"The Hate U Give" by Angie Thomas in the Secondary EFL Classroom. Intercultural Communicative Competence of 9th Grade EFL Learners

Table of Contents

1 Introduction

2 Theoretical framework

2.1 Cultural learning

2.1.1 Intercultural Communicative Competence according to the CEFR vision

2.1.2 Intercultural Communicative Competence by Byram

2.1.3 Principles for inter- and transcultural learning

2.1.4 Global Citizenship Education

2.2 The CPR model: Decisions involved in confronting prejudiced responses

2.3 Teaching culture using literature

2.3.1 Potentials and challenges of literature for inter- and transcultural learning

2.3.2 PWP model of lesson planning

2.3.3 Task types for promoting intercultural competence through literature

3. Analysis

3.1 Analysing the potential for inter/-transcultural learning with the young adult novel by Angie Thomas

3.2 Learning objectives for the 9th grade

3.3 Lesson plan

4.0 Discussion

5.0 Conclusion

6.0 Bibliography

Objectives and Topics

The bachelor thesis investigates how literature, specifically Angie Thomas’ novel The Hate U Give, can be utilized to implement cultural learning and foster intercultural communicative competence (ICC) in 9th grade English as a Foreign Language (EFL) classrooms.

• Implementing cultural learning through the medium of literature in EFL classes.
• Promoting intercultural communicative competence (ICC) and critical reflection skills.
• Developing strategies to address and counter discrimination and prejudice.
• Applying the Confronting Prejudice Responses (CPR) model and the PWP (pre-, while-, post-reading) model.
• Integrating Global Citizenship Education with literary analysis.

Excerpt from the Book

Summary of Chapters

1 Introduction: This chapter highlights the necessity of addressing world issues like racism in the classroom and states the research aim of using literature to foster intercultural communicative competence.

2 Theoretical framework: This chapter explores key concepts including Intercultural Communicative Competence (ICC), the CPR model for confronting prejudice, and the role of literature in teaching culture.

3. Analysis: This chapter applies the previously defined theoretical concepts to Angie Thomas’ novel and details a practical lesson plan for 9th-grade students.

4.0 Discussion: This section critically evaluates the effectiveness of the proposed lesson plan, reflects on the methods used, and acknowledges potential risks and challenges.

5.0 Conclusion: This chapter summarizes the findings, reiterating the importance of cultural learning in EFL education and suggesting directions for future research.

Keywords

Intercultural Communicative Competence, Cultural Learning, Global Citizenship Education, The Hate U Give, Angie Thomas, Racism, Prejudice, Confrontation, PWP Model, Literature, Discrimination, Secondary Education, EFL Teaching, Critical Reflection, Identity.

Frequently Asked Questions

What is the core focus of the paper?

The paper examines the integration of literary texts into English as a Foreign Language (EFL) instruction to support cultural learning and the development of intercultural competence.

Which central thematic areas are explored?

The study focuses on racism, social injustice, the Black Lives Matter movement, and the necessity of cultivating tolerant, critically thinking global citizens.

What is the primary research question?

The research asks how the use of Angie Thomas’ novel The Hate U Give can help implement cultural learning and foster intercultural communicative competence (ICC) in 9th grade EFL students.

Which pedagogical methods are applied?

The work utilizes the PWP model (pre-, while-, and post-reading) for lesson planning and the CPR model (Confronting Prejudice Responses) to address and reduce discriminatory behavior.

What is addressed in the main body (Analysis)?

The analysis section justifies the suitability of the novel for 9th-grade classrooms, outlines specific learning objectives based on a German core curriculum, and provides a detailed 90-minute lesson plan.

What defines the characterizing keywords?

The keywords reflect the intersection of literary pedagogy, intercultural theories, and social education, emphasizing active anti-racist strategies.

How is the Confronting Prejudice Responses (CPR) model specifically used?

The CPR model provides a structure for students to recognize remarks as prejudiced and prepares them through role-playing to actively confront discrimination in social scenarios.

Why is Angie Thomas' novel considered suitable for this curriculum?

The novel is viewed as apt because it addresses relevant social issues, uses accessible language, and features balanced, relatable characters that encourage critical reflection.

What is the role of the PWP model in the lesson plan?

The PWP model ensures a systematic approach by dividing instruction into three stages to guide students through the receptive process of reading, active engagement with the text, and final reflective analysis.