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• W303663460 abstract "ABSTRACT This article reports on part of a research project that was generated by an evident need to incorporate cultural knowledge in language learning within the option of a Year 12 vocationally-oriented curriculum. Language-specific research was undertaken to ascertain the intercultural knowledge in communication related to hospitality and to propose a way for this knowledge to be incorporated into the curriculum framework. Data were collected from research sites in two Indonesian towns, and one source, the kos interview role-plays, was subjected to fine discourse analysis. The results show that very specific cultural knowledge and values are expressed in the course of a kos interview, that these involve norms different from Australian norms, that these would thus need to be taught to Australian learners, and that a workable pattern of the norms can be extracted from the data and incorporated into a framework for meeting the requirements of both intercultural language learning and a vocational curriculum. KEY WORDS School language learning, vocational curriculum, Indonesian cultural knowledge, kos interview. ********** The term kos (or sometimes kost) is a troublesome one to translate into English. It is of Dutch derivation and was used to refer to a situation in which an individual obtained room and board as opposed to just renting a room. Nowadays, kos is used to refer to a situation where an individual rents a room rather than whole premises. The difference between a purpose-built kos and an asrama ('boarding house') is that a kos is run privately while an asrama is attached to an institution. The term kos may also refer to a family home in which a spare room is rented out, in which case kos might be translated as 'homestay'. (Although in English, this term usually connotes a foreign Student boarder, in the Indonesian context the practice is just as common for locals.) INTRODUCTION A significant feature of the introduction of vocational education and training (VET) into the Year 12 curriculum in Australia is that it aims to merge general and vocational education. In the field of modern languages, the vocational curriculum needs to enable learners to exchange goods, services, and information using a different language. A VET language curriculum must conform to the principles of competency-based training, and yet, at the same time, present language learning as real communication between individuals from different cultural backgrounds. As the pursuit of this latter goal 'is characterised by indeterminacy, heterogeneity, and struggle, it is impossible to reduce language education to skills training' (Cart, 1999, p. 107). This tension needs to be acknowledged, but the dual set of values for VET language learning does not have to end in an impasse. The centrality of intercultural communication in language learning has been established, but there are also valid arguments to support clarity, coherence, and continuity in curriculum. The project reported on here was undertaken in an attempt to provide Indonesian language for learners that would meet both vocational and more general educational goals. Culture in language learning For communication to occur, participants need what Clark (1996) calls 'common ground'--a shared frame of reference for the 'particular meanings adopted by a speech community' (Kramsch, 1998, p. 5). Although a not uncontested term these days, the word 'culture' in second-language learning includes the basic common-ground knowledge needed for communicative competence in interaction with native speakers. Liddicoat (2002) identifies two types of approach to teaching this kind of culture: static and dynamic. 'The static view of culture treats cultural knowledge as either facts or artefacts' (Liddicoat, 2002, p. 6). This approach, however, is limited in that 'the representation of culture is as a closed, final, and fixed phenomenon, and the teaching imparts no learning that can assist learners to understand and participate in cultures as they change in different times, places, and contexts' (Liddicoat, Papademetre, Scarino, & Kohler, 2003, p. …" @default.
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• W303663460 date "2008-04-01" @default.
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• W303663460 title "Developing an Authentic Base for Teaching Spoken Indonesian in Vocational Settings." @default.
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