Intercultural and Intracultural Diversity in Interdisciplinary

Cloud-Oriented Foreign Language Teaching

Vita Hamaniuk

1 a

and Iryna Selyshcheva

1 b

Kryvyi Rih State Pedagogical University, 54 Gagarin Ave., Kryvyi Rih, 50086, Ukraine

Keywords:

Intercultural Communication, Intercultural Competence, Interdisciplinary Approach, Country Studies,

Cloud-Oriented Environment, Learning Foreign Languages, Learning History, Media Resources.

Abstract:

The article deals with the problem of the development of intercultural competence, which is one of the key

competences in foreign language education. The focus lies on examining the opportunities available to use

inter- and intracultural differences as a material for developing intercultural competence. The theoretical

foundations on which the research was conducted are analyzed: the essence of intercultural communication,

the conditions of its smooth ﬂow; the essence of intercultural competence, its constituents and the relations

between them; the role of country studies (both the country of the target language and its own history) in the

acquisition of background knowledge, the ability to compare cultures, to tolerate differences between them,

and furthermore. Considering that the development of intercultural competence at a level that would ensure

the effective implementation of intercultural communication is primarily due to the presence, in addition to

language acquisition, of intercultural knowledge, perceptions of the rules of communicative behavior and the

positive disposition of learners, an important element is the approaching of the target culture, the removal

of prejudices about the “alien”. This can be achieved through the inclusion in the educational process of

materials from the immediate environment of learners. For exemple, the theme “Foreigner in Ukraine” is

used, in which work, on the one hand, reveals facts of the history some people in the European format, and

on the other, the facts of the history of their own country, the history of their immediate surroundings, at the

expense of which the story of “alien” is transferred to the personal sphere. The article also considers the

possibilities of an interdisciplinary approach in foreign language teaching on a theoretical and practical level,

proves the effectiveness of developing intercultural competence using the example of creating interdisciplinary

connections between a foreign language and history. It is emphasized that in modern conditions, when the

educational process has been transferred to a distance format, the creation of a cloud-oriented environment

plays an important role, which on the one hand allows immersion in the language and on the other hand

creates multiple opportunities, to include into the lesson relevant, authentic materials and a variety of actual

information.

1 INTRODUCTION

A few centuries ago, most states in Europe were

monocultural. Language was understood as the ba-

sis on which the state was built, so the principle of

“one state – one language” was fundamental in most

European countries. In the twentieth century, Eu-

rope has become multicultural for a variety of rea-

sons, including historical, economic, social and ed-

ucational inﬂuences. Two world wars, the found-

ing of the European Union, the abolition of borders

within its framework, integration processes, migra-

https://orcid.org/0000-0002-3522-7673

https://orcid.org/0000-0002-4841-6449

tion (refugees, guest workers), mobility in the ed-

ucational sector, the open European labor market,

tourism, globalization worldwide, Internet technolo-

gies that make the world a” global village” – all this

has more or less changed the social structure in all

European countries and allowed people from differ-

ent ethnic, linguistic, cultural and religious contexts

to get in touch and communicate.

In this regard, the question of readiness for inter-

cultural communication becomes very topical. Un-

der what conditions is one capable of intercultural in-

teraction? The answer is clear: if you tolerate for-

eign cultures and have basic ideas about them and

speaks the target language at least at level A1-A2.

Linguistic (communicative) and intercultural compe-

Hamaniuk, V. and Selyshcheva, I.

Intercultural and Intracultural Diversity in Interdisciplinary Cloud-Oriented Foreign Language Teaching.

DOI: 10.5220/0012067800003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 781-793

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

781

tence belong to the core of foreign language training

in schools and universities, they are also regarded as

goals at other educational institutions that offer for-

eign languages (language schools, language courses,

online offers) when it comes to controlled teaching.

However, the lack of time as a general problem in for-

eign language education, regardless of which educa-

tional institution is involved, often does not allow all

components to be taken into account in the classroom;

linguistic components are practiced more, while in-

tercultural content as well as intercultural skills and

positive attitudes towards the “foreign” are often ne-

glected or not trained enough. Therefore, the question

of how to teach intercultural content and effectively

develop intercultural competence, which means are

best suited for this, which forms and types of exer-

cises can lead to success and in which areas of appli-

cation is very topical today.

2 INTERCULTURAL ASPECTS

OF FOREIGN LANGUAGE

LEARNING

2.1 Intercultural Competence,

Intercultural Communication and

Intercultural Dialogue

In the research on the problems of foreign language

teaching and the development of competence within

its framework, the concept of “intercultural compe-

tence” is one of the central ones and is considered

from different sides. One can ﬁnd numerous deﬁni-

tions of this term, schematic and detailed description

of its structure both in the contributions of scientists

and in national and pan-European normative docu-

ments in the ﬁeld of foreign language education. The

development of “intercultural competence” is formu-

lated as a learning goal in all foreign language curric-

ula, but the purely pragmatic goal of learning a for-

eign language is to be able to communicate success-

fully and conﬂict-free with representatives of other

cultures in their language, i.e. to communicate. Two

more terms are important in this regard – “intercul-

tural communication” and “dialogue of cultures”.

The term “intercultural communication” has many

deﬁnitions because it has been analyzed from differ-

ent points of view. Based on the existing consider-

ations of the German and Ukrainian researchers, we

try to deﬁne the term in such a way that it could most

clearly depict the essence of intercultural communi-

cation in the context of foreign language teaching.

Broszinsky-Schwabe deﬁnes the term as follows:

“Intercultural communication refers to understanding

between two or more people who belong to different

cultures, which results in a number of difﬁculties and

problems” (Broszinsky-Schwabe, 2011, p. 21). The

scientist proposes the following understanding of in-

tercultural communication: “Intercultural communi-

cation” also emphasizes the meaning of the culture

for communication. Understanding is signiﬁcantly in-

ﬂuenced by the respective cultural background. The

extent to which and whether the partners are aware

of the cultural difference and adapt to it is decisive

for the success of communication between individu-

als or groups” (Broszinsky-Schwabe, 2011, p. 11). It

is about at least two notable features of intercultural

communication: The importance of knowledge / un-

derstanding of the foreign culture and the attitude of

the interlocutor to cultural differences, i.e. the per-

ception of the culture, the tolerance of the “foreign”

and understanding as a goal and result the communi-

cation.

The Ukrainian researcher of intercultural commu-

nication Batsevych (Batsevych, 2007) considers this

notion in a broad sense and in a narrow sense. In

a narrow sense, he understands this term as the pro-

cess of communication (verbal or non-verbal) among

people (or groups of people) belonging to different

national linguistic-cultural communities, using differ-

ent languages, having different levels of communica-

tive competence, the result of which is communica-

tive failure or culture shock. Among the important

features of intercultural communication, Batsevych

(Batsevych, 2007): the use of interlocutors in the in-

tercultural shaped situations of different strategies and

verbal means from those in their own culture, and the

recognition of mutual “foreignness” of the cultures of

communicants.

In a broad sense, he deﬁnes intercultural commu-

nication as “the whole spectrum of possible types of

communication” that are possible outside of homoge-

neous social groups. Communicants from different

ethnic groups or cultures as well as from different so-

cial groups are understood within the framework of a

culture or society (age, gender, profession, etc. can

appear as criteria) (Batsevych, 2007).

Batsevych (Batsevych, 2007) thus expands the

barriers and broadens the concept of “intercultural

communication” to those groups that may belong to

the same cultural or ethnic group, but have differences

in occupation, age, everyday life, social status, or ed-

ucation (on verbal and non-verbal level). But it’s all

about the differences that you notice anyway, the per-

ception and acceptance of which and the willingness

to come to an understanding requires a positive atti-

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tude.

For his part, Krumm et al. (Krumm et al., 2011)

emphasizes: “One speaks of intercultural communi-

cation when people of different cultural backgrounds

communicate with one another and are aware of the

fact that their own perception and the perception of

others differ, so that, in order to avoid misunderstand-

ings, it is an intercultural one competence is required

in order to communicate despite linguistically and

culturally different points of view” (Krumm et al.,

2011, p. 139). An important word in his understand-

ing is “aware” because any participant in intercultural

communication cannot notice and accept the differ-

ences if he is not aware of them.

In contrast to intercultural communication, which

is understood as a process, the term “dialogue of cul-

tures” is not conceived as theoretical and does not be-

long to the ﬁeld of linguistics, but is understood as

a socio-political phenomenon. While the term “di-

alogue of cultures” is used more often in Ukrainian

specialist literature, the term “intercultural dialogue”

is more common in the German-speaking scientiﬁc

and political landscape. The following deﬁnition can

be found in the “White Paper on Intercultural Dia-

logue «Living Together Equally in Dignity»”: “In-

tercultural dialogue describes a process of open and

respectful exchange of opinions between individuals

and groups of different ethnic, cultural, religious and

linguistic backgrounds and traditions in a spirit of mu-

tual understanding and respect. The freedom and the

ability to express one’s opinion, but also the will and

the ability to listen to what others have to say, are in-

dispensable here. Intercultural dialogue contributes

to political, social, cultural and economic integration

and to the cohesion of societies with different cul-

tures” (www.coe.int/dialogue, 2008, p. 17).

Based on this, it is clear that intercultural dia-

logue as a phenomenon in the socio-political area fo-

cuses on the interaction of cultures and their repre-

sentatives on the basis of tolerance and acceptance of

peculiarities and equality of different cultures, which

contributes to understanding and conﬂict-free coexis-

tence of people from different cultural contexts.

2.2 Intercultural Competence in

Normative Documents and Research

The term “intercultural competence” has been con-

ceptualized in different ways over the course of two

decades: different interpretations have emerged de-

pending on the researcher, the national characteris-

tics and the period in which it was analyzed. The

components in the structure of intercultural compe-

tence that were determined at the beginning of the

research were constantly being added, which either

expanded the term (as a result of powerful societal,

social, political and / or educational policy, method-

ological and didactic developments) or described it

more precisely, made it more concrete, reinterpreted.

Normative documents contain already recognized for-

mulations of the term “intercultural competence” and

its structure, but are based on the results of scientiﬁc

considerations, therefore they are theoretically jus-

tiﬁed and emphasize the practical value of intercul-

tural competence, which is important for educational

decision-makers, teachers, curricula and textbook de-

velopers.

The dynamics of the term development in norma-

tive documents can be illustrated using the example

of selected deﬁnitions if they are analyzed in chrono-

logical order. For example, The Common Euro-

pean Framework of Reference for Languages (CEFR)

(Council of Europe, 2001) does not consider “in-

tercultural competence” as a particular competence

among other competences. Sociocultural knowledge

and intercultural awareness, which according to this

edition of the CEFR belong to declarative knowledge,

are also components of general competence. Socio-

cultural knowledge includes general knowledge about

the society and culture of the community(s) and the

character of people and its society (everyday life, liv-

ing conditions, interpersonal relationships, values, be-

liefs, attitudes, body language, social conventions, rit-

ual behavior, etc.). The (Council of Europe, 2001)

deﬁnes intercultural awareness as that which arises

“from the knowledge, awareness and understanding

of the relationships” between “one’s own” and “for-

eign” worlds. In this document, then, the cognitive

side of interculturality is emphasized: it helps one “to

be aware of regional and social diversity”; both cul-

tures “to be placed in a larger context” (Trim et al.,

2013, pp. 104-105).

In the next edition of the (Council of Europe,

2001) entitled “Common European Framework of

Reference for Languages: learning, teaching, assess-

ment. Companion volume with new descriptors”

(Council of Europe, 2018) was published, one ﬁnds

not only the term “intercultural competence”, but also

descriptors that – in contrast to the previous edition –

allow to measure and assess intercultural competence.

The following Aspects, Component and Skills be-

come emphasizes : “Many notions that appear in the

literature and descriptors for intercultural competence

are included, for example: the need to deal with am-

biguity when faced with cultural diversity, adjusting

reactions, modifying language, etc.; the need for un-

derstanding that different cultures may have different

practices and norms, and that actions may be per-

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783

ceived differently by people belonging to other cul-

tures; the need to take into consideration differences

in behaviors (including gestures, tones and attitudes),

discussing over-generalizations and stereotypes; the

need to recognize similarities and use them as a ba-

sis to improve communication; the will to show sen-

sitivity to differences; readiness to offer and ask for

clariﬁcation: anticipating possible risks of misunder-

standing. Key concepts operationalized in the scale at

most levels include the following: recognizing, act-

ing on cultural, socio-pragmatic, and socio-linguistic

conventions/cues; recognizing and interpreting sim-

ilari ties and differences in perspectives, practices,

events; evaluating neutrally and critically” (Council

of Europe, 2018, p. 158).

The ﬁrst thing that strikes you in this excerpt is not

just the cognitive side (need for understanding, to take

into consideration, need to recognize), but also the

practical application of acquired intercultural knowl-

edge, the willingness to act (to take, to show, to ac-

tion). Second, the CEFR 2018 edition (Council of

Europe, 2018) considers “intercultural competence”

as a speciﬁc competence alongside other new terms,

among which “pluricultural repertoire” and “plurilin-

gual competence” with their descriptors for each of

the levels from A1 to C2. In addition, today the under-

standing of the term “intercultural competence” has

become much broader and primarily includes the abil-

ity to act according to the situation, to choose and use

appropriate verbal and non-verbal language tools, as

well as to master relevant communicative strategies

and to develop personal qualities, that can contribute

to successful communication and intercultural inter-

action (tolerance, empathy, etc.).

“To interact with members of another culture as

sensitively, respectfully and without conﬂict as possi-

ble, requires a cognitively and emotionally open per-

sonality who is willing to reﬂect on one’s own stan-

dards and prejudices, one’s own self-image and that

of others to think things through, to react to the expe-

rience of cultural differences with tolerance for ambi-

guity and empathy, and to recognize other cultures as

equals” (Trim et al., 2013, p. 140). Following the def-

inition given, it can be said that intercultural compe-

tence consists of at least three components: emotions

and attitudes (tolerance, respect, empathy, reﬂection),

language skills, intercultural knowledge, ability to

compare and analyze (cognitive side) and action (be-

havioural pattern).

The Pan-European Framework of Reference for

Languages (CEFR) counts socio-cultural knowledge

and intercultural awareness to declarative knowledge

and considers them as components of general compe-

tence. Intercultural knowledge includes: The general

knowledge of the society and culture of the commu-

nity(s) and the characteristics that are characteristic

of this society (everyday life, living conditions, inter-

personal relationships, values, beliefs, attitudes, body

language, social conventions, ritual behavior, etc. )

(Höﬁnghoff, 2006, pp. 103-104).

German scientists have confronted themselves

with the term. For example, the Barkowski and

Krumm (Barkowski and Krumm, 2010) deﬁnes “in-

tercultural competence” as: “the ability to interact

with members of another culture as sensitively, re-

spectfully and without conﬂict as possible, [they] re-

quires a cognitively and emotionally open personality

that is willing to reﬂect on one’s own standards and

prejudices, to think through one’s own image of one-

self and others, to react to the experience of cultural

differences with tolerance for ambiguity and empathy,

and to recognize other cultures as equals [...]. Inter-

cultural competence represents an important learning

objective in competence-oriented concepts of foreign

language teaching” (Barkowski and Krumm, 2010,

p. 140).

Barmeyer (Barmeyer, 2011) has presented the

structure, characteristics of intercultural competence

and relationships between its components in a model

(ﬁgure 1) where the same structural elements occur.

The difference, however, is that Barmeyer (Barmeyer,

2011) counts foreign language skills as part of behav-

ior, while we believe that skills belong to the cognitive

block.

Figure 1: Phases and characteristics of intercultural compe-

tence (Barmeyer, 2011, p. 68).

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784

According to this deﬁnition, corresponding psy-

chologically determined personal characteristics are

primarily important for the development of intercul-

tural competence. It is assumed that the person has

a certain amount of knowledge from the areas of cul-

ture, literature, everyday life and language skills, but

they are not included in the deﬁnition; the attention

is on the actions, reactions, activities, behavior of the

speaker. It is also emphasized that intercultural com-

petence is an important learning objective in foreign

language teaching; not just what communicators need

to have in order to have a successful conversation, but

also seen as the meaning of the path that leads to it.

It follows that taking into account these three compo-

nents (knowledge and language skills), attitudes and

behavior in the context of foreign language teaching

is a prerequisite for the successful development of in-

tercultural and, more broadly, communicative compe-

tence. The attitude, in our opinion, is at the center

of the development process in the case of “intercul-

tural competence” because a positive attitude towards

other cultures arouses interest and motivates learning

foreign languages and cultures. On the contrary, neg-

ative perception of the “foreign” acts as a disruptive

factor when learning a foreign language and a foreign

culture, leads to a lack of understanding and often

triggers aggressiveness and not infrequently conﬂicts.

2.3 Intracultural Diversity as a Basis

for the Development of Intercultural

Competence

When learning a foreign language and in the case

of “intercultural communication”, the factor “inter-

cultural knowledge” is fundamental. Without such

knowledge, it would be difﬁcult to understand, let

alone embrace, a “foreign” culture. Regional studies

form the basis of intercultural knowledge in foreign

language teaching. The term “Landeskunde” has been

interpreted similarly, but not identically, in theoreti-

cal sources of German-language scholarly discourse

in different periods of time, so it would be useful to

summarize views from different scholars.

Knowledge of a country includes systematized

facts from various areas (history, culture, geography,

politics, society, social affairs, everyday life, customs,

etc.), which are not necessarily taught in foreign lan-

guage lessons as part of the curriculum. In schools,

learners usually learn about the culture of the tar-

get country in language classes, but many aspects

are taught and learned in an interdisciplinary man-

ner (geography, history, literature, art, society, pol-

itics, etc.). Foreign language teaching is a special

area. It is claimed that “learning a foreign language

is necessarily linked to content and knowledge: the

foreign words carry meanings, the texts make state-

ments about the target language country, optical me-

dia give pictures of foreign reality, even the sentences

of form-related exercises convey content” (Storch,

1999, p. 285). In foreign language lessons, learners

receive detailed information from listening or read-

ing texts and other sources, which can later be pro-

cessed and acquired in the target language, includ-

ing vocabulary. In “German as a Foreign Language –

A Didactics”, Storch (Storch, 1999) quotes the state-

ment by M. Deutschmann, who emphasizes the need

to take regional knowledge into account when select-

ing the content for German lessons: “The question of

regional studies in foreign language lessons is ﬁrst of

all the question according to content in foreign lan-

guage lessons” (Storch, 1999, p. 285).

This content can be learned and acquired in many

different ways. But in any case, if it is not about direct

contact with the foreign culture, this process – regard-

less of whether it is controlled or not – is concentrated

on the sum of facts, not on “experiencing the foreign

culture”. The “immersion” in a foreign culture is arti-

ﬁcial, bound to lessons, so unfortunately it doesn’t al-

ways turn out to be something that one perceives and

experiences as something personal (Semerikov et al.,

2022).

In multicultural societies today there is an oppor-

tunity to recognize and get to know foreign cultures

on site. It takes intercultural learning to a higher level,

because the learners not only get to know another cul-

ture as something familiar, something that is close by,

but also learn and understand more about their own

culture, into which the foreign one is integrated, about

their own and European history. So the intracultural

diversity becomes what can be considered as an aid

in learning the cultural content in foreign language

teaching. In addition, dealing with the topic “for-

eigners (German, English, French, etc.) in the home

country (town, village)” creates favorable conditions

for learning the “foreign” culture, makes the learners

aware of the fact that the “foreign” is not so foreign,

that they already have to do with the presence of lan-

guages, cultures and people in their environment. It

contributes to the acceptance of the “foreign”, teaches

to tolerate them.

Another positive point of the presence of the “for-

eign” (people, companies, goods, cultural heritage)

in the area and their use in foreign language teach-

ing as a way of acquiring language skills and cultural

knowledge about the target country is that this knowl-

edge can be shared both online, as well as interac-

tively. Learners have the opportunity both to search

for information via the Internet and to communicate

Intercultural and Intracultural Diversity in Interdisciplinary Cloud-Oriented Foreign Language Teaching

785

Table 1: The term “regional studies” and its role in foreign language teaching.

Author Expression Area / target

Pauldrach “Cultural knowledge is social knowledge. It can therefore

be interpreted, depending on the interests of the information

sources [...], its mediation is never complete per se” (Paul-

drach, 1992, pp. 9-10).

foreign language teaching / pri-

vate sphere

Solmecke “a speciﬁc term related to foreign language teaching”; cul-

tural information on the target language community as a cur-

ricular component of teaching a foreign language (Bausch

et al., 2007, p. 13).

foreign language teaching

Dressler et al. speciﬁc living conditions and behavior of the target culture

(Dressler et al., 1980).

foreign language teaching; ability

of learners to “behave appropri-

ately in a foreign culture/society”

Zeuner culture in the broadest sense or as the geographic, economic

and political conditions of a country; Knowledge or previ-

ous knowledge about the country (often conveyed to learn-

ers through the media), experiences with the country and

judgments or prejudices about the country (Zeuner, 2009,

p. 5).

Context knowledge for learning

foreign languages / private sphere

Puetz ”the minimal and didactically relevant goal of maximizing

knowledge about an unknown country” (Bausch et al., 2007,

pp. 127-128).

foreign language teaching / pri-

vate sphere

Betterman Country and culture-speciﬁc content, methods and strategies

for their presentation, mediation, appropriation and applica-

tion (Barkowski and Krumm, 2010, pp. 180-181).

foreign language teaching

Krumm et al. Regional studies can no longer be presented as a clearly de-

ﬁnable scientiﬁc sub-discipline of the subject DaF / DaZ ,

but rather as a theoretical-conceptual concept that is used in

the context of foreign language didactic debates as an in-

terpretation and argumentation pattern for describing (and

contouring) the socio-cultural dimensions of language, lan-

guage acquisition and language usage serves (Krumm et al.,

2011, p. 1442).

foreign language teaching / pri-

vate sphere / profession

directly with natives, to establish contacts with real

people, which motivates them to take further steps in

learning a foreign language.

2.4 “Foreign” Traces in Ukraine:

Didactic Considerations

Migration processes have shaped the image of Europe

for many centuries. As a result of these processes,

there are many places on the map of Europe where

the representatives of different ethnic groups live far

from their national states. Different ethnic groups are

represented in Ukraine, in almost all regions of the

country where they have lived for a long time and

where their descendants still live today (Hamaniuk,

2020). Their presence in eastern, western and cen-

tral Ukraine has different reasons in terms of histori-

cal aspects, as well as the number of ethnic Germans,

Bulgarians, Poles, Czechs or Russians in these areas.

In Ukraine there are no regions like South Tyrol in

Italy, where the population is bilingual (Italian and

German); the representatives of other ethnic groups

live together among Ukrainians and representatives of

other ethnic groups. They maintain contacts with each

other and stick to their traditions, but make a signif-

icant contribution to the development of the cultures

of their neighbors. In this regard, the issue is not alien

to Ukraine. It is no coincidence that native languages

are also taught in schools alongside Ukrainian.

Foreign languages are taught in Ukraine in various

teaching areas and at each level with speciﬁc goals:

in kindergartens, in elementary school (English), in

general schools English as L2 and as L3 (German,

rarely French, Spanish or Russian), at the Schools

with extended foreign language instruction (English,

German, French), at universities as part-time Ger-

man instruction (two foreign languages (English, Ger-

man, French, Spanish, Chinese, Korean) in some sub-

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jects such as tourism, law, business, etc.), in philo-

logical faculties (English, German, French, Spanish,

Chinese, Japanese), at language schools and language

courses (a wider range on offer).

For each area and at each level, speciﬁc goals are

set and age-appropriate textbooks are selected that

can be maximally achieved. One of the strategic goals

in foreign language teaching is the development of

communicative language competence, but one should

not forget intercultural competence, which is consid-

ered a part of communicative language competence.

Since there is a lack of apprenticeship time in every

teaching area, it is important to design the lessons

in such a way that more skills are developed with

each subject. The topic “Strange tracks in my en-

vironment” is considered a good reason for various

activities. On the one hand, the topic “Strange and

strangers” lets you experience and through its pres-

ence in the vicinity everything that does not belong to

your own identity as something familiar, not perceive

what is foreign, on the other hand it allows learners to

understand more of the history and language of their

homeland, of their own identity and the image of oth-

ers.

“Strange tracks in my environment” is not a new

topic. It can be called a “generative theme” because it

is “interesting, thematically open, linguistically rich

and culturally differentiable” and comes in different

encodings, in the form of historical documents, ﬁlms,

photos, literary texts, songs” (Krumm et al., 2011,

p. 1508). International contacts in the social, sci-

entiﬁc, educational policy area, as well as linguistic

and literary studies, the inﬂuences and connections

of languages and cultures represented in the home

country, have always been among the focal points in

the research of philologists, culturologists and liter-

ary scholars. This research was mostly aimed at aca-

demics, while our practice-oriented approach is in-

tended for a different target group, those who teach

foreign languages. From a didactic point of view, this

theme is very beneﬁcial, as it allows to see the strange

in the familiar. Ukraine, like many European coun-

tries, also has some language islands where German,

Hungarian, Slovak ethnic groups live and where many

traces of their cultures are clearly visible. The people

who have lived in these areas for a long time are not

largely bilingual in the sense that they can communi-

cate Ukrainian and their native language on the same

level, but historical, cultural, technical and economic

traces of the former or present presence of foreign-

ers the territory of Ukraine can be easily discovered.

Using “foreign” languages and “foreign” cultures lo-

cally as a source of cultural knowledge is considered

a good didactic way to motivate learners to learn a

foreign language and its culture.

3 INTERDISCIPLINARY AND

CLOUD-ORIENTED FOREIGN

LANGUAGE TEACHING

3.1 Interdisciplinary Approach in

Foreign Language Teaching

“Interdisciplinarity” is not a new term in the scientiﬁc

and teaching environment; however, it is much dis-

cussed in the specialist literature. As Schatz (Schatz,

2009) notes in his study “Research-oriented, inter-

disciplinary teaching in a multidisciplinary environ-

ment”: “Although interdisciplinarity is a scientiﬁcally

well-studied topic, there is no coherent understanding

of this term” (Schatz, 2009, p. 2). Labudde (Labudde,

2004) emphasizes “a shambles in deﬁning” interdis-

ciplinary teaching because so many components are

tied together to designate the term: including intra-,

trans-, multi-, pluri – or intra-disciplinary, interdisci-

plinary, -coordinating, -connecting or -linking. “The

terms “cross-curricular” or “interdisciplinary” teach-

ing apply as generic terms [. . . ]. But that is where

unity ends” (Labudde, 2004, p. 60).

A basic analysis of a number of classiﬁcations can

be found in the scientiﬁc work by Dethlefs-Forsbach

(Dethlefs-Forsbach, 2005) “Interdisciplinary teaching

from the perspective of the subject music”. The

researcher characterizes attempts to systematize in-

terdisciplinary teaching by Skiera (Skiera, 1994),

Huber et al. (Huber et al., 1996), Hiller-Ketterer

and Hiller (Hiller-Ketterer and Hiller, 1997), etc.

For example, Skiera (Skiera, 1994) differentiates

between three types of interdisciplinary teaching

based on the didactic-methodological criterion (iden-

tiﬁcation of subject-related cross-connections on a

topic; multi-perspective treatment of a suitable topic

over a longer period of time; formation of learn-

ing areas according to interdisciplinary thematic or

methodological criteria). For his part, Huber et al.

(Huber et al., 1996) determines ﬁve types of in-

terdisciplinary teaching according to the organiza-

tional form (cross-subject, subject-linking, subject-

coordinating, subject-complementary and subject-

interrupting teaching) and three types according to

orientation (orientation towards deepening and sup-

plementing the subject; towards a change of per-

spective and reﬂection; towards a common prob-

lem). (Dethlefs-Forsbach, 2005, p. 179). Hiller-

Ketterer and Hiller (Hiller-Ketterer and Hiller, 1997)

also identify ﬁve types of interdisciplinary teaching

Intercultural and Intracultural Diversity in Interdisciplinary Cloud-Oriented Foreign Language Teaching

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according to didactic functions: to justify the need

for specialist special courses, to demonstrate the use-

fulness of special courses for them, to relativize per-

spectives, for the purpose of demonstrating and test-

ing common processes and formal interactions, for

the reconstruction of everyday reality to build up the

ability to act and to test it in limited actions (Dethlefs-

Forsbach, 2005, p. 179).

Based on well-known classiﬁcations, including

those mentioned above, Labudde (Labudde, 2004) de-

veloped his own summary classiﬁcation, which de-

scribes certain types of teaching at the level of sub-

jects and at the level of the timetable. This classiﬁ-

cation includes all of the types mentioned above (al-

though they are called differently, but they contain

similar content) and takes into account organizational

as well as didactic-methodological and functional as-

pects of interdisciplinary teaching.

Labudde (Labudde, 2004) thus distinguishes three

types of interdisciplinary teaching at the subject level,

based on the relationships between the subject, the

content taught and the way in which the content is

incorporated into the teaching process. In the case

of interdisciplinary teaching, relevant content from

other subjects is introduced once into a single sub-

ject. Subject-linking teaching differs in the systematic

and changeable nature of the linking of teaching con-

tent relevant to several subjects (basic concepts and

methods). Labudde (Labudde, 2004) considers the

so-called “subject-coordinating” or “theme-centered”

lessons to be genuinely interdisciplinary, where the

taught content is “an overarching theme or a key prob-

lem of humanity” that is processed “from the per-

spective of different subjects” (Labudde, 2004, p. 60).

Subject-coordinated teaching provides for both sys-

tematic and one-off implementation and links subjects

with one another that contain common problems or

topics in their content.

At the level of the lesson table, Labudde

(Labudde, 2003) distinguishes between supplemen-

tary and integrated lessons. The difference, explains

Labudde (Labudde, 2003), is that in the ﬁrst case it

is about additional modules or disciplines, within the

framework of which necessary content is taught, and

in the second case “the individual subjects no longer

appear in the timetable, but are in an integration sub-

ject such as NMM (“Natur – Mensch – Mitwelt“)

or ’People and Environment’ embedded” (Labudde,

2003, p. 59).

It should be noted that all three types of interdis-

ciplinary teaching at the subject level, as well as the

two (subject-supplementing and integrated teaching)

are relevant for use in foreign language teaching, de-

pending on the goal and subject combination.

3.2 Interdisciplinary Approach in

History and Foreign Language

Teaching

One of the perspective directions in learning German

is dealing with history. Successful communication re-

quires not only a common language in which both

/ some interlocutors can communicate, foreign lan-

guage skills at level A1 or higher, but also the desire

to talk to each other. This desire or need arises when

one has a common theme and what to say, when one

wants to share or contradict, tell, discuss, clarify or

express one’s opinion about something (information,

knowledge, experience). In this respect, history and

historical content are on the one hand a good oppor-

tunity for communication in different contexts, on the

other hand they are good material for understanding

one’s own identity and accepting the identity of the

“other”.

The following reasons can be given for the inter-

disciplinary use in foreign language teaching, at least

from the perspective of Ukrainian teaching practice:

diverse positive effects of interdisciplinary teaching

(arouses interest in the subject and/or department),

use of different methods and mutual linking, time

economy and saving, development of analytical think-

ing (relationships are determined), inclusion of differ-

ent knowledge and skills.

The subjects for interdisciplinary teaching depend

on many teaching contexts. Different combinations

are possible, but, in our opinion, among those most

appropriate are literature, history, geography, politics,

economics, and art – that is, the disciplines of the hu-

manitarian ﬁeld, because each of these disciplines is

part of the geography in the sense of “knowledge of

that destination country”. The subject of history is

particularly beneﬁcial for the development of com-

municative skills on the one hand and for the devel-

opment of intercultural competence on the other.

The term “history” has the following meanings:

political, social, cultural development of a speciﬁc ge-

ographical, cultural area and the resulting sequence of

events; scientiﬁc representation of a historical devel-

opment; verbal or written description of an actual or

imagined happening, event; story; [unpleasant] mat-

ter, matter (Müller et al., 1985, pp. 295-296).

“History” thus includes historical developments

(city, country, world, humanity) and their descriptions

in scientiﬁc or literary form; an event, something ex-

traordinary or unpleasant, and its depiction; a school

or study subject.

History as a subject and historical content within it

are taught in different ways at educational institutions

in Ukraine: two methods are most preferred: linear –

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788

arranged chronologically from the past to the present

or focused on events – certain events are considered

two or three times, you change perspective, you delve

into details. One analyzes not only consequences, but

also reasons, motives and circumstances. The aim

of the process, which focuses on events, is not only

the knowledge that students acquire, but also the con-

scious examination of historical facts.

The positive thing about using historical content

in foreign language teaching is that history, in each of

the above-mentioned meanings and in different con-

texts, always appears as a good occasion for commu-

nication. Every story (as a scientiﬁc representation

of historical events, a literary narration of an event, a

family history or similar) contains speciﬁc data, de-

scribes the people involved and their deeds, evaluates

processes, etc. In historical texts you will ﬁnd con-

crete content (data and information) that is presented

(illustrative, graphical, tabular) or verbal as a series

of keywords naming events or processes. Based on

this information, students can summarize content pre-

sented in schemes or diagrams. The visualization of

the summarized information contains necessary data,

vocabulary and, if illustrated in chronological chains,

also the content rendering plan. This facilitates the

way from the text (reception) via schematic, sum-

marized or detailed representation to speech (produc-

tion).

“Interdisciplinary forms of teaching are an oppor-

tunity to break new pedagogical and methodological

paths and to open up new horizons for both the stu-

dents and the teacher” (Aigner, 2015, p. 10). This

thesis applies to the combination of foreign language

teaching and history teaching. Knowledge of for-

eign languages allows students to access informa-

tion sources that are not accessible in their mother

tongue. It is not only about archive materials or sci-

entiﬁc contributions, but also about diverse learning

materials that are offered on different platforms to-

day. On the other hand, the conscious examination of

the history of the target country in foreign language

lessons broadens the perspective of the learners, al-

lows them to better understand today’s everyday life

and the views of the people who live in this country,

which contributes to the development of intercultural

competence (knowledge of the country, attitudes, in-

tercultural actions and behavior).

History can be integrated into foreign language

teaching in different ways. It depends on what is the

focus: history on a social level (history of Europe

and national history in the context of European his-

tory or world history, individual events or an epoch)

or history on a personal level (well-known personali-

ties, their lives, their work, family histories, etc.).

Each story text must be didactic for each level.

The higher the language level of the learner, the lower

the level of didactic knowledge. For level A2, authen-

tic texts are offered with worksheets prepared by the

teacher, which not only contain the necessary vocabu-

lary, but also pre-ﬁlled schemes. Learners at language

level B1 – C1 can collect information from the texts

themselves, both authentic and in their mother tongue,

so the following tasks would be useful:

1. Read the text and highlight the most important in-

formation.

2. Arrange the information (data) and events or pro-

cesses according to the scheme: When? What? /

Who? Where? How?

3. Gather words and phrases that you need for com-

munication.

4. Compare your results.

5. Enter the collected data in the schema (diagram).

6. Summarize the most important information

(orally or in writing).

Other ways in which the story can be used as a

means of communication in the classroom are: talk-

ing to foreigners living or working in the area, asking

for and summarizing information about their families,

tabulating CVs and family histories and telling about

their fates; choose a topic and search for information

from different sources, graph it and talk about it; Col-

lect, organize and process information in the mother

tongue. Speak in a foreign language on the basis of

the prepared schemes or tables on the topic.

Of course, there are also different exercises and

tasks for other goals possible, e.g. for the expansion

of vocabulary, for the development of grammatical

competence, etc.

3.3 Cloud-Oriented Interdisciplinary

Foreign Language Teaching: Ideas

and Their Practical Implementation

First, general remarks on cloud-oriented foreign lan-

guage teaching. 2019-2022 is already being called

the time of virtual learning and teaching. COVID-

19 and later the war in Ukraine caused many famil-

iar processes and formats in the ﬁeld of education

to be designed differently (Kovalchuk et al., 2023).

The teaching institutions in schools and universities,

private language and art schools give lessons mainly

online and use all possible Internet platforms, apps,

technical possibilities that are available: computers,

tablets, laptops, phones. The tendency to use dif-

ferent ICT in the classroom has been observed since

Intercultural and Intracultural Diversity in Interdisciplinary Cloud-Oriented Foreign Language Teaching

789

2000; therefore, enough practical experience has been

gained with it and the results justiﬁed theoretically.

But so many ICT in all their diversity have only been

in use in schools and universities since 2019.

For foreign language teaching, the transition from

traditional teaching and blended learning, which is

well known in didactics, is advantageous because nu-

merous technical possibilities create favorable condi-

tions for immersion in a foreign language. With the

help of ICT, an immersive cloud-oriented environ-

ment is created where receptive and productive lan-

guage skills are developed. The positive is that thanks

to modern technologies, virtual classrooms can be

created with speciﬁc teaching content for different

target groups (age, interests, language level, learn-

ing goals, etc.). Of course, different technologies

(apps, programs, platforms, social networks) and con-

tent (internet and other sources) are chosen for the

classes, where language skills and certain sub-skills

are developed, and for theoretical courses.

The following resources are relevant for the design

of the cloud-oriented environment for foreign lan-

guages: asynchronous (texts: ofﬁcial pages of news-

papers/magazines, blogs; videos: YouTube offer top-

ics such as history, society, environmental protection,

family, etc., documentary, educational ﬁlms, movies);

synchronous/asynchronous (social networks, spread-

sheets); synchronously (chats, learning platforms

with interactive exercises, etc.). For theoretical disci-

plines, short and instructional ﬁlms on speciﬁc terms

(literature, history, lexicology, and stylistics), works,

authors (literature), events (history), etc. can be used

asynchronously on YouTube, as well as lectures on

many disciplines, conference contributions, mono-

graphs, other publications/presentations. The plat-

forms Google Classroom and Moodle, where the ap-

propriate cloud-oriented environment is created, play

a major role here, as well as Zoom and Google Meet,

which ensure immediate, synchronous communica-

tion.

The following resources and tasks are conceivable

for cloud-oriented interdisciplinary foreign language

teaching with a focus on “history”. There is a large

selection of materials for asynchronous use. These

are ofﬁcial pages of newspapers and magazines in the

target language. These are visual and textual, audi-

tory and audiovisual media, examples of which are

provided by Huneke and Steinig (Huneke and Steinig,

2013, p. 44). For example, for level A2 – B1 you can

download the edition “German History 1914 – 1990”

where you can short texts with many pictures that

illustrate the events, on 16 pages of German history

of these years (free of charge), available at (https:

//www.bpb.de/system/ﬁles/dokument_pdf/Zeitleiste_

deutsch_zum-Selbstdruck_16_Einzelseiten.pdf)

For level B1-C1 on the ofﬁcial website of https://

www.bpb.de/shop/zeitschriften you will ﬁnd free edi-

tions of three magazines (Fluter, Informationen für

politische Bildung and APUZ (Aus Politik und Zeit-

geschichte (From Politics and Contemporary His-

tory)), where historical contents are presented. It

is about the history of different countries in differ-

ent epochs (including Germany, France, the USA,

Ukraine, China, etc.) and about the most important

historical events, which are sometimes interpreted

controversially. The editions are intended for young

people, so all texts are written in clear and understand-

able language.

Another example are excerpts from the latest

editions of German history, as well as excerpts from

earlier publications, e.g. https://ﬁles.hanser.de/Files/

Article/ARTK_LPR_9783446249387_0001.pdf.

They are available free of charge and are relevant for

learners from level B1.

Auditory media, which include podcasts, are also

conceivable for creating the cloud-oriented environ-

ment, but much more favorable for interdisciplinary

German history lessons is ﬁlmed history of Ger-

many from ZDF “Die Deutschen”, which includes

a total of 20 ﬁlms (45 minutes). In the center

is a historical ﬁgure (Otto und der Reich, Luther

und die Nation, etc.) who represents the entire

epoch, and there you will not only ﬁnd fragments

that tell about the story like a movie, but also com-

mentaries by scientists and brief information on the

epoch. All ﬁlms can be found to download for

free at: https://www.zdf.de/dokumentation/terra-x/

die-deutschen-140.html. There are already ﬁnished

didactic versions: https://tinyurl.com/ysjrkfdw.

Not to be forgotten is the YouTube offer, where

educational ﬁlms, documentaries of various lengths,

movies and literary adaptations in all possible lan-

guages and on historical events are available world-

wide, sometimes with tasks. There is also an option

to read comments and comment yourself. For exam-

ple, on the history of Germany: in German “The 10

greatest turning points in German history” at https:

//www.youtube.com/watch?v=CDrpYGeXuy4, “Wir

Deutschen” at https://www.youtube.com/watch?v=

1miI2JlpFxg and in Ukrainian; on the history of

France “The Animated History of France” at https://

www.youtube.com/watch?v=ZNk2QOn9oGE in En-

glish; on the history of Scotland “The Animated

History of Scotland”; on the history of Ukraine

in Ukrainian at https://www.youtube.com/watch?v=

LJFR_3myjUk, https://www.youtube.com/watch?v=

ITw2Lk93qrY and in English at https://www.youtube.

com/watch?v=zJvz3Ai9Ppw and many others.

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790

Social media can be used both synchronously

(chats) and asynchronously. Texts can be selected

that also emphasize intracultural diversity and shared

history. For example, the presence of Germans in

Ukraine is discussed in comments on Facebook. In

this case, one can not only develop tasks related to the

texts with information, but also motivate the learners

to take part in the discussion (ﬁgure 2).

You can use many Ukrainian Internet resources

in the classroom, which are of theoretical/academic,

as well as popular science nature, or are designed

for learners. So, for example, the page “A day

in history” (available at https://www.history.com/

this-day-in-history) is bilingual (Ukrainian and En-

glish), contains interesting data about events on a

speciﬁc day and can easily be used in the class-

room. World History Encyclopedia (https://www.

worldhistory.org/) provides not only veriﬁed fact texts

on world events, but also educational materials. There

you will also ﬁnd many pictures, videos and an has

many pictures, media materials and quizzes. These

and many other pages of academic texts are conceiv-

able for learners with a high level of proﬁciency, a

genuine interest in history, and provided that the ma-

terial is grammatically and lexically prepared.

When selecting the media for productive use in

the classroom, it is important to remember that it is

important that they primarily have a mediating func-

tion and that certain selection criteria must be ob-

served. According to Huneke and Steinig (Huneke

and Steinig, 2013) emphasize the following: au-

thenticity (focus on target language, real reality of

the target country rather than an “overly ﬁltered art

world”), level of sophistication (accessible but with

the new material), prior knowledge (built on the prior

knowledge but with new content), reﬂective handling

(comparison of cultures, habits, events) and openness

(different opinions and interpretations are possible)

(Huneke and Steinig, 2013, p. 219).

4 CONCLUSION

According to European documents in the ﬁeld of for-

eign language training and theoretical research results

from recent years, the structure of intercultural com-

petence includes language skills, knowledge of the

destination and home country (cognitive level), at-

titudes, willingness to communicate and make con-

tacts, acceptance of the foreigner, tolerance (emotive

level), behavioral patterns (conative level) counted.

Not to be underestimated are personal qualities and

social skills (cognitive, emotive and conative) that can

be considered as prerequisites for successful commu-

nication, and which include such qualities as the abil-

ity to: empathize, think analytically, compare, evalu-

ate and receive information from different people and

to link sources, areas of knowledge associatively, to

draw conclusions. These skills and abilities are de-

veloped within different disciplines, which shows that

the interdisciplinary approach should be used as one

of the possible tools. Intercultural communication can

be trained in different ways.

Foreign language teaching offers many opportuni-

ties for the development of intercultural competence,

because the conditions of learning a foreign language

are becoming more and more favorable for assimila-

tion of foreign culture. You learn a language through

its culture in word and spirit, which is why so much

attention is paid to intercultural content and culture

in foreign language classes. Another way to develop

the intercultural competence is intracultural diversity,

which is seldom used. Regional studies of a foreign

culture through local history not only helps to learn

about the target country and the people in this coun-

try and understand their development, but also about

one’s country, one’s compatriots, one’s own culture

and history. It contributes to a positive and tolerant at-

titude towards others, because such acquaintance with

the “foreign” world occurs through the “personal”

(speciﬁc local people, familiar things).

From all classiﬁcations of types of interdisci-

plinary teaching, we consider the classiﬁcation pro-

posed by P. Labudde to be the best (it was based

on the previously developed classiﬁcations (Hiller-

Ketterer and Hiller, 1997)). All types (inter-subject,

subject-linking, subject-coordinating) are relevant for

the development of intercultural competence, most

favorably in the case of foreign language teaching

in combination with other disciplines there are two

of them: interdisciplinary and subject-coordinating

(theme-centered).

Many areas of knowledge and subjects in most

curricula can be interdisciplinary linked to foreign

language teaching: literature, geography, history, pol-

itics, economics, art, etc. All of these subjects contain

components that are referred to as regional knowl-

edge and that have a certain attitude towards the “for-

eigners” and to the “foreign” culture. Especially fa-

vorable for the development of intercultural compe-

tence is the combination “foreign language lessons +

history lessons” because, ﬁrstly, history of the target

country and the people allows learners to understand

backgrounds that shaped the national character, spirit

and way of thinking of the people; second, each story

describes certain patterns of behavior, rituals, man-

ners and customs that lead to the perception and later

acceptance of the differences in both cultures.

Intercultural and Intracultural Diversity in Interdisciplinary Cloud-Oriented Foreign Language Teaching

791

Visit the page https://www.facebook.com/groups/deutsche.in.UA “Deutsche im Gouvernement Katerynoslav”

and read reports and comments. Summarize new information.

In den Jahren 1762-1764 hat die Zarin Katharina

II. viele deutsche Bauern nach Russland einge-

laden. Sie kamen zuerst nach Sankt-Petersburg

und wohnten in der schwedischen Festung Jam-

burg. Da war auch die erste bayerische Kolonie

in Russland. Aber der Boden war da nicht sehr

gut für die Landwirtschaft. 1773 haben 15 Fami-

lien aus Velburg, Burgenland, Oberpfalz, Bayern

die Genehmigung bekommen, ins Gouvernement

Katerynoslaw umzusiedeln. Sie haben zuerst im

Dorf Kodak gewohnt und haben dann das neue

Dorf Jamburg gegründet.

1789 wohnten in Jamburg 148 Männer, 1793 –

schon 485. Im Russischen Reich wurden nur die

Männer besteuert, darum hat man in erster Linie

sie gezählt. Die Geschichte von Jamburg ist in

einem Buch von Jakob Mohr beschrieben. Das

Buch wurde 2004 in Deutschland gedruckt. Jakob

Mohr hat nie in #Jamburg gewohnt, aber seine

Mutter stammte aus Jamburg.

Jakob Mohr. Geschichten der bayerischen

Kolonie Jamburg, derer Tochterkolonien und Ver-

bannungsort Asbest. – Bad Laer, 2004. – 470 S.

Catherine Glushak

# Ganz abgesehen von der Frage, ob A. Poll als Deutscher

betrachtet werden kann (er selbst hielt sich trotz seines

deutschen Großvaters und des Namens für Ukrainer),

haben Deutsche eine wichtige Rolle bei der Erkundung

des Eisenerzvorkommens bei Krywyj Rih gespielt: in

der Bergakademie Freiberg wurden die Erzproben unter-

sucht, Fachleute aus Freiberg unter Leitung des bekan-

nten Montaningeniers Leo Balthasar Leberecht Strippel-

mann (1826-1892) haben auf Bitte (und auf Kosten)

von O.M. Poll das Vorkommen vor Ort studiert und

ein Buch dazu geschrieben. Es hieß „Süd-Russlands

Magneteisenstein- und Eisenglanzlagerstätten in den Gou-

vernements Jekatherinosslaw und Cherson“ und wurde 1873

in Leipzig und Sankt-Petersburg (in russischer Übersetzung)

herausgegeben. (Angaben aus Wikipedia)

# Hier müsste man eigentlich auch davon absehen, dass

die Gegend des heutigen Krywyj Rih damals gar nicht zu

Gouvernement Katerynoslaw, sondern zu Gouv. Cherson

gehörte. Aber das ist ja eine Kleinigkeit, die nur davon

zeugt, wie weitreichend der Einﬂuss von Katerynoslaw

schon immer war.

Figure 2: Excerpt from the worksheet on “German traces in the Ukraine”.

Cloud-oriented environment creates additional

opportunities for interdisciplinary use. It is cre-

ated and expanded with the help of different re-

sources (asynchronous, synchronous, asynchronous-

synchronous); visual and textual, auditory and au-

diovisual media are used, depending on the language

level of the learners, the language of the materials of-

fered and the learning objective. The selection cri-

teria must be observed because the learning success

depends on them.

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