Language Learning, Tolerance and Human Rights

by Hugh Starkey

In its materials for the European Year of Languages, the Council of Europe emphasises both intercultural competence and the contribution of language teaching and learning to education for democratic citizenship. When these two strands of education are combined we can offer a rich educational experience that can promote tolerance.

Intercultural Competence
Intercultural competence requires the acquisition of attitudes, skills and knowledge with respect to other cultures. These are indispensable for any language learning that aims for more than communication in administrative or trading contexts. A taxonomy has been developed in the context of the Modern Languages Programmes of the Council of Europe.

In summary, intercultural competence requires learners to engage with the following:

• Intercultural attitudes: curiosity and openness, readiness to relativise one's own values, beliefs and behaviours and appreciate how others might perceive and interpret them.

• Knowledge: of communities and their cultures, including traditions and institutions, both in the learner's own society and in other societies.

• Skills of interpreting and relating: ability to interpret a document or event from another culture and relate it to one’s own.

• Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate effectively within another culture.

• Critical cultural awareness: an ability to evaluate, critically and on the basis of explicit criteria, perspectives, practices and products in one’s own and other cultures and countries.

Thus intercultural competence depends on developing both intellectual and affective capacities to relate to others. It demands a respect for the essential dignity of all human beings and an acceptance of the equal rights of individuals. It is incompatible with racist or colonialist ideologies that deny the worth and even the dignity of other cultures.

Human Rights

Both education for citizenship and intercultural competence require a knowledge and understanding of human rights and a learning context in which human rights are respected. Such a culture of human rights means a climate where tolerance, respect for human dignity and equality of rights are basic minimum standards.

If intercultural competence requires being able to relativise beliefs, ideologies and ethical positions, it does not mean a complete abandonment of principle. Rather it requires the skill of evaluation on the basis of explicit criteria. Human rights are accepted by all the governments and major religions in the world as universal standards and are therefore the basis of a system of values that is independent of any particular culture, be it ideological, religious or national. They provide a criterion or benchmark against which evaluative judgements can be made.

Ground Rules

Language learning, by definition, is an intercultural experience. Teachers, learners and course materials make comparisons between the cultures of the learners and the target culture. In the multiethnic community of communities which is Europe, learners will bring experiences and feelings of identity with a wide variety of cultures. Without some explicitly agreed standards, comparisons between cultures may be the occasion for stereotypes, racist or sexist comments or jokes and derogatory remarks.

Procedural ground rules need to be established and adopted for discussion and debate in class. Whether the context is pair work, group work or whole class discussions, agreements such as the following apply:

• Participants are expected to listen to each other and take turns.

• Where a discussion is chaired, the authority of the chair is respected.

• Even heated debates must be conducted in polite language.

• Discriminatory remarks, particularly racist, sexist and homophobic discourse and expressions are totally unacceptable at any time.

• Participants show respect when commenting on and describing people portrayed in visuals or texts.

• All involved have the responsibility to challenge stereotypes.

• A respectful tone is required at all times.

It goes without saying that, teachers are party to these agreements and will not use sarcasm, irony and disparaging judgements.

Dealing with stereotypes

Stereotyping contradicts the spirit of human rights, which is to be respectful of others. It also negates the aims of language learning because it involves labelling groups of people, usually in a negative way, according to preconceived ideas. Since stereotypes are based on feelings rather than reason, it is important in language learning to have opportunities to explore feelings as well as thoughts. The ground rules above will help to ensure conflicts of views are productive and not destructive.

Textbooks

Themes treated in textbooks can be challenged using an intercultural and critical perspective. Learners compare the theme in a familiar situation with examples from an unfamiliar context. For instance the theme of sport can be examined from many perspectives, including:

• Gender – are there sports that are, in the familiar context or in the unfamiliar context, predominantly played by men or by women? Are things changing?

• Religion – are there religious objections to playing sport, or days when some people choose not to do sport because of religious observance?

• Racism – is this found in spectator sports? Are the players of foreign teams, or foreign players in local teams always treated with respect? Are there incidents of racist chants or insults?

• Other common themes e.g. food, homes, school, tourism, leisure, can receive a similarly critical perspective.

Vocabulary

One important contribution to an intercultural perspective and to tolerance is the inclusion of vocabulary that helps learners talk about cultural diversity. This can include terms such as: human rights; equality; dignity; gender; bias; prejudice; stereotype; racism; ethnic minority; and the names of ethnic groups, including white groups.

Conclusion

Research suggests that language teachers wish to challenge prejudice and promote tolerance. An understanding of the application of human rights to learning situations will help them.

Dr. Hugh Starkey is Staff Tutor for Languages at the Open University, UK. He is consultant to the Council of Europe on human rights education and on education for democratic citizenship. He is author of "Teacher Education and Human Rights” (with Audrey Osler), London: Fulton, 1996.

Index: Podium

Language Learning, Tolerance and Human Rights
by K. Hugh Starkey

Sub Group "Tolerance Report"
by Valerie Morgan

Sub Group "Language and Democracy"
by Michael Seberich

Sub Group "Evaluation"
by Katrin Uhl

Portrait
Participa: A Chilean NGO

Case Study: Citizenship and Education in 28 Countries
reviewed by Katrin Uhl

"Linguistic Genocide in Education"
reviewed by Constanze Schellhaas

Carl Bertelsmann Prize
by Sabine Donner