The growing cultural diversity among language learners has led to an increased recognition of the importance of developing intercultural competence for both foreign language teachers and learners. This is particularly important when introducing foreign language learners to a new culture without underrating their original one. Intercultural competence is generally considered a helpful tool and a required skill among multicultural learning or working groups. However, what is the opportunity to develop the intercultural competence in the context of a monocultural learning group? German as a Foreign Language (GFL) is offered at three main universities in Jordan as a major subject and as a compulsory course for exchange year purposes. The teaching of GFL at these universities is based on commercial GFL textbooks, with a significant focus on content representing the German culture. This content varies on many aspects from Jordanian culture, which raises the question of whether learning a new language through being exposed to a different culture necessarily implies the embrace or practice of intercultural competence. As part of the author's doctoral research on teaching German as a foreign language at Jordanian universities and dealing with what is considered a taboo in Jordan due to cultural and religious background, this article, based on Darla Deardorff’s Intercultural Competence Model, discusses the chances and limitations of improving intercultural competence when the target learning group is monocultural and homogeneous, taking into account the role of the cultural background of the teacher as well.

Authors:
Alanoud Hamouri, Technical University Berlin, Germany

About the Presenter(s)
Alanoud Hamouri (M.A.) is a PhD student in German as a Foreign Language at the Faculty I: Humanities and Educational Sciences, Technische Universität Berlin, Germany.

See this presentation on the full schedule – Saturday Schedule

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