TEFL should not be limited to the teaching of linguistic skills and the culture of the target language. It should rather highlight cultural diversity to prepare young people for a multicultural world. Exposure to different cultures at an early age leaves almost no room for stereotypes.

1. Incorporating World
Heritages and Cultures
into Thematic Units for
TEYL
TESOL Convention 2013, Dallas, Texas USA
By Chaouki M’kaddem, Ministry Of Education, Tunisia.

2. Abstract:
TEFL should not be limited to the
teaching of linguistic skills and the
culture of the target language. It should
rather highlight cultural diversity to
prepare young people for a multicultural
world. Exposure to different cultures at an
early age leaves almost no room for
stereotypes.

4. References:
Byram, M., & Zarate, G. (1997). Defining and assessing intercultural
competence: Some principles
and pro-posals for the European context. Language Teaching,
29, 239–243.
Liddicoat, A.J. (2002). Static and dynamic views of culture and
intercultural language acquisition. Babel, 36(3), 4–11, 37.
Piaget, J. (1970). The science of education and the psychology of the
child. New York:
Orion Press.
Ruben, B. D. (1976). Assessing communication competency for
intercultural adaptation. Group and Organization Studies, 1, 334-
354.
Shin, J. K. (2006). Ten helpful ideas for teaching English to young
learners. English Teaching Forum, 2. p. 2-7, 13. Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/06-44-2-b.pdf
Vygotsky, L. (1962). Thought and language. Cambridge, MA: MIT
Press.
Wood, D., Bruner, J, & Ross, G. (1976). The role of tutoring in problem
solving. Journal
of child Psychology and Psychiatry, 17:2, 89–100.

6. Young learners’ characteristics
and culture

9. Why Thematic Units?
Through thematic units there will be:
– more comprehensible instruction
– meaningful context
– achievement of meaningful goals through language
– smooth transition between activities and lessons
– connection of content, language and culture to a broad idea
– incorporation of real life situations in instruction.
– Integration of language skills communicatively and naturally
– focus on experiential learning
– easy selection of the cultural aspects.
– adaptation of the cultural aspects
– reinforcement of the awareness of cultural aspects through
recycling
– more motivation and learner involvement

11. Ruben (1976) identified seven dimensions
of intercultural competence:
1. Display of respect  individual’s ability to
express respect and positive regard for
other individuals.
2. Interaction posture  individual’s ability to
respond to others in a descriptive, non-
evaluative, and non-judgmental way.
3. Orientation to knowledge  individual’s
ability to recognize the extent to which
knowledge is individual in nature.
4. Empathy  individual’s ability to put
her/himself in someone else’s shoes.

12. 1. Self-oriented role behavior  individual’s
ability to be flexible and to function in
initiating and harmonizing roles.
2. Interaction management  individual’s
ability to take turns in discussion and
initiate and terminate interaction based on
a reasonably accurate assessment of the
needs and desires of others.
3. Tolerance for ambiguity  individual’s
ability to react to new and ambiguous
situations with little visible discomfort.

13. Language teachers should:
• enable YLs to actively engage in culture
learning, rather than only learn about cultural
information in a passive way.
• engage YLs in the process of exploring their
own culture and other cultures.
• involve YLs in the process of discovering
their own cultural dimensions and cultural
differences.
• Guide the YLs to set stereotypes into
question.
• enable YLs to reflect on cultural otherness.

14. • lead YLs to be tolerant and to accept
what is different.
• let YLs compare and contrast without
being judgemental.
• intervene when necessary to adjust
YLs attitude towards cultural
otherness.
• sharpen the YLs’ critical thinking skills.
• facilitate learning through ICT use.
• create a social network group for the
class (Facebook)

15. The process of developing
intercultural competence is cyclical:
A pathway for developing intercultural competence (Liddicoat, 2002)

16. Information (Input) Sources
Teachers should be careful when selecting information. The input may
be found in:
• Extracts from films/TV programs
• Internet (videos, images, podcast, websites …)
• DVD & CDs
• Encyclopedias
• Background information
• Anecdotes
• Plays & songs
• Photographs
• Illustrations
• Newspapers, magazines
• Stories
• Jokes
• Proverbs

17. Activity types (Output):
Activities need to be task-based and should meet YLs’ learning
styles. They can be done in groups, in pairs, or individually.
Below are some examples of activities that are suitable for
young learners.
Story telling
Drawing
Role-play
Simulation
Problem solving
Projects
Quizzes
Class debate
Writing assignments

18. Examples of cultural aspects
related to themes:

20. Take home message:
World Cultures within Kids’ Reach
(by Chaouki M’kaddem)
Dear language teacher,
Young learners are known for malleability
And zeal to quench their curiosity
So as to grasp life aspects and any novelty
Why not seize such a golden opportunity
And make their future free from hostility?

21. Dear language teacher,
It is mainly your responsibility
To offer young learners the immunity
To stereotypes, prejudice and bigotry
By exposing them to a selected variety
Of other people’s culture and society

22. Dear language teacher,
Enrich every class with an extra activity
About cultural aspects of a different community
Be careful! Select your items with sincerity
And mind those concealing duplicity
To avoid any backfire or tendency to animosity

23. Dear language teacher,
When it comes to techniques and methodology
Do some readings to broaden your creativity
Then adjust them to match learner specificity
Make use of twenty-first century technology
To manage motivating hands-on activity
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