The role of newspapers, literatures and magazines in developing intercultural communication

THE ROLE OF NEWSPAPERS, LITERATURES AND MAGAZINES IN DEVELOPING INTERCULTURAL COMMUNICATION
The aims of this article, as a part of a process of doctoral research, are concrete. It is to provide an intercultural option of literature from the main critical-interpretative perspectives that a reader who has just begun serious studies of language in literature can be used to share two cultural visions of each language. It comes to see literature as a subfield of sociology and a cultural component of language that plays an important role in building intercultural awareness in a student that acquires EFL. Because literature reflects the cultural characteristics of a given community and even more if it belongs to reality or it is an imaginary community as Macando is. We believe that through a program of comparative literature as the Regional Caribbean literature and the North American literature; the students through this methodology will achieve to develop a better intercultural critical acumen of literary works, it will be trained for a better appreciation of the richness of two cultures and They will experience a sense of joy each time to be made do what, as characterizes a truly educated person, read literature especially in two cultures.¹
Literary culture is substantive as pathway for the spread of various fields of culture in the community to be considered basis for reflection on the different themes, genres, authors, and demonstrations covering literature, basic element within the Gabriel Garcia Marquez’s thought. Barranquilla has been distinguished as a literary center since the well-known Barranquilla Group existed. There is an outstanding place for literature in Barranquilla’s culture. This initiative has been complemented by managers, artists and institutions that promote the incorporation of the community as well as young students and workers of this educational institution to some literary activity. Promoting an understanding and appreciation of various forms of artistic expression, this work proposes an experience that demonstrates the extensive work to motivate toward literary culture. Spaces like this can be extended the metropolitan communities to extend the literary culture. So in this challenge of finding answers to a series of questions related to English acquisition, we were posed a complex question: What is the role of literature in the acquisition of a foreign language for those people? It is an easily verifiable fact that literary texts are hardly considered in the foreign language classroom at the university level, and when used, usually only been working on reading comprehension, under the pretext of teaching the communicative use of literature in English class. In this negative effect, it adds a number of factors, among which excessive dichotomy created between language and literature, many teachers feel able to teach a foreign language, but not literature. The purpose is to practice styles, developing a critical posture, explore the processes of argument and proposal, to raise students' sensitivity and respect for others. The important thing is the understanding that the reader develops from their world view and aesthetic sense in the use of language.
The student sees the process of literary reading as a process of searching for multiple senses from the internal perspective of the reader, from their most basic motivations and based on their prior knowledge and life experience. Another enriching aspect of literary texts is that their analysis is pluri-interpretive, as can be reached through multiple paths, as each reader is a way, this fits another aspect that has to do with how student learning, its thinking or what we call learning style or cognitive mode. Every literary work proposes a kind of dialogue between the reader and the work, with its author, the characters, history, and interior monologues. Sometimes the literary piece of dialogue with other literary works has been open to multiple interpretations, worldviews and how readers approach it. As states: “in the horizon of expectations or reading experience”. According to.
Reading is like flying, to travel unknown worlds is opening the doors to imagination and creativity. Reading is both an obligation and devotion. Its exercise is interchangeable and depends only on the will, find time to do this. But it is necessary that this will be done with pleasure. Reading is the most beautiful of diversion, the less need time and seasoning. Literature is a subfield of sociology that studies culture. Sociology of literature studies the social production of literature and its social implications. A remarkable example is Pierre Bourdieu´s. (Bourdieu, 1995) develops an original theory of art conceived as an autonomous value. He argues powerfully against those who refuse to acknowledge the interconnection between art and the structures of social relations within which it is produced and received. At Bourdieu shows, art’s new autonomy is one such structure, which complicates but does not eliminate the interconnection. The literary universe as we know it today took shape in the nineteenth century as a space set for establishing the values, customs, daily life, myths, and traditions of a given culture, or the context that the literary work took place, since then literature is one of the best sources of understanding and interpreting cultures, it is like a sociologic adventure as Roland Bartes states.²
Literature is a constant production of culture, the aesthetics part of language and makes the readers construct meanings by the power of semiotics. Recent developments takes account of studying the relationship between literature and group identities; concerning institutional and reader-response analysis; reintroducing the role of intentions of the author in literature, reconsidering the role of ethics and morality in literaturei and developing a clearer understanding of how literature is and is not like other media. The sociology of literature also recently considered one of its issues the global inequality between First-World and Third-World authors, where the latter tend to be strongly dependent on the editorial decisions of publishers in Paris, London or New York and are often excluded from participation in the global literary market. And also some issues concerning the intercultural studies as sex or gender aspects, ethical problems, discrimination, violence, drugs, are in the public eye through the literary works. Weber revolutionized the idea of a status group as a certain type of subculture.
Statusgroups are based on things such as: race, ethnicity, religion, region, occupation, gender, sexual preference, etc. These groups live a certain lifestyle based on different values and norms. They are a culture within a culture, hence the label subculture. Weber also had the idea that people were motivated by their material and ideal interests, which include things such as preventing one from going to hell. Weber also explains that people use symbols to express their spirituality, and symbols that are used to express the spiritual side of real events, and that ideal interests is derived from symbols. This symbolic world represents realities, identities, values and it is better comprehended through literature. The most recent American receiver of the Nobel Prize for Literature, writes in a distinctive lyrical prose style. She published her controversial novel, The Bluest Eye, to widespread critical acclaim in 1970.
Coming on the heels of the signing of the Civil Rights Act of 1965, this novel, widely studied in American schools, includes an elaborate description of incestuous rape and explores the conventions of beauty established by a historically racist society; she paints a portrait of a self-immolating black family in search of beauty in whiteness. Morrison has also experimented with lyric fantasy, as in her two best-known later works, Song of Salomon and Beloved , for which she was awarded the Pulitzer Prize for Fiction; She has been compared to Virginia Woolf by the critic and the Nobel committee to "Faulkner and to the Latin American tradition of magical realismii Beloved was chosen in a 2006 survey conducted by the New York Times as the most important work of fiction of the last 25 years. She writes in a lyrical, flowing style that eschews excessive use of the comma and semicolon, evoking William Faulkner and Ernest Hemingway. In relation to these two universal writers you can understand better the American culture and history through its literature. Much or in the same way if you reads Gabriel Garcia Marquez and José Eustasio Rivera, Jorge Isaac or any other Colombian author will reflect our culture and our history. Literature comes to play a protagonist role in the construction of an intercultural awareness since it deals with the sociological world and uses imagery and symbols that represents a given culture that coming into contact with another creates the marvelous result of interculturality. Interculturalism is the interaction between cultures, the exchange and the communication where the individual recognizes and accepts the reciprocity of the other's culture.
The prefix 'inter' implies interaction, sharing, complementarities, recognition of the culture of the other without it could be divided between other cultures or the culture of the host country. It is also called the normative culture. In other words, interculturality can be seen as a way of being, a view of the world and other people, a kind of egalitarian relationship between human beings and peoples - it is the opposite of ethnocentrism. Interculturality is the recognition of diversity and the respect toward it. The intercultural approach is commonly marked by three stages:
Decentralization: it takes a more distant view of oneself; it tries to define one's frames of reference as an individual with a culture and sub-cultures blended together in one's personal development.³
Through this reflection on oneself, realizing what is relative about one's observations and making sense of one's reading references.
Penetration of the other's system: it gets out of oneself to see things from the Other's perspective. It is an attitude of opening up, a personal effort of inquiry. It is like putting into someone else shoes.
Negotiation: Finding the necessary minimum compromise and understanding to avoid confrontation.
More concretely, interculturality can happen in two major ways in order to ensure the learning of the realities of one's culture and not just conceptions and discourses regarding the culture of the other:
Intercultural learning: meeting the other in order to improve communication and encourage learning and understanding of the other's culture. •Exchanges with the country of origin: to establish joint training between actors from the country of origin and from the host country.
Even though the development of intercultural communicative competences is claimed to be one of the key aims of foreign language teaching, it is believed, that most of the teaching time is devoted to the development of the four language skills. It is often difficult to convince English teachers that the teaching of culture is an inseparable part of English language lessons. This is confirmed by Brooks who says that language without culture is only a set of symbols which can be misinterpreted, if they are not understood in the right cultural context. According to Byram, there is a tendency to treat language independently of the culture and this tendency disregards the nature of language. Teaching culture should not be considered as an extra fifth skill in addition to teaching speaking, listening, reading and writing. Right from the beginning teachers should include cultural activities to enrich the learners’ awareness, attitudes, knowledge and skills concerning their own culture but also other cultures, which are needed for successful intercultural communication. Knowledge on contents of cultural teaching can be taken from Reid, Byram, Kramsch.
It is a difficult task to develop intercultural communicative competences in foreign language lessons, as intercultural communication is connected with foreigners and foreign cultures, and the most effective way to develop ICC is to bring reality to the classroom. However in the today’s world of information technologies, reality and authenticity are easier to bring to the classroom. Computers and the internet make a lot of materials easily accessible and free of charge. There are various techniques and materials, which could be used for teaching ICC using multimedia.Authentic materials are one of the most attractive sources for teaching culture in foreign language classrooms.⁴
Harmer describes authentic texts as those which are designed for native speakers. Most everyday objects in the target language qualify as authentic materials. According to Nunan and Miller authentic materials are those which were not created or edited for language learners. Authentic materials, if sourced well can enable students to identify with actual issues, and such exposure can be a great motivational factor for them, by helping them to recognize that there is a community of users who live their lives in this other language. Exposing learners to authentic materials can also help them understand the target culture and imagine how they might participate in this community. On the level of day to day teaching of foreign languages, authentic materials can make individual lessons more interesting or remarkable especially for teaching phrasal verbs, idioms and particular culturally specific phrases. Authentic materials connected with multimedia are a rich source of material. The internet is the most accessible source, where authentic videos, recordings, texts, pictures, signs, symbols, etc. are easily attainable. Although there is a great choice of available authentic materials, teachers need to be careful in choosing appropriate materials for foreign language teaching, which include suitable cultural contents. Teachers should set up specific criteria for selecting materials suited to the individual group of learners, which will meet their needs and interests. Teachers should therefore pick out interesting aspects from the target culture and present them in a way that would engage the learners’ attention. Teachers should encourage their learners to compare the given information with their own culture, as learners tend to think that what they do in their own culture is the same in other cultures.⁵
The age, language level and background knowledge of the learners should be considered when choosing the difficulty level of cultural materials. The materials have to be comprehensible to the learners, but at the same time should be challenging enough to sustain their motivation. Therefore, selected materials should be at an equal level of difficulty or slightly above the learners’ present level. It is not the aim to understand every word, but to challenge the learners to want to learn more about the target country, to encourage learners to pursue their studies of the language and the culture of the respective country and above all to raise intercultural awareness. Cultural appropriateness has to be considered, as authentic materials are based on native speakers’ culture which may be quite alien or inappropriate to some language learners. Teachers have to consider whether the students have the background knowledge for the topic and if the information included in the materials has any value to the students.
Relations between language and culture. Language learning is a complex process involving not only alphabet, vocabulary and grammar, but also the content of the text, such as behavior and cultural norms. Thanks to new information technologies, all aspects of intercultural interaction in work processes, daily lifestyles, education and daily communication processes are changing before our eyes. For example, when students are learning a new language, they have the ability to communicate directly with the culture along with the content of the new language and the language features in the process of learning the language. To learn any language, they go through the process of learning not only the language, but also all the features associated with it: place, space, history and culture. Thus, by speaking a language, they can automatically assimilate into the culture of that language, that is, the strength and essence of the relationship between language and culture. Therefore, linguists such as Gao, Tang, and Hu expressed a firm opinion that "Language is culture, and these two terms are closely related." Other experts such as Brock and Nagasaka argue that intercultural or pragmatic competence should be considered at all stages of language learning.
This program can provide foreign language learners with social skills, because through these skills, students will be able to make social connections and be successful in doing so. Language is used as a means of communication and a unit of culture. In the field of the English language teaching system, there are two opposing views on the relationship between language and culture: the first view emphasizes that language and culture are inextricably linked. This idea is taken from a 2003 paper by Biram and Grandy. "However, the second view is that English language teaching should be individualized from cultural contexts," Sardi's 2002 book argues. This popular debate examines whether or not the concepts of language and culture are connected. Language and culture are inseparable concepts.
The most recent argument that culture should not be understood as a core subject of the curriculum was presented in 2003 by Bennett et al. These scholars have listed several misconceptions to exclude the concept of culture from the language teaching process. First, they say that language curricula are already designed and cannot be completely changed. Therefore, it is believed that there is no additional place in the curriculum to include the concept of culture in the foreign language curriculum. Second, for many teachers, teaching a culture of a nation seems more difficult than teaching a language. Teachers often feel unprepared to teach intercultural competence because they have virtually no experience teaching in a culturally relevant context.⁶
"Even as they experience it, the concept of culture and the way they think about it changes," Corbett muses. Third, some higher education institutions also do not favor the integration of culture and language, and often focus on developing academic skills, such as preparing students to score high on universal or national tests. are used and because of this, students do not develop enough skills about culture. It should be noted that the above information is based not on Bennett's own arguments, but also on those of other teachers and practitioners. Within the realm of language and culture, there are other symbolic systems than language that are used in the cultural reality of the real world: customs, beliefs, monuments, and cultural phenomena that we call culture.
In order to become a culture, every component in a language must have meaning. "It's the same as when we focus on the necessities of life in our daily lives," Kramsch argues.
Language learning and teaching programs should be developed taking into account rich pedagogical experiences:
acquired experience as a communicator;
the ability to mediate in the educational process;
to determine the process of students' information reception or the student's learning style;
use of technologies in the process of teaching language and culture;
organization of various active teams in the class;
study the relationship between education and culture;
International scientific-practical conference on the topic of "Problems and perspectives of modern technology in teaching foreign languages"
includes tools (tools and technologies), activity systems and practice processes in teams. Through language learning, students learn to work in at least two languages at the same time and within that language system in a culturally harmonious manner. A socio-cultural approach to foreign language learning processes helps students to use their experience, participation, mediation in practice.
Socio-cultural perspective is developed in the process of students learning new academic "cultures" (new ways of acting, interacting, valuing and using language, objects and processes) in educational institutions. makes a secret.