Julia Aliverti (Med in TESOL, MA in Philosophy and the Arts) is an English Language Educator with extensive experience in fostering intercultural communicative competence. She is passionate about promoting empathy as a core element of education and has contributed to several initiatives integrating cultural awareness into ELT classrooms. Email: alivertijulia@gmail.com

 

Introduction

The interconnectedness of the globalized world has transformed the educational landscape, particularly in language teaching. Today, classrooms are microcosms of cultural diversity, demanding a shift from traditional, mono-cultural teaching practices to strategies that embrace pluricultural realities. Central to this transformation is empathy, a skill that not only enables individuals to understand others’ perspectives but also acts as a bridge between cognitive and emotional dimensions in learning.

This article explores an educational model designed to foster empathy and intercultural communicative competence (ICC) within the English Language Teaching (ELT) context. By integrating empathy-building strategies into ELT practices, educators can cultivate learners capable of engaging as intercultural speakers and democratic global citizens.

 

Theoretical framework

Intercultural communicative competence (ICC) is increasingly recognized as an essential component of effective global citizenship. ICC incorporates attitudes of respect, openness, and empathy, alongside cognitive and behavioral skills that facilitate meaningful cross-cultural engagement. Deardorff's process model for ICC development emphasizes attitudes as the foundational layer, Aliverti’s three-step spiral model for empathy further integrates emotional intelligence into learning practices.

Empathy—defined as understanding others' perspectives and emotions—plays a pivotal role in bridging cognitive and affective learning processes. This article synthesizes these models to propose a practical framework for fostering empathy and ICC in ELT classrooms (Aliverti & Karras, 2020).

 

Methodology and key practices

The proposed educational model unfolds in three interconnected stages: Preparation, Engagement, and Reflection/Action. Each stage incorporates specific activities designed to enhance cultural awareness, empathy, and intercultural skills.

 

Stage 1: Preparation

The preparation phase establishes a trust-based environment and introduces students to key concepts of cultural awareness. Activities include:

1. Cultural Iceberg Analysis
   Using the "cultural iceberg" metaphor, students identify and differentiate between visible cultural elements (e.g., food, language) and hidden aspects (e.g., values, beliefs). This activity encourages learners to reflect on their own cultural identities and uncover underlying cultural assumptions.

2. Personal Narratives
   Students are invited to share short stories or experiences from their cultural backgrounds. For example, one student might describe a traditional celebration, while another explains a family custom. These narratives foster mutual understanding and highlight cultural diversity within the classroom.

3. Perspective-Taking Scenarios
   Role-playing exercises are used to simulate cross-cultural interactions. For instance, students might role-play a situation where two individuals from different cultures collaborate on a project, navigating differences in communication styles and values.

 

Stage 2: Engagement

This phase emphasizes critical thinking and intercultural exploration. Activities are designed to challenge stereotypes, deepen understanding, and promote collaboration:

1. Media Analysis
   Students analyze representations of culture in various media, such as films, songs, and advertisements. For example, learners might examine a movie scene for cultural stereotypes or compare how a specific cultural practice is portrayed across different media.

2. Collaborative Projects
   Groups of students research and present on cultural practices related to universal themes, such as food, music, or festivals. A group might explore how "coming of age" is celebrated in different cultures, encouraging comparisons and discussions.

3. Thematic Poetry Discussions
   Students read poems that explore cultural themes, such as identity and belonging. For instance, they might analyze Langston Hughes' "I, Too" and discuss its relevance to issues of cultural inclusion and empathy.

 

Stage 3: Reflection and Action

In this final phase, students connect classroom learning to real-world applications. Activities aim to foster civic responsibility and intercultural collaboration:

1. Empathy Journals
   Students maintain journals documenting their reflections on cultural interactions, new insights, and personal growth. Prompts might include: "Describe a moment when you understood someone else's perspective" or "Reflect on a time you overcame a cultural misunderstanding."

2. Volunteer Campaigns
   Students participate in projects addressing global challenges. For example, they might join a campaign to support local refugees, using their language skills to assist with communication or cultural integration, or they can become Youth Ambassadors for The No Project, a global educational campaign against the crimes of human trafficking and modern slavery.

3. Community Dialogues
   Learners engage with members of their local community to explore cultural diversity firsthand. They might host an event where individuals from different backgrounds share stories, fostering mutual understanding and collaboration.

 

Outcomes and implications

The application of this empathy-driven model has yielded significant results:

• Enhanced Cultural Awareness: Students demonstrate greater appreciation for cultural diversity and nuanced understanding of intercultural dynamics.

• Strengthened Emotional Intelligence: Participants develop the ability to navigate intercultural interactions with sensitivity and adaptability.

• Teacher Transformation: Educators adopt new roles as mediators and facilitators, fostering inclusive and dynamic learning environments.

These outcomes highlight the potential of integrating empathy and ICC into language education, not only for linguistic competence but also for holistic personal development.

 

Practical recommendations

To effectively implement this model, educators should:

1. Create a Safe Environment: Foster a classroom culture where students feel respected, valued, and empowered to share their thoughts.

2. Integrate Empathy-Building Activities: Incorporate exercises that explore emotions and cultural perspectives.

3. Leverage Authentic Materials: Use resources, such as songs, films, and articles that reflect diverse cultural experiences.

4. Encourage Collaborative Learning: Design group activities that challenge stereotypes and promote dialogue.

 

Conclusion

Empathy and ICC are indispensable skills for navigating the complexities of our interconnected world. By integrating these principles into ELT practices, educators can nurture learners who are not only proficient in language but also equipped to thrive in diverse, multicultural contexts. This model provides a pathway for fostering inclusive classrooms and building a more empathetic global society.

 

References

Aliverti, J., & Karras, I. (2021). Constructing a new educational model: Empathy building as a component of pluricultural awareness. Journal of Foreign Languages, Cultures and Civilizations, 9(1), 1–40. https://doi.org/10.15640/jflcc.v9n1a1

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.

Deardorff, D. K. (2006). Assessing Intercultural Competence in Study Abroad Students. In M. Byram & A. Feng (Eds.), Living and Studying Abroad: Research and Practice (pp. 232-256). Clevedon: Multilingual Matters.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.

 

Appendix

Figure 1: Deardorrf’s process model of ICC (2006)

Source: https://images.app.goo.gl/26cdxeJbv5h1BbPt7

Figure 2: The three-step plan for empathy development (Aliverti, J., Chionopoulou, V., Kantarakis E., 2018)

Figure 3: The combined ICC-Empathy development model (Aliverti J. &Karras I., 2020).

 

 

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