Abstracts - Earli

Promoting intercultural learning in English as a foreign Language: The interplay of teachers’ andstudents’ experience in classKerstin Gobel, University of Wuppertal, GermanyAndreas Helmke, Landau University, GermanyTuyet Helmke, Landau University, GermanyFriedrich W. Schrader, Landau University, GermanyWolfgang Wagner, Landau University, GermanyDue its central position within language teaching the complex task of developing interculturalcompetence is an important aim for the English as a foreign language class. Nevertheless theconceptions about implementation are quite diverse and lack empirical foundation. The generalaim of this paper is to answer the question, which prerequisites of teachers and students and whichkinds of observable aspects of instruction lead to a promotion of intercultural learning in the ESLclass. In order to answer these questions, different paper-pencil instruments and video data areused in connection with the DESI-Study (German-English-Proficiency-Study-International). 100English classes in the 9th grade of all the 3 major types of German high school are videotaped andquestionnaires are administered to teachers and students. The results indicate that the discussion ofstudent’s experiences and ideas in class can foster their intercultural interest and awareness.Classes where students have more opportunities for participation and expression of their ideas andexperiences score higher in intercultural interest and awareness. The interaction realised in theclassroom are connected to the intercultural experience of teachers. The results provide evidencefor the importance of (1) quality and quantity of intercultural contact of teachers, (2) theirintercultural sensitivity and (3) their competence to enhance intercultural competence of theirstudents. Teachers with more intercultural experience and sensitivity introduce a higher amount ofintercultural topics in their language class as rated by themselves and their students. Furthermore,these teachers give more opportunities to their students to express ideas and experiencesconcerning intercultural encounters during the course of the lesson than those with lessintercultural contact and intercultural sensitivity.F 1429 August 2007 17:00 - 18:20Room: 0.79 JánossyPaper SessionSocial interaction in learning and instructionChair:Beatrice Ligorio, University of Bari, ItalyMaking Minds: A framework for analysing metacognition through classroom talk and interactionCarol McGuinness, Queen’s University Belfast, United KingdomCarol Curry, Queen’s University Belfast, United KingdomThe paper draws on the findings of the ACTS (Activating Children’s Thinking Skills) project inNorthern Ireland. It reports the development of a framework for analysing metacognitive featuresof teacher-pupil dialogue in classroom interactions. The theoretical perspective with regard tochildren’s learning focused on the development of their metacognitive capacities - on their abilityto become proactive about their learning in terms of planning, monitoring and appraising their– 344 –