Interculturality is a set of proposals for democratic coexistence between cultures, seeking integration between them without canceling their diversity that is, “fostering the creative and vital potential resulting from the relationship between different agents and their respective contexts” (CORBETT & FLEURY, 2010, p. 05).

In language teaching Kramsch (1998) suggests that the notion of culture be studied in foreign language classes as a “fifth” skill, accompanied by the other language skills: listening, speaking, reading, and writing, in an integrated way.

In this perspective, Corbett (2003) argues that there is, in many courses and classrooms around the world, an increasingly  urgent call for language teachers to combine the established ‘four skills’ of reading, writing, listening, and speaking with a set of “intercultural” skills and competences.

Corbett (2003) considers that the integration of these five skills generates a set of competencies that awaken students and teachers to an intercultural linguistic awareness, namely:

a) The construction of the notion of the “I” and the “other”;

b) Interacting and building a sense of community;

c) React politically to the globalization process;

d) Relate the behavior of the other with their attitudes and beliefs;

e) Sympathize, respect, and value the beliefs of the other.

The theoretical and methodological framework is therefore grounded on the approach of intercultural language education (CORBETT, 2003), based on the notion of intercultural language awareness.

In this sense, the English-speaking classroom becomes a space with a sense of morality and with a critical and political agenda, given that the teaching of foreign culture encompasses ideological issues and the imposition of foreign values, on which teachers and their students need to discuss, reflect, and dialogue.

Movies are one of the so-called cultural teaching materials in language teaching. They are generally used in order to have language students perceive the language and culture of the other (from abroad) so as to recognize and respect it while valuing their own language and culture.

Language teachers may inquire of their students, such as: “What is culture? What is interculturality (more than one culture in conviviality)? What do you think about living in other countries? Do you speak other languages or know other cultures? What is it like to live between two cultures? Have you experienced this or know someone who has?”

A fruitful example of a North American movie to bring students to this debate in class is “Spanglish” (2005). Students may watch the film and discuss it, recognizing linguistic and identity values from two different cultures in conflicting situations.

An in-depth analysis of “Spanglish” opens the way for a discussion of themes related to cultural, linguistic, social, historical, and political issues. From the discursive point of view of the narrator – omniscient and omnipresent – through which the whole plot is unveiled, teacher and students can follow the chronological order of the facts. They can focus on the actions of the Mexican character Flor Moreno in three moments:

-The abandonment of the homeland in search of a better life in a country abroad.

-The linguistic and cultural confrontation.

-Linguistic appropriation as freedom.

All in all, based on the intercultural pedagogy framework established, we believe that the language classroom enables the construction of a plausible vision of language, culture, and teaching, in line with some of the main assumptions for teaching and learning an additional language, recommended by the Curriculum Guidelines for the Teaching of a Modern Foreign Language (PARANÁ, 2008, p. 56) as well as by the National Curriculum Guidelines Base (BNCC, 2018), namely, “being aware of the role of languages in society (and) recognizing and understanding linguistic and cultural diversity, as well as its benefits for the cultural development of the country”.

References:

ALMEIDA, R.; TERUYA, T. K. Uma abordagem pedagógico-crítica do filme “Spanglish” em contexto de ensino e aprendizagem de língua estrangeira. In: Contrapontos. Revista de Educação da Universidade do Vale do Itajaí, v. 6, n. 2, p. 360-365, maio/ago. 2006.

BRASIL. Base Nacional Comum Curricular, Ministério da Educação, 2018.

Corbett, J. An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters, 2003.

Corbett, J. Intercultural Language Activities. Cambridge Handbooks for Teachers. Cambridge: CUP, 2010.

KRAMSCH, C. Language and culture. Oxford: Oxford University Press, 1998.

PARANÁ. Diretrizes Curriculares da Educação Básica: Língua Estrangeira Moderna. Secretaria
de Estado da Educação. Superintendência de Educação. Departamento de Educação Básica.
Curitiba: SEED, 2008.

SPANGLISH. (DVD) James Lee Brooks. Sony Pictures. 2005.

Images:

Available at: https://www.diplomacy.edu/event/intercultural-communication-essentials-workshop/

Available at: https://www.istockphoto.com/br/foto/lendo-um-livro-de-hist%C3%B3rias

Available at: https://www.rottentomatoes.com/m/spangl