Educational approach to multicultural competence

in English and Dari Language Training

Lt. Col. Tomasz Cymek

Polish Armed Forces School of Languages

www.wsnjo.pl

Outline

Multicultural issues in foreign language programs Multicultural competence in military environment Comparison: English – Dari – curriculum and its

implementation in the Polish Armed Forces School of Languages

Aids and techniques to avoid gaps in multicultural competence

Conclusion

Multicultural issues in foreign language

programs /1/

Reasons

• Work search, language as working tool • Multicultural knowledge as „travel insurance” • Family connections • Tolerance-giving dialogue tool• Freedom from prejudice, criticism towards stereotypes• New values for the homogeneous Polish society

The same factors have an input on military cooperation

Multicultural issues in foreign language

programs /2/

Theory of socio-cultural competence

• Social context issues need qualified teachers with supplementary education, socio-cultural dialogue, appropriate language environment, integration of handbook knowledge and students’ needs

• Cultural issues demand students’ activation, participation in multinational projects, activation of e-mail contacts, discussion forums, students are not culturally homogeneous

Socio-cultural competence

Social context

Styleproperties

Culture issues

Non–verbal communication

Multicultural issues in foreign language

programs /3/

Multicultural issues in teaching practice

• Style properties and non–verbal communication• The main or the only help for students• Between teaching program and students’ expectations• Is there any „life beyond curriculum”?

Multicultural competence in military environment

/1/

Bi/intercultural vs. multicultural• Intercultural less than multicultural• Military environment - best example for multicultural needs• Perfect communication skills requirement in military

cooperation • Multicultural communication competence in the theory of

LSP Communicative competence

GrammarSocio-

cultural knowledge

Psycho- linguistic

competence

Knowledge of professional terminology

Knowledge of military

subculture

De facto knowledge

of all elements

Multicultural competence in military environment

/2/

Military vs. civilian

• Both spheres require competent users• Both spheres display different needs• Differences generate dissimilarities in language training• There are objective needs of multicultural-oriented

language training in military environment• Military teacher’s role and responsibility is growing

Multicultural competence in military environment

/3/

Competent vs. not competent

• Every soldier needs (has) to be competent• Language needs result from forces profile• Polish forces’ participation in multinational operations and

missions determines our force profile• Operations require activation of different sub-capabilities• Different sub–capabilities depend on region/ language/ force

structure• Cooperation defines individual needs

Comparison: English – Dari

/1/

Language programs

Common Armed Forces English Framework for Levels 1-3

Dari - unique language course program for Level 1/1+

Multicultural issues as essential part of every skill integrated in „usual” training

Multicultural issues in separate description with extra „culture” training

Comparative approach Tendency to contrastive approach

Focus on prevailing (over-whelming) similarity

Focus on (disturbing) contrasts

Comparison: English – Dari

/2/

Curriculum English Level 2

• Completeness of material sources: all skills + military• Newer sources with social and cultural oriented parts• Curriculum - oriented on semantic topics • Teaching based on teachers experience• Concentration on meanings, grammatical and lexical

possibilities• Controversial topics discussed from the same position• No special undertakings needed

Comparison: English – Dari

/3/

Curriculum Dari Level 1/1+

• Lack of resources: all skills, especially military• Choice between academic descriptive sources and

coursebooks with implicit cultural values exponents• Curriculum divided into language/grammar - oriented topics

with cultural extras• Teaching based on teachers’ knowledge and native

speakers’ experience and prejudice (Iran, Afghanistan)• Concentration on understanding• Controversial topics discussed from the different positions –

different views on Afghanistan• Special undertakings needed

Aids and techniques /1/

Aids and techniques for teachers

• Internet resources –mailing lists, websites• International cooperation• Cooperation within the teaching team• TV + recording studio• Consultation anytime• Help to elaborate own techniques

Aids and techniques /2/

Aids and techniques for students• Topic oriented lectures – PsychOps, Jihad, Language and

Culture• Reality elements – live or via multimedia• Teaching staff diversity produces openness (6 native

speakers)• Teachers as help and contact point at home – telephone, e-

mail, communicators• Vocabulary lists or pocket phrasebook (+CD)

Aids and techniques /3/

Possibility to avoid multicultural gaps conclusion

• Every (Polish and native) teacher has his own gaps • Every student can make mistakes in the classroom• Gaps are inevitable also in operations• Compensation techniques must be taught • Preparation for future challenges

Thank you for your attention !!!!

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