Migrantnarrativer som interkulturell døråpner? En pilotanalyse av læreverktekster i fransk, italiensk og spansk
DOI:
https://doi.org/10.5617/adno.3915Keywords:
interkulturell kompetanse - universelle sosiokulturelle erfaringer - fremmedspråkundervisning - migrantnarrativerAbstract
Artikkelen tar opp fremmedspråkenes formidling av interkulturell kompetanse, og hvordan denne er knyttet til skolens samlede danningsprosjekt. Artikkel-forfatterne diskuterer hvordan migrantnarrativer kan brukes som inngangs-portal til utviklingen av interkulturell kompetanse, og hvordan disse narrativ-ene, gjennom å presentere det pedagogen Gerhard Neuner kaller universelle sosiokulturelle erfaringer, er egnet som materiale for perspektivforflytning og evnen til å se “den andre”, som er sentrale begrep innenfor det interkulturelle undervisningsparadigmet.
Tidligere forskning har vist at fremmedspråkenes læremidler i begrenset grad benytter seg av det potensialet som ligger i arbeidet med interkulturell kompetanse knyttet til språkområdene. Artikkelforfatterne har derfor foretatt analyser av læreverktekster i fransk, spansk og italiensk, valgt ut på grunnlag av forståelsen av migrantnarrativer som særlig egnet for å jobbe med denne typen kompetanse. De undersøkte tekstene representerer ulike sider ved migrant¬narrativer (estetisk, kulturelt og historisk), men krever en grad av kontekstuali¬sering for å kunne fungere som døråpnere for interkulturell kompetanse.
Nøkkelord: interkulturell kompetanse, universelle sosiokulturelle erfaringer, fremmedspråkundervisning, migrantnarrativer
Abstract
This article discusses the mediation of intercultural competence in foreign language teaching, and how it is connected to the school’s overall education project (‘danning’, ‘bildung’). We argue that migrant narratives are useful as a tool for developing intercultural competence, and examine how these narratives, by presenting what Gerhard Neuner terms universal sociocultural experiences, may contribute to new and revised perspectives, as well as a deeper under¬standing of ‘the other’, which are key terms in the intercultural pedagogy para¬digm.
Previous research has shown that textbooks only to a limited extent apply the potential for working with intercultural competence in foreign language teaching. The article presents visual and textual analyses of texts presenting migrant narratives in textbooks of French, Italian and Spanish, that are currently used in the Norwegian education system. The analyzed texts demon-strate different aspects of migrant narratives (aesthetic, cultural and historical), but require contextualization in order to contribute to the development of inter¬cultural competence.
Keywords: intercultural competence, universal sociocultural experiences, foreign language teaching, migrant narratives
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.