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Non-verbal communication of Czech-speaking students of Spanish as 2L.
SÁNCHEZ SÁEZ, Rosa
Culture shock is a process that some foreign language learners go through when immersed in the foreign culture. Learners may feel disoriented, sad and may even throw in the towel. Observing this fact, we asked ourselves: Do learners have enough tools to cope with this shock? For this purpose, we propose a survey to teachers in which we analyse the current place in the classroom of intercultural competence and nonverbal communication. If we deal with the teaching aspect, it is inevitable to think about the treatment of intercultural competence and nonverbal communication by the textbooks. Are the textbooks enough guidelines to introduce the aspect of intercultural competence and nonverbal communication for the teacher? The inclusion of intercultural competence in the Spanish as a Foreign Language classroom would entail a change in its conception: the learner would be at the centre of the teaching process, playing an active role in his or her transformation into an intercultural agent. In other words, the student would go through a process in which he/she would leave behind any stereotype or superficial view of any culture and would see his/her empathy evolve. In addition, the development of a critical attitude on the part of the learner would be encouraged. In the Spanish as a Foreign Language classroom not only a foreign language would be learned, but the student would work on his or her human formation: he or she would get to know his or her own culture, would really get to know the cultures of others, would reflect critically on reality, and would act in a much more empathetic way.
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