Assignments utilizing L2 writing for intercultural improvement Leticia Goodchild School of Languag

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TBLT 2009, Lancaster 'Undertakings: setting, reason and utilize' third Biennial International Conference on Task-Based Language Teaching Acknowledgments To Griselda Beacon , from Universidad de Buenos Aires, Argentina, for her valuable bits of knowledge and basic perusing of the information in the instructive activity look into venture financed by the Higher Education Academy, Subject Center LLAS Tasks utilizing L2 writing for intercultural improvement Leticia Goodchild School of Language and Communication Studies University of East Anglia

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"Norma y Ester" "El libro de los afectos raros" via Carlos Gamerro, Colección La Otra Orilla, Editorial Norma, 2005.

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TBLT the intercultural measurement of dialect learning generalizations double alternate extremes activity examine extend information in Spanish

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The plot "Norma y Ester" via Carlos Gamerro

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The men in the story Víctor regards ladies as though they just exist to fulfill his sexual needs. (Aude, French) The men in the story consider ladies to be close to whores. They need to control, overwhelm and claim them. They utilize them as items. They even pick their garments. On the off chance that the ladies don't obey them, they are thrown away. (Greenery, English) Víctor regards ladies as though they were his slaves. (Johnny, English)

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The ladies in the story Norma and Ester dress like whores … t he hues Norma utilizes don't coordinate with her make-up, which demonstrates that she has no taste or feeling of dress. (Sally, English) I found the way the ladies in the story dress terrible! We, English ladies, are significantly more preservationist and dress with more style. (Elizabeth, English) Norma and Ester are frail. They are completely overwhelmed and controlled by Víctor and el Gordo. (Linda, English)

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Phase One What encounters ring a bell, are reviewed or provoked by the perusing of the story? Did the understudies ponder those encounters at the time they happened? Then again did they simply live through the encounters without breaking down them or thinking about them? Have they considered fundamentally them and had a learning background as a result?

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Autobiographical Narratives Identify one assumption in your alloted account that the understudies have of the Hispanic Other .

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Stereotypes Argentinian men Argentinian ladies wear uncovering garments to please men are frail, resigned, faithful, subservient and delicate are not regarded or listened to need fearlessness thus don't battle for their rights are feeble in the public eye are oppressed regard ladies as sex items are unbridled feel sex is a characteristic need so they don't apologize for their conduct can't control their activities or feelings because of this inside desire don't consider ladies' emotions

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Binary contrary energies Most Latin American ... Most European ... men regard ladies men consider ladies' feelings ladies are exquisite ladies are solid and sure ladies have a feeling of dress men disregard ladies men treat ladies like sex items ladies are obscene ladies are delicate and powerless ladies dress provocatively

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About generalizations There has been much exchange as of late concerning the issues with generalizations and essentialist models of culture. While shifting degrees of social fixity are still anticipated in current thinking there is by all accounts a solid development toward considering them to be just beginning stages from which to investigate multifaceted nature. (Holliday, A. 2009. Foreword in Feng, A. Byram, M. & Fleming, M. Turning out to be Interculturally Competent through Education and Training )

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What then should be possible? What educational errands would we be able to outline to lessen these social generalizations and test the double contrary energies? In what manner would we be able to bolster understudies to move far from summed up perspectives of social character through TBLT? What undertakings would we be able to outline to challenge their dichotomous deduction and essentialist perspectives of the social Other ?

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Task Goals to bring issues to light of learners' own view of the Other to scrutinize their own particular suppositions and convictions to problematise their own perspective to create criticality to consider the individual and logical factors to create higher request supposing abilities to create sympathy to cultivate resilience for vagueness, vulnerability and many-sided quality

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Phase Two What did I do?

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Reflections on the information Can you recognize any changed schemata and additionally extraordinary viewpoint(s) in the understudies' remarks?

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Emerging topics Reflections on the internal identity Changes of points of view Instances of change Use of speculative dialect Recognition of individual contrasts Emotional effect

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What next? more self-reflection more culturally diverse examination more express educating and learning of criticality. more mindfulness that social character is not settled to a greater degree a scrutinizing state of mind more reproachful of their very own reactions more condemning of their own way of life

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The part of the intercultural instructor [… ] is more intrigued by blame lines than in smooth scenes, in the acknowledgment of many-sided quality and in the resistance of uncertainty, not in the hunt down clear measuring sticks of capability or protections against educational negligence … understanding and shared importance, when it happens, is a minor act of God, realized by the conviction-based action that we call 'correspondence crosswise over societies'. Dialect educators are very much aware of the challenges of their errand. However, they regularly see these challenges in dichotomous terms that unduly streamline the issues and keep them from comprehension the bigger setting. Kramsch, C. (1993) Context and Culture in Language Teaching. Oxford Applied Linguistics., pp. 2

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Thank you