Intercultural Language Learning
Intercultural Language Learning (IcLL) seeks a dynamic interplay of two basic principles:
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every language and its culture are inseparable;
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people are unique, both in how they express their own culture and in how they respond to another culture.
IcLL methodology applies the following phases to any situation where the student encounters a person from the target culture:
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Exploring the First Place - how this situation is handled in one's own language and culture.
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Exploring the Second Place - how this situation is handled in the Target language and culture.
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Reflecting on the similarities and differences between the First and Second Places.
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Arriving at the Third Place - how each person negotiates his or her response to the situation.
Implications for LOTE teachers
IcLL offers LOTE teachers a rationale and methodology for their programming, teaching and evaluating of outcomes:
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language learning is given a real purpose, relevant to the students' attitudes and interests;
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knowledge about language and culture is integrated with, and facilitates, the journey to the Third Place;
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the uniqueness of each encounter situation is appreciated, and the integrity of each student's own response is respected.
Read Five Principles of Intercultural Language Learning (new window) 52k 
For an example of a unit of work for Japanese using these principles, visit the Curriculum Exchange:
An Introduction to Intercultural Language Teaching using an authentic Japanese menu
Resources for LOTE teachers
A range of IcLL examples, in kit form, have been developed in the six priority languages by the Queensland LOTE Centre.
Intercultural Language Teaching Resource Kits (new window) 47k
Contact the LOTE Library.
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