Unit 4 - Assessing the value of learning a foreign language as a means of communication

among different peoples and nations. Generating an interest in linguistic diversity

through the knowledge of another language and its culture
1. Introduction
2. Assessing the value of learning a foreign language as a means of communication among different peoples and
nations
2.1. Language and communication: English in the world
2.1.1. International English
2.1.2. World English
2.2. The value of foreign languages in society as a means of communication
2.3. Educational benefits
2.3.1. Communicative competence
3. Generating an interest in linguistic diversity through the knowledge of another language and its culture
3.1. Teaching culture through language
3.2. Sociocultural aspects
4. Conclusion
5. Bibliography
5.1. Lawful references

1. Introduction
It is a fact that modern European societies show an increasing concern for population to have access to an
effective acquisition of foreign language, enabling people to satisfy their communicative needs.
In this sense, the Common European Framework of Reference for Languages (CEFR, 2001), provides a
valuable framework with methodological guidelines and a common basis for the description of evaluation
indicators and content. Besides, our State Legislation LOMLOE 3/2020, 29 th December, and the Royal
Decree 126/2014, 28th February, together with the Decree 198/2014, 5 th September, which establishes the
curriculum for Primary Education in the Autonomous Community of the Region of Murcia, consider the
knowledge of a foreign language and the development of basic communicative competence as one of the
main objectives to be achieved along this stage. The term communicative competence refers to enabling the
learners to use the language as an instrument of communication through oral and written means, which
implies using it to express and exchange meanings with the aim of applying different strategies and skills.
That is why our Spanish Educational System has gone through diverse changes along history affecting the
approaches to teach a foreign language. In this regard, we should point out that the teaching of foreign
languages has been strongly affected by technologies in the last few decades. Information and
communication technologies (ICTS) and the internet have provided FL teachers with a massive amount of
motivating resources to implement the use of English as a means of communication in FL classroom and also
with the possibility to get students to make real use of the language in different familiar contexts.
2. Assessing the value of learning a foreign language as a means of communication
among different peoples and nations
This section aims to assess the value of learning a foreign language as a means of communication. The
Council of Europe encourages the learning of foreign languages to establish fluent communication among the
state members. We shall concentrate on the English language not only because it is the focus of our study,
but also because it is one of the second most spoken languages in the world. English has achieved a relevant
international status since it is the language used for international relationships. It should be mentioned that
the media and new technologies have played a relevant role in the increasing need to learn a foreign language
in current societies. In this sense, learning a foreign language implies the possibility to have access to other
cultures, customs and idiosyncrasies, encouraging at the same time interpersonal relations.
2.1. Language and communication: English in the world
Communication is understood as free interaction between people of all talents, views, races and socio-
cultural backgrounds. Foreign language communication, on the contrary, is there for international
understanding, human rights, democratic development and individual enrichment. In order to achieve this
end, the learner needs to have an open-mindedness attitude and respect for others, their history,
environment and views.
People can more easily come into contact with other cultures and languages through travel,
communication or new technology. This refers to globalization of the world which tends to use English as
a world language.
2.1.1. International English
English has become an international language due to political, economic and military power of the
U.K. first, and the U.S. later. Furthermore, trading, technology, science and literature have contributed
to the achievement of the status of the English language.
But what is international English? 'International English' can be read as shorthand for 'English as an
international language' (EIL). McKay (2002), in her book entitled Teaching English as an International
Language, makes use of the shorthand term and defines it like this:
International English is used by native speakers of English and bilingual users of English for cross-
cultural communication. International English can be used both in a local sense between speakers of
diverse cultures and languages within one country and in a global sense between speakers from
different countries (p. 132)
Other terms used more or less interchangeably with EIL include English as a lingua franca, English
as a global language, English as a world language and English as a medium of intercultural
communication.
2.1.2. World English
Another term for EIL has recently been introduced: World English (Brutt-Griffler, 2002). This is a
very striking and innovative denomination in order to have a much more powerful and comprehensive
term of EIL. Brutt-Griffler identifies "four central features of the development of global language":
(1) Econocultural functions of the language, i.e., World English is the product of a world market
and global developments in the fields of science, technology, culture and the media.
(2) The transcendence of the role of an elite lingua franca; i.e., World English is learned by people
at various levels of society.
(3) The stabilization of bilingualism through the coexistence of world language with other
languages in bilingual/multilingual contexts; i.e., World English tends to establish itself
alongside local languages rather than replacing them, and so contributes to multilingualism
rather than jeopardize it.
 (4) Language change happens through the processes of world language convergence and world
language divergence i.e., World English spreads due to the fact that many people learn it but not
because speakers of English migrate to other areas; thus, two processes happen concurrently:
new varieties are created and unity in the world language is maintained.
2.2. The value of foreign languages in society as a means of communication
The integration in the European Union of speakers of diverse languages makes necessary the
knowledge of foreign language to facilitate the communication between the members of this large
community and so to mix with other members of European countries.
The Spanish curriculum states that being in touch with other cultures using languages favours
understanding and respect for other ways of thinking and behaviour, offering, at the same time, a broader
and richer view of reality. In a multilingual country, such as Spain, the development of a language has
educational significance. This develops:
- Communication: multiculturalism, economic and technological advances and professional matters
are the most relevant reasons why communicating in a foreign language is necessary.
- Representation of reality: a language as a linguistic system, but also as a cultural system, helps to
understand reality.
In the introduction to the first foreign language area of our curriculum 198/2014 it is affirmed that the
ability to speak a foreign language generates educational, social, occupational and personal benefits for
students who receive it. It is also mentioned that considering the need of a well-formed society in the
linguistic field, the curriculum has been designed to ensure the learning of a first foreign language in the
autonomous community of the Region of Murcia in all levels of primary education. Furthermore, it is
claimed that learning a foreign language takes on a special relevance since the ability to communicate is
the first requirement that every person must fulfil. Therefore, the ultimate goal is enabling every citizen
with practical knowledge of at least two languages in addition to their mother tongue.
2.3. Educational benefits
Foreign languages are taught for several reasons. One of the most important reasons is that it enables
children to view the reality from different perspectives; it enriches their cultural world and favours the
development of tolerant attitudes among others.
Besides, learning a foreign language also helps children to consolidate their own language, reflecting
on the use of it and transferring linguistic and communicative strategies. It has also been stated that
learning a foreign language contributes to overcoming the ‘egocentrism’ in the representation of the world
at this age.
As English is a global language, governments encourage their citizens to have English language
competence for their country’s economic benefit. Pressure to introduce early English learning has often
come from parents who believe that having English as a tool will benefit their children by giving them
more opportunities to gain economic, cultural or educational advantages. This means that there is a
widespread belief that there are more advantages than disadvantages to introducing language learning at
an early age.
A worldwide survey of teaching English to young children shows that educationalists all over the world
have recognized the need for English language learning at primary level. People have a document called
the European Language Portfolio (ELP) which serves as a guide to language learning.
The aims of primary language learning all over the world can generally be classified under these
headings:
- Psychological preparation: the main concern of foreign language teachers is to create as many
ways as possible to arouse interest in learning. Teachers will have to work hard to achieve this.
They must find the best methodology to motivate their students and also to low their anxieties.
Another aspect of psychological preparation is developing awareness of language. The aim is to
stimulate children’s natural interest and curiosity about language and to challenge pupils to ask
questions about it.
- Linguistic preparation: the aim is to teach how to use a foreign language in communication. The
curriculum explains what children are expected to achieve: to develop global and specific
understanding of simple oral texts related to well-known objects, situations and events and to use
the foreign language orally to communicate with their teacher and their partners in routine
classroom activities and in communicative situations created by the teacher.
- Cultural preparation: another common aim of foreign language learning is to develop intercultural
awareness: show a respectful attitude towards other languages, their speakers and their culture. A
common way of maintaining pupils’ interest in foreign language learning is to introduce
information about the target culture. Pupils can be introduced to real or fictional characters from
other cultures and can focus on aspects of their own lives.
2.3.1. Communicative competence
Communicative competence is a concept introduced by Dell Hymes and discussed and redefined by
many authors. Hymes' original idea was that speakers of a language have to have more than
grammatical competence in order to be able to communicate effectively in a language.
The Spanish educational system for primary education states that a communicative approach should
be implemented in order to teach children to communicate in the foreign language. So, the
implementation of a communicative approach is based on acquiring communicative competence, which
is, in turn, subdivided in different subcompetences:
- Grammatical competence: it refers to the linguistic code.
- Discursive competence: it is the ability to combine language structures into different types of
cohesive texts.
 - Sociolinguistic competence: the mastery of the sociocultural code of language use (appropriate
application of vocabulary, register, politeness and style in a given situation).
- Strategic competence: the knowledge of verbal and non-verbal communication strategies, which
enhance the efficiency of communication and, where necessary, help the learner to overcome
difficulties when communication breakdowns occur.
- Sociocultural competence: the previous subcompetences are fully completed if the sociocultural
competence is added. This implies the knowledge of certain cultural keys which help to better
understand the meaning of messages.

3. Generating an interest in linguistic diversity through the knowledge of another

language and its culture
Thanks to e-mail and the internet, music and TV, many young learners can experience the real value of
English in their daily lives. With this trend towards globalization through improved communication,
countries are beginning to lay emphasis on absorbing aspects of foreign cultures. An increasing number of
countries, include cultural awareness and intercultural learning as part of their language teaching to promote
international understanding and world peace.
A starting premise should be considered: if teachers want to generate an interest in linguistic diversity
through a foreign language and its culture, first of all, an interest on the language itself should be raised. To
achieve this, children must be able to do something with the language itself. Motivating and generating an
interest in our students is, although difficult, an attainable goal. Traditionally, the classroom has been
considered as an artificial environment for using and learning a foreign language. However, we should not
forget that the classroom is a real and cultural context in which communication takes place, so meaningful
learning is likely to occur. To keep in touch with other cultures it is important to provide students with
communicative activities and situations which can be found in the real world: use of the internet to search
information about English-speaking countries, exchange of letters and e-mails or school exchanges, among
others.
Still, the teaching of a foreign language must go beyond a functional approach since a language is the
expression of a whole culture, a form of understanding, coding reality and organising interpersonal
relationships. As the curriculum states, by means of a common language, the members of a linguistic
community share cultural values, essential for a complete understanding. Thus, in the teaching of a foreign
language, the most relevant features regarding the sociocultural context must be introduced. It is then when
children can really become open-minded towards other ways of understanding reality, enriching their cultural
world and favouring the development of tolerant attitudes.
3.1. Teaching culture through language.
First, we shall consider definitions of two key terms, cultural awareness and intercultural learning,
provided by Kubanek-German. The first refers to “an awareness that our actions are affected by culture”.
The second refers to “the ability to see oneself as part of a larger community, to contrast cultures, to be
aware that a different language is embodying different cultural beliefs, behaviours and meanings”.
Not using foreign language lessons to also teach about culture may be a lost opportunity. However,
according to Kubanek-German (2000), a complicating factor is that we do not have a good understanding
of how children form ideas and judgements about other countries and cultures. She adds that there has
been virtually no research in primary English language teaching to consider the impact of foreign
language lessons on learners’ intercultural awareness.
Until recently the cultural dimension of language teaching programmes was neglected. The
communicative approach tended to lay emphasis on teaching communicative functions of the language to
the detriment of the culture. Some experts state that there are difficulties in finding topics which are at the
same time suitable for language teaching and culturally appropriate.
 So far, we have seen how there is a strong will to include aspects of intercultural learning in foreign
language learning. In the past no attention was paid on how far to link culture and language. More recently
many materials have included an explicit focus on culture by carrying out concrete activities. Thus, it is
intended to produce both linguistic and cultural outcomes.
Provided it is motivating and not too abstract, early foreign language learning has a good chance of
encouraging children to take an interest and develop a positive attitude towards foreign countries and their
culture. In their contact with the L2, both in and out of school, primary pupils will often learn a range of
details about the target culture, especially everyday life. This can often be presented in visual form, using
real evidence, and, if the pupils are very young, teachers can try to use realia, real texts, video or audio
material or real objects.
3.2. Sociocultural aspects
It goes without saying that our curriculum does not turn a blind eye on sociocultural aspects as the
content blocks stress both sociocultural and sociolinguistic aspects. In the same line, these aspects are
included in the evaluation criteria and learning standards. Besides, this idea is equally embraced by key
competences, in particular, social and civic and cultural awareness and expression.
As hinted above, the study of another language together with its culture favours respect towards other
forms of thought and culture and enriches learners’ view of the world. In this sense, the linguistic contents
are highly connected to the sociocultural ones.
The sociocultural contents studied by the students must be related to the children’s everyday life, since
it is something common and familiar to them. In this sense, teachers should concentrate on topics such as
daily routine, schools, games, festivities, songs, stories, etc.
The acquisition of sociocultural aspects will develop students’ sociocultural competence. This can be
defined as the knowledge of some cultural keys, which can help us understand the meaning of messages
fully. In turn, these cultural aspects will contribute to the development of students’ communicative
competence. All in all, it is important to focus not only on linguistic aspects but also on the sociocultural
ones, for they are interrelated.

4. Conclusion
Throughout this unit the importance of learning a foreign language has been assessed as well as the
relation between language and culture. This requires creating appropriate and attractive learning scenarios.
In the last decade, language learning and teaching studies have stressed the importance of including
sociocultural values, since a language comes along with the sociocultural values of the linguistic community.
In Primary Education, the culture of the English-speaking countries can arouse the curiosity of our pupils
since it is becoming little by little part of their reality. Moreover, it contributes to the development of
transversal topics such as acceptance and tolerance attitudes towards the target language and its culture. As a
final consideration, language and culture cannot be approached in isolation since the bonds between them
rely in their very nature. Indeed, all these aspects give shape to our learners' communicative competence.

5. Bibliography
Council of Europe. (2001). Common European Framework of Reference for Languages: learning, teaching,
assessment. Cambridge University Press.
Kubanek-German, A. (2000). Early language programmes in Germany in Nikolov, M. and Curtain, H. (Eds.),
An early start: Young learners and modern languages in Europe and beyond (pp. 59-70). Council of
Europe.
McKay, S. (2002). Teaching English as an International Language. Oxford University Press.
5.1. Lawful references
Decree 198/2014, 5th September, which establishes the curriculum of Primary Education in the
Autonomous community of the Region of Murcia
Organic Law, 3/2020, 29th December, which modifies Organic Law 2/2006, 3rd May, on Education.
Royal Decree 126/2014, 28th February, which establishes the basic Curriculum for Primary Education.