Browsing by Author "Lilian, Anya Ojiugo"
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- The Intercultural skill into practice: A key competence of the english teacher in the Primary SchoolPublication . Lilian, Anya Ojiugo; Cruz, Mário Rui Domingues Ferreira da; Orange, Maria Edite Pais de OliveiraGlobalisation is a common term in our modern world. Nobody talks about Portugal, Germany, Spain, or Italy without referring to European Union. Likewise, countries such as Nigeria, Ghana, Cameroon, or South Africa cannot be referred to without mentioning the African continent or African Union (AU). Because of the interconnectedness of our world today, intercultural approach (Chlopek, 2008) during English lessons for pupils in the primary school is highly recommended. This approach helps pupils become interculturally informed to adapt to our global village filled with different cultures. The intercultural approach helps to broaden the cultural horizons of pupils as well as develop intercultural awareness (Rollings-Carter, 2010). The work has established that an English teacher who is interculturally competent (UNESCO, 2013) is needed. An English teacher who has the ability or capacity to expose pupils to other cultures (Byram et al., 2002) within English classes is required. A teacher who can prepare pupils as intercultural citizens in order to fit in very well in this our globalised world is highly indispensable for this job. Bearing these in mind, the aim of this work is to lay emphasis on how to tackle the intercultural competence in the teaching of English at primary schools. The intercultural approach serves as means to tackle the intercultural competence. This type of approach helps the English teacher to prepare pupils as intercultural citizens who can fit in properly in our globalised world (Council of Europe, 2008). The aims of this project are to: analyse the intercultural competence as a key competence in the teaching of English at primary schools, analyse the relevance of the intercultural competence in a globalised world, investigate the implementation of the intercultural pedagogy in the teaching of English at primary schools, and explore some Nigerian linguistic and cultural varieties to the teaching of English language at Primary schools in Portugal. In order to achieve the aims of this report, a case study using the qualitative methodology would be assumed. This implies using methodological approaches like observation, questionnaires, and documentary analysis (Walker, 1985) on some of the course books, Metas Curriculares de Inglês, and unit and lesson plans made by me. Results from data analysed show that pupils are always motivated to learn each time an intercultural approach is made. Positive attitudes like willingness to participate, promptness and readiness to act are always observed in pulpils each time this type of approach is made with the intention of tackling the intercultutral competence.