ill

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I grew up in a small town of China surrounded by local people, from a young age, I knew and identified myself as Chinese, because I feel I belong to this town and my capability of communicating with others. When my father told me that I am a quarter Japanese, I began to develop a curiosity towards Japan. As my father would often told me things about Japan and showed me pictures, Since then, I had a great affection towards Japanese life and culture conveyed in the fascinating stories my dad told me, despite my incapability of reading or speaking Japanese, I was proud and accepted my Japanese identity. Later, I went on a trip to Japan, my inability of communicating in Japanese left me feeling strange, confused and isolated about Japan. During that trip, although I had prior knowledge to Japanese culture, but without the acquisition of Japanese, the simple questions I had such as “what is the pancake-like stuff with dried fish flake on it? “, “How to buy a train ticket?” and “why people are so polite?” could not answered, which only caused confusion and misunderstanding. The cultural shock I experienced left me unsure of my cultural identity, but it made me want to learn Japanese to understand and comprehend Japanese culture to figure out who I am, When I was 14, I came to Australia with very little English, I was allocated to a grammar school to learn English, while adopt into Australian lifestyle. When I was in Australia, I immediately realised how Chinese I was, how my behaviour, my languages stand out so much among the others. I noticed the adaptations I made in myself, physical movement and mind, in order to fit into my surroundings better. At the same time, my English improved rapidly within months, because I was able to put ... ... middle of paper ... ...ng linguistic and cultural competence. The intercultural language pedagogy I experienced in school facilitated me to become an intercultural speaker, who acquired the linguistic skills needed to communicate as well as intercultural competence to shift as members of two or more language communities and act as purposeful communicators. Together my experiences have enabled me to see the point and benefits of intercultural language pedagogy, and shaped my teaching philosophy dramatically. As a language teacher, I believe my cultural awareness and intercultural understanding can be useful resources in facilitating and modelling intercultural competence to students. I will use my cultural knowledge in the planning, designing activities and teaching through incorporating three principles of active construction, social interaction and making connections into daily lesson.

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