Fostering Cultural Competence: Teaching Intercultural Understanding through Project-based Learning
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This article explores the dynamic and transformative potential of projectbased learning as a vehicle for imparting intercultural understanding. It elucidates the methodology and implications of teaching an intercultural approach, emphasizing its pivotal role in fostering cultural competence, empathy, and open-mindedness among Moroccan students. The article delves into the essential components of this teaching approach, from introducing students to intercultural issues to guiding them through research and the development of collaborative projects. It underscores the significance of cultivating an inclusive classroom environment that celebrates diversity while addressing various challenges and pitfalls. In an era marked by increased globalization and cultural interactions, teaching an intercultural approach through project work equips students with the skills and attitudes necessary for effective cross-cultural communication. This article highlights the long-term impact of such pedagogy, promoting the development of informed global citizens capable of navigating and contributing to our interconnected world.
Introduction
In a world that is increasingly interconnected and globalized, the importance of English as a lingua franca cannot be overstated. This is mainly true for Morocco, a country that has traditionally focused on French and Arabic in its educational system. While these languages are undeniably important, the growing significance of English language education in Morocco has become a subject worthy of attention.
English serves as a gateway to diverse cultures and viewpoints. It is often the common language that enables intercultural communication, fostering a deeper understanding and appreciation of global diversities. For a country like Morocco, which is itself a rich tapestry of cultures and traditions, this can only add another layer of richness.
There is a growing realization about the necessity of an intercultural approach in English classes, especially in Morocco. The multicultural framework of the nation demands an educational approach that not only teaches the mechanisms of language but also sensitizes students to different cultures. Intercultural competence is increasingly seen as a crucial skill, instrumental not only in personal development but also in fostering international relations and understanding.
In recent years, there has been a significant shift towards incorporating project work in educational settings. This approach has gained prominence for its practical focus and its capacity to promote skills such as critical thinking, collaboration, and problem-solving. Beyond the realm of education, project work has also penetrated language learning landscapes, offering a more dynamic, student-centered approach compared to the conventional teacher-centric approach.
The crux of this article focuses on the integration of these key themes: how projects work can facilitate an intercultural approach in English language education in Morocco. While project work offers a practical methodology, integrating intercultural aspects adds layers of depth and relevance, thus making English education in Morocco more aligned with global demands and local sensitivities.
In the subsequent sections, we will delve into the current state of English language education in Morocco and highlight the limitations of traditional teaching methods. We will then explore the merits of project-based learning, followed by a discussion on the important components of an intercultural approach. Finally, we will present case studies and examples to demonstrate how project work can effectively integrate an intercultural approach into the English classroom.
Moroccan Educational Landscape
The history of English education in Morocco is relatively young compared to its long-standing tradition of Arabic and French instruction. The colonial legacy left French as the dominant second language in educational and administrative settings. However, with Morocco’s post-independence emphasis on modernization and globalization, English has progressively gained importance. Over the last couple of decades, it has made its way into school curricula, higher education, and professional training programs.
In terms of the current trends and challenges, Moroccan English educators face multiple issues. Among these are outdated curriculums, inadequate training of teaching staff, and varying levels of English proficiency among students. Standard teaching methods often lack the dynamism and interactivity needed to engage students fully.
Moreover, there is a significant urban-rural divide; urban schools generally have better resources compared to their rural counterparts. Technology is another variable in this equation. While there is a huge interest in incorporating technology to facilitate language learning, such initiatives are most of the time hampered by issues like lack of reliable internet access and insufficient technological literacy both among students and teachers.
Additionally, diversity in Moroccan classrooms further complicates the matter. There are various ethnic backgrounds including Amazing, Arab, and Saharawi communities. The groups bring their own languages, dialects, and cultural norms into the classroom, making the task of achieving a cohesive and universally effective educational approach challenging. On the other hand, this diversity can be used as a rich resource for fostering intercultural competence; on the other hand, it poses a significant challenge in creating lesson plans and educational projects that are universally effective and inclusive.
Navigating these complexities calls for innovative approaches that not only improve language proficiency but also impart skills and attitudes necessary for success in a globally interconnected world. The integration of project work with an intercultural focus, as discussed in the previous section, could be a promising solution to many of these challenges.
Basics of Project Work
Legutkeet al. (1991) describe project-based learning as an approach that evolves from mutual agreement among all participants. The approach provides flexibility for individual learners or small groups to make their own choices, yet within a broader plan that sets out the projects’ objectives and methods. Project-based learning or project work is a pedagogy approach that involves students actively participating in long-term, multifaceted tasks, often aimed at solving a particular problem or answering a specific question. Unlike traditional lecture-based methods that are more content-based, project work centers on the process, demanding skills like research, critical thinking, planning, and execution. Projects often culminate in intangible end-products like presentations, reports, or artifacts that demonstrate learning outcomes.
When applied to language learning, Haines (1989) introduces several advantages that project work offers. Firstly, it provides a context-rich environment where language is used for practical, real-world purposes, making the learning experience more engaging and meaningful for the students. It also promotes for “four Cs”, communication, collaboration, critical thinking, and creativity, skills that are increasingly important in the 21st century. Moreover, the collaborative nature of many projects enables peer-to-peer learning, allowing students to learn not just from the teacher, but also from each other. Importantly, incorporating an intercultural approach within project work can provide students with the opportunity to explore diverse cultures, traditions, and viewpoints, thereby fostering intercultural competence along with language proficiency.
However, implementing project work is not without its challenges and criticisms. One of the most significant hurdles is the preparation and planning required by educators. Creating, supervising, and assessing projects can be labor-intensive and require a level of expertise and resources that might not be readily available. Additionally, the collaborative nature of project work can sometimes result in unequal participation and work distribution among students, which can be counterproductive to the learning experience.
The Intercultural Approach
The intercultural approach is an educational methodology designed to foster understanding, acceptance, and constructive interaction among individuals from diverse cultural backgrounds. Key components of this approach include cultural sensitivity, empathy, and open dialogue. Unlike traditional teaching methods that often focus on transferring knowledge, the intercultural approach aims to develop a more comprehensive set of skills that encompasses cognitive, emotional, and behavioral aspects. This is often facilitated through various activities like cross-cultural simulations, real-world case studies, and open discussions that explore cultural norms and values (Byram, 1998). In essence, it is not just about what you know, but how you engage with what you know in a culturally diverse setting.
The significance of an intercultural approach in modern education is accentuated by the rapid globalization and increasing cultural diversity in classrooms. In language classes, this approach goes beyond linguistic competence to include intercultural communicative competence. Learning a language is not just about mastering its grammar and vocabulary; it is also about understanding the cultural context in which the language operates (Kramsch, 1993). Such an approach equips students with the tools to communicate effectively and ethically with people from different cultural backgrounds, a skill that is increasingly necessary in our interconnected world. Moreover, the approach has been shown to improve cognitive abilities, critical thinking skills, and foster a more inclusive and respectful classroom environment (Bennett, 2008).
While the intercultural approach emphasizes interaction and dialogue among diverse cultures, the multicultural approach focuses on the recognition and celebration of cultural differences, sometimes without the interactive elements. The multicultural approach can lead to the “cultural islands” phenomenon, where cultures are understood in isolation from one another (Banks, 2004).
On the other hand, the global approach aims at preparing students to engage with global issues and phenomena, but it sometimes risks oversimplifying or generating cultural intricacies to present a more “global” perspective (Suarez-Orozco & Qin-Hilliard, 2004). The intercultural approach, however, attempts to bridge this gap by encouraging not just understanding or awareness, but also meaningful interaction and dialogue among varied cultural viewpoints. It aims for a delicate understanding that respects individual cultural identities while also recognizing shared human values.
Thus, the intercultural approach offers a more balanced and interactive methodology for educating students in a culturally diverse and globally interconnected world. It synthesizes elements of both multicultural and global approaches, striving for a more holistic educational experience.
Integrating Project Work and Intercultural Approach
The integration of project work and intercultural approach in Moroccan English classes serves to address two critical pedagogical needs. Firstly, project work emphasizes “learning by doing”, a constructivist approach that encourages students to engage deeply with the material and develop practical skills (Kolb, 1984). Secondly, as Morocco becomes increasingly globalized, an intercultural approach can prepare students to interact effectively in diverse settings, understanding both the linguistic nuances and cultural context (Byram, 1998).
The rationale for integrating these two approaches is rooted in the synergy that can create. On the one hand, project work can serve as a conduit for intercultural understanding. Projects that require students to research and engage with cultures different from their own allow them to apply language skills in a context that reflects real-world complexities. On the other hand, an intercultural framework enriches the project work by adding layers of cultural analysis and self-reflection, moving beyond mere task completion to foster what Byram (1998) calls “intercultural competence”.
There are various benefits of combining project work with an intercultural approach in Moroccan English classes among them are:
1. Holistic learning: Project-based intercultural learning allows students to develop a wide array of skills simultaneously, including linguistic proficiency, research abilities, and social skills (Thomas, 2000).
2. Cultural sensitivity: Projects that necessitate intercultural engagement help students become more open to diversity, fostering empathy, and reducing prejudice (Bennett, 1993).
3. Authentic engagement: The combined approach aligns well with real-world demands, preparing students for global citizenship and job markets that increasingly value intercultural competence (Deardorff, 2006).
4. Motivation: Students are motivated when they find the material relevant to their lives. Through projects that encourage intercultural interaction, learners often discover a personal connection to the subject matter (Ryan & Deci, 2000).
However, there are considerable challenges when integrating project work with the intercultural approach in Moroccan English classes. One of the most significant ones is resource limitations. The multifaceted nature of this teaching strategy often requires diverse materials, technology, and especially educators who are trained in both pedagogical approaches. Schools with limited budgets might find it difficult to meet these requirements. Another challenge lies in the assessment of student performance and learning outcomes. Traditional assessment methods, such as standardized tests, may not fully assess the skills and competencies developed through project work, and intercultural learning. These skills can include not only linguistic proficiency but also cultural awareness, empathy, and critical thinking. The complexity of these outcomes creates a challenge for educators in developing appropriate evaluation metrics. Additionally, integrating a new, integrative approach to teaching can itself create resistance due to deeply rooted educational systems and methods. This resistance can manifest as a reluctance to invest time in new teaching methods, hesitancy in alerting assessment structures, or even ideological pushback against the values of cultural inclusivity.
As a solution to the first challenge of resource limitations, schools can seek partnerships with organizations that specialize in intercultural education or project-based learning. Alternatively, the Internet provides a vast array of free resources that can be incorporated into the classroom. Next, to address the issue of assessment complexity, portfolio assessment could be beneficial. Portfolios can include research projects, self-reflection, peer reviews, and even multimedia projects, offering a more comprehensive view of a student’s competencies and growth. Last, as a solution to the teachers’ resistance to change, professional development workshops can be instrumental in gaining faculty support. Additionally, providing educators with ongoing support, in the form of resources or mentorship, can sustain long-term commitment to the new teaching methodology. By working on teachers’ development, schools can help ensure the successful implementation of an integrated project work and intercultural approach.
Practical Examples of Intercultural Project Work
There are various examples of intercultural project works that teachers can foster in their classrooms. The following ones are frequently used in class:
1. Global Recipe exchange: This project can involve students or teams from different cultural backgrounds exchanging recipes that have cultural significance. This experience can also open the doors for discussion about the history and culture surrounding the dish.
2. Project cultural fair: Using classroom walls or magnetic whiteboards, students can exhibit different aspects of their culture, from arts and crafts to music and dance. Students can explain each other’s culture, thereby gaining an in-depth understanding of different cultures.
3. Cultural interviews: Students can be paired with partners from different cultural backgrounds. They can conduct interviews and compile biographies that focus on the other’s cultural norms, values, and traditions.
4. Language exchange program: Students can pair up to teach each other basic phrases or sentences in their native languages. This not only exposes them to a new language or dialect but also to the thought processes and worldviews embedded in language (Saville-Troike, 2012).
5. Cultural Pen Pals: Students are assigned pen pals from different cultural backgrounds. Through letters or emails, they discuss different aspects of their lives, cultural practices, and social norms, thereby fostering a deeper understanding of each other’s culture.
6. Film and literature review: Students watch films or read literature from another culture and then write a review or analysis. This engages them in critical thinking about the cultural values and messages embedded in narratives.
7. Intercultural debate: Topics of global significance, which are viewed differently in various cultures, can be debated. Students must argue from the perspective of a culture other than their own.
There are various assessment and evaluation metrics for intercultural competence among them are:
8. Self-assessment surveys: Pre- and post-project can be administered to measure the change in students’ attitudes and understanding towards different cultures.
9. Portfolio assessment: A compilation of all assignments, reflections, and assessments related to the project that can be evaluated to give a comprehensive view of a student’s intercultural learning journey.
By carefully designing projects, activities, and assessment metrics, educators can provide students with a comprehensive, well-rounded experience in intercultural competence.
Case Study: Classroom Project Work about Foreign Celebrations
Teaching various celebrations in different countries through project work can be an engaging and culturally enriching experience for students. This lesson plan (Table I) provides a structured approach to achieving this objective.
Grade level | First-year baccalaureate |
---|---|
School | Moulay Ismail High School, Meknes, Morocco |
Lesson type | Project work |
Duration | 1 week/3 separate hours |
Learning Objectives
• To understand the cultural significance of celebrations in Morocco, and then in different countries.
• To learn about diverse customs, traditions, and rituals associated with celebrations.
• To enhance research, creativity, and presentation skills through project-based learning.
• To foster respect for cultural diversity and promote global awareness.
Procedure
Introduction to Celebrations: 1 Hour
I began the session with a revision of the Moroccan celebrations and how they differ from one city to another. Then, I explained the importance of understanding different celebrations and their cultural significance. I presented examples of celebrations from various countries for instance Christmas, Halloween, Chinese New Year, and Thanksgiving, and I briefly discussed their origins. After that, I initiated a class discussion to explore students’ initial thoughts and experiences with celebrations. Moreover, I divided students into small groups, and I assigned each group a specific celebration from a different country. I provided students with videos and websites for research. I instructed each group to research and prepare presentations on the history, customs, and significance of the assigned celebration. I encouraged groups to incorporate visuals and artifacts related to the celebration.
Creating Celebration Projects: 1 Hour
I challenged students to design their own celebration projects based on what they have learned. These projects should be inspired by the celebration their group researched. Working in groups, each member presented what they had worked on and tried to assemble the information they got in a creative way. Projects can include creating decorations, traditional foods, or even small performances. Each group developed a detailed project plan, including materials needed and a timeline for completion which were the last session of the week.
Implementing and Presenting Project: 1 Hour
I gave time to each group to prepare the celebration project outside of school. I encouraged students to use their own creativity and cultural authenticity while designing their projects. I also encouraged them to use PowerPoint to design their projects. In the final hour of the week, using the class overhead projector, each group presented their project to the class, explaining how they were inspired by the celebration they researched. Students shared the significance of their projects, and how they relate to the cultural celebration or any interesting facts discovered. After each presentation, a short discussion was opened by other groups asking questions or commenting on different issues. As an assessor, my evaluation was based on students’ participation in discussions, research, and project presentations, as well as on peer evaluations to encourage teamwork and collaboration.
Implications of the Lesson
Teaching lessons on various celebrations in different countries through project work has several important implications for the overall educational experience. These implications extend to both students and the learning environment. The following are key implications to consider:
• The lessons promote cultural awareness and sensitivity among students. They learn to appreciate and respect diverse traditions and celebrations.
• Project-based learning encourages critical thinking and research skills. Students must analyze, synthesize, and evaluate information about different cultures and celebrations.
• Students can have the opportunity to express their creativity through project work.
• Group projects promote collaboration and teamwork among students. They learn to work together, share responsibilities, and respect different views within their groups.
• These lessons can integrate various subjects, including geography, history, language arts, and even art and music. This interdisciplinary approach enhances learning.
• Students engage in real-world topics and issues, as celebrations are an integral part of global cultures. They see the practical parts of their learning.
• Students develop empathy as they explore the customs, traditions, and meanings behind different celebrations. This empathy can extend beyond the classroom to their interactions with people from diverse backgrounds.
• Teachers play a crucial role in guiding students through these lessons. They must provide guidance, resources, and create a supportive environment for exploration.
• Effective time management is necessary to cover a range of celebrations and ensure that students have enough time for research, project creation, and presentations.
• Teachers should be culturally sensitive and guide students to avoid stereotypes or biases when studying other cultures.
Overall, lessons on celebrations in different countries through project work offer a holistic and enriching educational experience. They promote cultural understanding, critical thinking, and collaboration while preparing students to be informed and empathetic global citizens.
Limitations of the Lesson
Teaching various celebrations in different countries through project work is an engaging approach, but like any educational method, it has its limitations. First, exploring celebrations from multiple countries in-depth can be time-consuming. Depending on the duration of the lesson plan, it may not be possible to cover a wide range of celebrations comprehensively. Second, due to the breadth of celebrations, the lesson plan may only touch the surface of each celebration’s cultural significance. Deep understanding might require more time and resources. Third, language barriers can hinder students’ ability to research and understand celebrations in English. Translation resources may be needed. Fourth, coordinating presentations and project work, especially if they involve technological gadgets (ICT), can be logistically challenging and may require additional time to the allotted hour. Last, students may assume that everyone with a specific culture celebrates in the same way, ignoring internal diversity within countries or regions.
Despite these limitations, the lesson can still provide valuable insights into cultural diversity and foster respect for different traditions and celebrations. Teachers should be aware of these limitations and tailor their approach to the specific needs and abilities of their students.
Conclusion
In conclusion, the lessons on various celebrations in different countries through project-based learning offer a dynamic and culturally enriching educational approach. These lessons have long-term implications for both students and the learning environment, fostering cultural awareness, critical thinking, creativity, and global citizenship. Through the exploration of diverse celebrations, students gain a deeper understanding of the world’s cultural richness, learning to appreciate and respect the traditions of others.
Project-based learning provides a platform for students to engage with real-world issues, promoting inclusivity and empathy. It encourages collaboration, interdisciplinary learning, and the development of essential life skills such as research, teamwork, and effective communication.
However, it is important to acknowledge the challenges associated with these lessons, including time constraints, language barriers, and logistic challenges. Teachers play a pivotal role in facilitating these lessons, guiding students toward respectful exploration of different cultures while addressing these challenges.
Ultimately, the lessons on celebrations in different countries contribute to a more interconnected and culturally sensitive society. They empower students to become informed global citizens who appreciate the richness of human diversity and are equipped with the skills and mindsets needed to delve into an increasingly globalized world. As we look to the future, embracing such educational approaches becomes not just an option but a necessity for promoting understanding, respect, and unity among diverse communities worldwide.
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