural Language Learning
LIDDICOAT - Five Principles of Intercultural Language Learning
Active Construction
Learning involves the use language purposefully in encourage interaction with
purposeful and active a range of tasks in which peers and others.
construction of knowledge they discover and create encourage noticing.
within a socio-cultural meaning in interaction with
give time for formulating
context of use. people, texts and
questions, observing,
Learners explore language technologies.
discovering, discussing and
and culture through active develop personal ways of experimenting.
engagement. responding to linguistic and
select/design tasks that
Learners develop a cultural differences.
stimulate students’ interest
personal, intercultural space explore the culturally and extend their thinking
with multiple dimensions. conditioned nature of human about language and culture.
behaviour.
Making Connections
Learning is based upon develop ways to re-think begin tasks with the
previous knowledge and their preconceptions and to understandings that learners
requires challenges to transform themselves and bring from their home or
preconceptions that learners their knowledge. community.
bring to the classroom. combine learning of draw upon the diversity of
These challenges lead to language and culture with their learners.
new insights through which learning across the provide scaffolding through
learners make connections curriculum. interactive questioning,
to reorganise and extend develop their understanding instruction, resources and
their existing frameworks of of language, culture and technology.
knowledge and belief. values, and their encourage learners to
interdependence. observe, predict, compare,
explain, integrate and
inquire.
encourage interaction and
connections across texts
and contexts.
Social interaction
Communicating about engage in interactive talk value and promote
linguistic and cultural and questioning with the discussion, thinking, inquiry
differences and similarities. teacher and others. and experimentation.
Communicating across see their own and others’ listen to and build upon
linguistic and cultural cultures in a comparative students’ responses.
boundaries. light. acknowledge learners’
Recognising these recognise that social views, judgments and
boundaries and exploring interaction is central to rationales.
why they are constructed. communication. draw upon multiple ideas,
Engaging with unfamiliar promote the social knowledge, beliefs, values
conceptual systems through involvement of all learners. and behaviours.
language.
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Principles Learners Teachers
Reflection
Critically and constructively reflect critically on language, encourage new learning
reflecting on and questioning culture, knowing and through language and about
linguistic and cultural learning. language.
differences and similarities. develop the capability to promote reflection on
Critically and constructively reflect on, and engage with, linguistic and cultural
reflecting on one’s own difference; and develop concepts.
intercultural behaviour. ways of modifying create an intercultural space
Articulating the multiple behaviour. for engaging with cultures
dimensions of one’s own monitor their own production without students abandoning
intercultural space and and its effects on others. their primary culture(s).
identity. question stereotypes. discuss goals, processes
develop a metalanguage for and judgments with learners.
discussing the relationship provide clear and accurate
between language and feedback.
culture. foster the development of
understand the need for that intercultural sensitivity.
metalanguage development.
Responsibility
Learning depends on seek and respond to support the setting of
learners’ attitudes and feedback on their learning. personal goals.
disposition towards learning. take responsibility for their foster engagement with
Learners accept learning. difference.
responsibility for contributing show willingness to interact foster awareness of
to successful communication with people from diverse generalisations.
across languages and languages and cultures. foster co-operative learning.
cultures.
develop awareness of the encourage self-monitoring
Learners accept validity of diverse value and and self-assessment.
responsibility for developing conceptual systems.
an intercultural perspective. demonstrate understanding
recognise the need to de- through personal attitudes
centre from their cultural and behaviours.
perspective.
understand the naturalness
of multiple perspectives.
Sources:
Report on Intercultural Language Learning
Anthony Liddicoat, Leo Papademetre, Angela Scarino, Michelle Kohler, 2003
Striving for the Third Place: Intercultural Competence through Language Education
Joseph Lo Bianco, Anthony Liddicoat, Chantal Crozet
Language Australia, Melbourne, 1999
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