(Subtitle automatically generated) Thank you. Thank you for the nice introduction and thank you for reminding of me, me of that
wonderful time. When I wrote my first thesis on the internet was a communication technology. Yeah.
Today I'm going to talk about communicate communicative competence has in an ecological perspective,
the word ecological, of course might seem strange to some but I guess it has gained some
Some ground in recent years I've like been I've been raised in this tradition that International is
called ecolinguistics from it. In Danish perspective we worked in a in what we call the Danish
dialectical theory of language and actually it's two of my professors from back then that whom I
work together with to too.
To write the paper that says that I'm presenting from or based space spaces my presentation on
today. So let's so this is a definition, I guess it's it might not be well known, but it's, I think
typical for the field of Intercultural competence education. Anyway, it's quoted by Michael Byron
who was of course. One of the first one really working in Intercultural.
Since area work in many ways laying the groundwork for it, this definition is admitted to you. It's
insta. Cultural competence is the ability to interact effectively with people from cultures that we
recognize as being different from our own and my talk today in many ways is a critique or discussion
with this definition.
first of all I think that there's a problem talking about being from a culture and it we should I
think we should take care not to essential eyes cultures as if it's something stable and and
essential we need to understand that cultures are
In some ways they will. But they also changing all the time and we are not just part of one culture.
Everybody is is has a background in several cultures or instead of basing our existence on several
cultures and often these cultures are not they are not in the Forefront at at a certain time but
then suddenly something can happen will happen. Someone can point out our skin color or our age your
our
Or something like that. And then suddenly the culture, the cultural background shifts or takes color
from exactly this part of our identity. So, I think we need to think very careful when we talk about
cultures and not essential eyes conscious also, I think we need to not think about our task is
making things efficient, or making students able to communicate effectively, I think, actually, we
need
To support their deep investigations or inquiries into cultures their inquiries into understanding.
People they need and share time with help them understand how to cope with differences that are not
it's not well understood on the outset. Help them understand how to get into deeper understanding of
the others perspective.
This is what my talk is about today. But actually, before we even start, discussing definitions,
even though that is what happens often first, I think we need to understand what is that, what is
that? We teach for before we decide? What to teach, what a competence is? And what to do, how to
teach it? So I think we need to think about situations and contexts for communication. So what what
are the situations?
Is that we experience in everyday life, our life in communities in society institutions, like the
school and its state and so on. And then when we understand the situation we live in, we can start
identifying the competences that are necessary for participation in these situations. This is topic
of today's talk just too.
Tell me where this comes from. I did developed a theory of protocol prototypical situation where
into the curriculum, that it's where try to exactly expand or or develop this understanding that
that in order to discuss what we should teach, we need to take some steps before we get to the
content. First of all, we need to think about the aims and objectives and this is an area of
politics, but it's of course,
An area where we use, researchers can can give the politicians insights and help them understand the
ways they can move over. Then, we can start the situation analysis which I just talked about. And
this is an area of Sociology. Anthropology is on to understand the society psychology and then
politicians can decide, okay? Which it will be situation to be want to prepare.
Students for this could just prepare them for for their future work life or the cut life in college
which is often actually the statements in typical American curriculum, sits for college and work
life. But in in a northern European situation, we typically prepare students not only for college
and work life production, for their life, in a Democratic Society, for example. And then we
Start, when this has been decided, we can start analyzing the competences it's needed. And after
that, we can start designing teaching and learning situation, instructional designs, and of course,
we also to evaluate. So, so, to reformulate, today's question. So my question is, how can language
education related to both mother tongue sir?
Languages in foreign language languages and of course mother tongue means mother tongue or not l 1
which is the subject that teaches what was Oma called mother tongue. But students mother tongue,
their second language is in the 40 foreign languages. How can this contributes? A friendly impair
Corporation within and across places regions and Nations across ethnicity, gender, sex, and age. And
how could this contribute to a fruitful childhood?
To create sickness and to democracy. This is the question that we that we your custom bank and the
people in remember I asked when we started discussing these things,
So when is the situation, it can be presented in many ways. But then here are some pictures
illustrating. What? I'm what I see us as the basis for the huge challenges and potentials that we
that we face today. Also, as language Educators. So as and I guess you all the way of these
challenges, but I think we need to keep them in mind when we talk about what we should do.
Each so we need. So we not. So we do not end up focusing too much, on the tool, that is the
languages and the and the skills of language Mastery. But we also focus on the situation, mostly
focus on the situations, that students need to be able to that lesson participating. So we are in a
sinner time with record in. He's trying to cross borders everywhere in the world.
And people living inside the borders that perfect to use once once to went to, to cross, trying to
its yeah, to close this bodice. We have a situation with. Sorry my computer just did something we
have a situation with Multicultural classrooms. This is actually a situation from behind which I
think was interesting to find the picture that it's not just whistling.
In classrooms which are highly Multicultural new seeds all over the world. We have a situation of
climate change burning forests during portions that the lower right images from an action where
activists wanted to save The Little Mermaid from drowning. So rising sea levels, we have a situation
with Progressive Movement, that that is has
Very weak. It's growing and having a lot of success these years collected to LGBT through women's
rights to to freedom and equality. And we have a situation with high use of digital media,
especially social networks. So, this is a situation. I think we need to think about what does this?
Mean for or teaching and learning. So, I will present a conceptualization of our church, our
challenges that changes a little from the Intercultural way of thinking, because we introduced a
third or three words to describe the situations that we live in.
So, these these first, first of all I'll start defining cultures. Good. As I said, well, as I can
cultures a very difficult word when I say culture. I think of a group of interconnected persons. So
culture has always carried by persons, it doesn't exist outside of the person's actually enacting
this culture, they have shared traditions in these Traditions can be short or long, but they
includes ways.
Of doing things ways of thinking, ways, of valuing, ways of aiming for things. And I think it's very
important to keep that in mind because this is the core of the problems that we might face when we
meet across cultures. We have artifacts to laws institutions are even artifacts in this
understanding that we share and often. We also share physical places and spaces. But in today's
Digital World, of course, many
Is our place less or across places. So in this way, a culture can be regarded as a homogeneous unit
where members are assimilated and conform to the common tradition and this is the idea of a
contractor's. You need to become like us, you need to be thinking like us. Then we can relax and
just go on with our lives because we are not having to negotiate things all the time. So this is
where we will see.
Kids raised into a culture by constantly being aligned or giving advice on how to behave. But in
such cultures in all cultures, we have core contradictions Cork and predictions based on age and
gender on class on Race, even on all kinds of things ideology.
This these coal country to contradictions means that cultures are never stable. They're also always
being negotiated between members. New members, try to change the ways old members have decided on
how to behave. And also, it's important as I already said, cultures can Encompass cultures, or you
can be in cultures, several cultures at the same time. So we have youth culture,
Of course, but we also can see an ethnic group as one one dimension of a culture, but these ethnic
groups encompasses Villages. For example, example, in this groups of these cultures, you will have
families with their specific cultures and as I said you with culture and I'll come back two more
examples, historically cultures developed in more or less closed circles with more less frequent
exchange with other cultures right now, I'm sitting
In the place where there's an old graveyard from 5,500 years from before. Now, stones in the sit, in
the ground that it can still see at that time historical cultures were very much built is stable and
only had little exchange that without a cultures. But today of course, most cultures are highly
interrelated into the globalized market with indication. So this was the cultural context.
Next slide, which I read out aloud. So mostly you have heard we saved and and I think this was where
I came through. So, so that the, as I said, we have three Proto context, we have, we see that, we
try to propose that we see our situations else, three different ways of being in relationship to
other people. So, first of all, we can be intro called Intercultural context. This is where we are
together.
People with whom we share a face, the same base culture. So in this case and this is I think
important that that we understand, we share deep identifications and understandings. We really
understand the same things with about the same words, we expect people to behave in certain ways and
they do we share ethics, which
We share values and we aim for the same thing and this is the Proto typical examples are the family
that you happen and also the peer group in some connections, you can say that the ethnic groups
share and Intercultural context. But in many ways, of course, we also have many situations where we
do not share the same culture in a religious groups in National groups, and then I'll go and then we
have what we call.
Friends cultural context and this is in many ways the the new way of viewing, what we have to called
inter cultural context until now so trench cultural context are the situation where members of two,
distinct groups, two distinct, cultures meet outside of formalized meeting places. So we do not have
rules for how to behave towards each other. So we need we need to find out how to interact.
We experience that the other person have different values, different ideas of what is important and
what we should aim for and then we need to find out, okay, how can I cook this outcome? Of course,
come a lot more back to this and and and then we have inter cultural contexts. This is where we have
made rules the institutions have we have institutions that in formalized ways organizers and the
interaction between cultures. So
State is of course, an example this is where we have made very firm rules. We have laws, we have
ways to behave that, that ensure that we do not get into all the time in more or less metaphorical
ways. The school is an example, the international market, the international organization and even
the rules of War are examples of inter cultural contexts. And, and the model to the
Right. Shows that it's important to understand that we are not in one of these contexts all the
time, mostly we move between them. We are in inter cultural contexts in our family. And certainly
use one of our kids turn shows that that she or he has. They have different understandings. Maybe
learn from their peer group or something like that. We meet people from other ethnic groups in
To lure in somewhere and Society of course. And we communicate as Citizens in into inter cultural
context. So it's a circular or spiral as you can see. And these relationships are dialectical. So
they are created by interactions. Our instructions, in these situations,
So to get a little deeper into what we mean. I saw the I'll start with the intro cultural contexts.
And I think the word deep semantics is very important. We have, we, I think we need to or you can
think about how deep your understanding is connected to the meanings of words that that these words
are special for your little culture. And and you often experience that other people understand
slightly different things about even about words of mother and father,
Roles different relationships and so on, and we have living metaphors. Even though we consider them
debt in some linguistic theories, they are very alive, very much possible to wake alive and we have
values ingrained in language. So this is, as I said, developed in family in the peer communities and
a /, idle level in books movies TV shows, and so on. And I will give an example of a group say a
Danish Intercultural kit.
Peculiarity, maybe something that we developed, as a as an ethnic group, almost in the last 50
years, which often gives us problems when we communicate with other cultures. And this is, this is
actually pictures from a book. My wife wrote directly translated it is. The title is, were you
brought into this world with a bang?
And Bank in Danish means two things as in English and the book is about. How did you come into Life?
The book shows kids who reads it or parents, who reads it for the kids that you can get into the
life in many ways by into the course. But also, by in vitro fertilization, by you can have parents
of same sex. You can have be
Abort adopted from other parents and so on. But so it's so it tells student kids how many different
ways you can come into the world, but it also represents this the particular Danish. But also, of
course, in many Western countries is the same, but equality of gender relationships. So the father
is the one who is cooking and
We'll see the relationship between adults and kids will see that that we typically would give kids a
free much of free movement. So the little girl, and on top of the, I don't know the name of that.
But, and then in all pictures, you'll see that. Typically you see animals, having intercourse, but
also at some in some pictures you'll see adults having intercourse.
This is, of course, this is the, you could say that the consequence of the free sex movement of
incentives. And actually it has it has a long story history in Denmark and I will have to in this
International audience I had to warn you that the next slide might be offensive to some of you. So
this is these are examples of these directives translated. Again, Banning books from from Denmark,
from back in this
This interest in 73, you would have books showing explicit pictures of naked people, even people
having sex with each other. So these are the first pictures and then recently, or in this, the
beginning of the 2000s, these books started coming up again, people were books about mothers giving
birth to babies but also stating that kids should know what the clitoris.
This kid should know what, what sex is and again, pictures of adults, having sex? So, and this is an
example of an Intercultural in a way. A deep semantic, something that we share, many of us. Anyway,
then Mark the understanding of what kids should know about that of adult life. Another example is
Is the word waste. And this is an example of deep semantics. So what do we understand when we say
waste in English, you know, the meaning. It's, of course, it's rates but it also something you waste
and the, the boy in Danish is the same outfit, which is something that just fall off from our from
our activities, and you see at the picture to the the left, the consequences of waste or outfit.
The plastic in the oceans and then you see that we are struggling in in most countries today to
change our understanding of this deep semantic to go to boats me cyclic. This, the next this isn't
picture actually from Portugal, I think.
It's interesting to look deeper into how deep our understanding of waste is in our languages and
therefore, in our in our deep, semantics of a deep understanding of of what we can do with things.
And, and therefore, how difficult it is for us to change it. So, we have an English manage many way
words for Waste later, rubbish, dress garbage, and even refused, which is
Wonderful word, I think if it was, if it wasn't so, so bad for us, he just refused to have anything
to do with our waste, send it away. And I think this is to be a little going towards Peter Gotti.
It's a pedagogical advice. I think we need to to work a lot more in our language education's with
these kinds of things. So so
This is a model from the Danish dialectical theory of language presented by Bank Emperor. And, and
this shows what we mean when we talk about the meaning of words. So in a traditional structuralist
Mystics sense, words mean, what they mean, based on their relationship? To other words, we can talk
about connotations or denotations what the word?
Really means and then connotations what we can think, while we saved. But in our Theory we would say
that that we have like three poles of meaning. So we have a social sense, which is what we expect
other people. To mean. When we say a given word, we have an individual meaning, which is our
particular semantics there. The meaning that because of our history, our traditions and experience.
This is
The meaning that we give this word, it's also connected to our own relationship. For example, if you
talk about the woman it makes a difference. If we are a man or a woman or maybe not even any of
those, what we mean. When we say a woman and then social import is that it depends on the context.
So if we are in a medical context for example we are the doctors
In a woman to the doctor means something different. When his abductor, she is a doctor. Then when he
or she is not over there is not a woman, has special medical conditions that we need to take into
account when we talk about illnesses and store. So there's a social import and in this situation,
the meaning of the word woman is based on these three popes.
but the problem is, of course, that when we meet people from different cultures with different
individual meanings,
We have the challenge of understanding. The differences are understanding acknowledging that we have
different understandings.
So, and Intercultural concepts are not just found in, in, in like, in small scale, it's all. So you
could say in some ways, the academic Community is an Intercultural concerts, it's also an
Intercultural context because we have very strict rules for how we behave and communicate. But we
also have some deep semantics connected to the importance of critique the importance of the
importance of
Being truthful and so on progressivism would be another example. And I think this is I'm so excited
about these movements at the same time. I'm also critical of course towards the more extremist
versions of it but anti-sexism black life matters. Me to the woke movement could be maybe an
overarching to him patriotism would be. Another entry cultural context where you share a love for
your country and you can even understand people from other
other cultures having a love for their country fan communities. As we heard about yesterday would be
another example. So, in transcultural context, this is where we meet across cultures without having
strict rules for how we behave, how we relate to each other relate to each other. And this could be
due to differences a in h in ideology and religion and genuine in place that we live in or come
from. And so what happens when we need
And I think it's important to repeat that these spaces these Intercultural or transcultural meetings
can can pop up. Suddenly in a situation where we are in good relationship with people just because
for example, someone pipes points out our skin color. Or someone says something that is completely
out of line with our understanding, for example, the woman's right to their bodies. For example,
could be, suddenly we have a
Conversation with someone we consider the same as ourselves and suddenly, it's it. Turns out. No,
you have a very deep differences. So the chances to establish a common ground of participation and
communication. And this is I think one of the most critical tasks for individuals and groups in the
highly globalized Society is of today. Therefore it's, it's the, the main in many ways to me it's
the main task for language education, it's not an innocent.
Is language, education is wrong because it's not so much about language is about communication or
about finding common grounds. Finding ways to get good relationships with other people who are not
necessarily good. But not relationships where we do not go into war. So, we need to train in a way
to transfer and send our own cultural background in order to develop a common ground. Where a new
language is created the language, which integrates the cultures
Play. And this is, I think important we need to understand that this is in a sense. It is creating a
new language, creating new, understanding from both sides of what we're talking about. An example
from yesterday Rick's talk, yesterday was this? This tweet where and I think it was a high school
maybe the college to a high school student who proudly showed her new prom dress which was a copy of
a Ming.
Address from the Ming Dynasty so a Chinese dress and him and she got this answer. My culture is not
your goddamn prom dress from Jeremy Lamb and there you see Annex a great example of trench cultural
communication because what Jeremy says is that you just step across my life. My borders, you behave
in ways that is not acceptable to me.
And then Tasha and Jeremy needs. If they want to go on and not just get into a fight. They need to
find out how to communicate about this because Kashi I think could it would be reasonable for her to
say that you do not own a thousand-year-old dresses. This is It's not that you can keep this to
yourself. This is a beautiful design and I want to, to I have a my right to use it, but if you said
that she would just get
Jeremy up and even more Angry situation. So they need to find out how to, to relate she could, of
course, you could say, oh sorry, I won't. I won't offend you all. Take this and take another dress
or she could say, I need to keep my stance here and this is the core problem or Challenge in a
transcultural situation. Another example, here is from
An article by musical. You soon Stevenson my former colleague actually won. One of another student
of bandura's and Clark Ranch a colleague of week from yesterday, and I guess most well-known for
most of you. So this in this article number of interactions from your conversations from
Thanksgiving different dinner between foreigners and
The US was recorded and analyzed by me Michiko Rio and she's called mystical here when she was part
of the Thanksgiving dinner and I'll just read it aloud. But when he became the, this is Bianca.
She's like German proud to talk about the german-born pope and vehicle is the researcher. And and
younger says when but when he became the Pope that was a problem because he was a he was a he was a
nasty says me check. Go.
And Bianca's not see. It's distorted voice and Caillou. Another Japanese says, oh, really and
Michiko says? Yeah. But you know, that was a, they had to and youngest is. But at that time,
everybody had to in a defensive way and says, to show her two young kids and cry. Oh sorry, I was
interrupting. I know, I know. Sister. Nicci, cool. So this is an example of an entrenched cultural
Clash. You could say to
Two people one again, crossing the borders of the other person, then Michiko has this option. That
like she actually went back to Bianca to talk to her about what happened. And so and this is
actually a good way of of handling Intercultural trench cultural conflicts and and Bianca gets the
chance to explain her inexperience of the situation.
Well, you has, maybe she has read a little more about the German Pope and says, in fact, the pope
was not a Nazi. So why didn't you correct me back then? Actually, he was part of the youth. The Nazi
youth when he was 14 and younger sis because I because I because I guess I felt helpless helpless.
Yes, yes. Yes. I was very shocked when you said that. You know I was almost almost. How can I say I
was almost paralyzed paralyzed. Yes he was German but he was also just
Just like a little boy, and you called him a lot, not see. And this is, this is a situation that
this is what we need to deal with that. This is so painful for Bianca to, to be that, that this
Japanese woman who she trusts suddenly acts like, a z7. As younger says, the next sentence. You, I
thought you understand the situation, not like, Americans, all of a sudden, you call me my sin that
Nazi like Americans.
So the trust is lost and this is how she reacts and I think we need to we need to create this kind
of situation. So we need to create situations where we can try to understand what happens, the two
of us and get into conflict and find out how to solve them. This interview helps the participants to
establish a common ground to get an understanding of the others individual, meaning of a sensitive
concept. But
It's and it will make them make it possible for them to talk about the different individual meanings
and maybe find a way to take care of the other pups. And I think it's important to say that
sometimes the situation will not end in such Harmony, maybe Michiko will not accept that she shall
avoid to use the word Nazi about the probe. She might find it important to address the opportunism
of Germans before and during the war. And in that case, the participants will have to find a more
conflictual but also potentially more fruitful and integrative it, you can see
Way of interacting, I think this is important that we should try. Not to only seek Harmony, we
cannot be friends all the time. We need to find out how, to cope with situations where we cannot
gain. Got common ground. In the sense that we understand. And accept the other perspective, this is
the challenge of transcultural communication. I'll jump over this to, through the time.
It's just a model that shows that we have many core cont'd contradictions. That I said, I as I
already said in inter cultural contexts the result you could see as I've already said it is the
results range cultural meanings. This is when we have been meeting so many times and found out how
to live together. We have ended our Wars, maybe someone won the war and are now able to take control
of the other or in better situations, we have found more fruitful and care.
Being in lovely loving relationships, but still we need to create institutions state and local
authorities is school. You can lie. She often, we definitely guides, like, it's the English word.
Isn't that precise Civic Public's to in places where we can discuss and come to agreement about how
to work on or go on with our lives together. They will often be dead.
Manik the glove in this is where we need to develop students discourse analysis, analysis
competence. Critical discourse analysis competences. Because we need to be able to identify the
economically. Weaker economic is in these situations.
Yeah. And this is where we develop languages and lots. A lot of what we're talking about. This
conference is these Intercultural languages. They are in a sense they don't, they are not, they
don't belong to anyone. So English today is not someone, it's not doesn't belong to England in
English people or Americans or Australians. And so on Arabic is not the property of anybody, it's a
language. The people from different cultures.
To interact across cultures, Mandarin Chinese Spanish at the examples. So what I've said here is
that to sum up in some ways you could see that. You would say, that inter cultural, contexts is a
place where homogenisation happens, this is where we become the same. We understand the same, we
find identity. This is where we develop our
Ethics, this is, and this is a place for conversation, not for, in some ways, not for deep
discussions because this is where we just go on with our lives. It's extremely. We try to make life
as simple and, and uncomplicated, as possible. And thereby, we just we converse about things. But
this is also where we understand the same. When we when we say words, this is place of
naturalization. This is place of solidarity but it's a
Solidarity to so they don't see that is among our group, our culture group or context, and it's a
place of assimilation and differentiations to other parties. So we we become the same and we see the
other says, something different from us. The the, to go to the bottom of the trench cultural context
is a place of hatred generalization. This is where we understand that we are not the same.
I'm that this person is different from me and has different backgrounds. Different thoughts about
what it's important? And so on. It's a place where we try to identify these things are the same,
these things, and people different, without, reducing them, through through something. This is a
place of Crisis. That is why it's so difficult to be in trans cultural contexts. It's a place where
we are in conflict and we need to find out how to cope with it. Therefore, it's a place of dialogue.
Where we need to be creative with our semantics. With our when we try to understand the other, this
is a place of globalization and of solidarity if it works. Well, it's a place of integration. We
accept that we are not the same, but it's also a place of alienation of feeling alone of different.
And then the Intercultural is the place where we have, where we categorize things, we try to save
what equal. So it's a place of money, the place of writing, and so on.
It's a it's a relationship is politics. We have a discourse. We have very formal semantics.
Definitions of what we talked about. It's a place of legitimization where we make laws both at the
state level but also in our smaller groups it's a place of loyalty, it's a place on the go jaechun
and it's a place where we can go into war with other cultures.
And I just want to repeat that no of the, none of these posts are indirectly good. We need to be
able to be involved all three and I think it's very important to have time to stay in intro,
cultural context to be comfortable and, and, and yeah, feel not too stressed. So, so what I want to
say here in the end, so it for
Or language education. I think we need to understand that we actually need to develop three
languages. So Democratic literacy, education is the main aim, in my understanding of Education, in
our countries is released or three context. So we need to understand to support the students mother
tongues. We need to understand to support them developing at a very high skill level neutral.
Languages. They need to be able to communicate with the state in the Berkeley here heavily tied.
They need to be able to communicate with the administrative and bureaucratic organizations and so
on. So they need to develop these standard mail, national languages and lingua, Franca, and then we
need to develop transcultural languages. We need to help them to help them cope with meetings across
cultures.
Yeah, this was what I already said. So we need to again we need to develop sense and sensitivity
which is the development of sensitive sympathetic. Insight into the meaning and sense of other
people's utterances in Intercultural situations deep cement as X. We need to develop this course to
support the students Mastery of the neutral language of core institutional contexts. This is
augmentation reasoning criticizing and we need
To develop dialogue to support to the student development of the, you could say the principles of
democratic dialogue where you, first of all, you find out who is actually participating in this
situation, what we share, what are the differences between us? What are the individual care to
characteristics in Danish? Its coal, Cellar, wonderful word. So we need to understand, who are we in
what we share, what we not share and how can we construct experiments to develop our common practice
in health?
Erections and we'll come up with situations. This is the core way of communicating nutrients
cultural contexts.
So you would say, in the end last few minutes we, I think now in teaching we need to, for example,
use literature to deeply experienced other people's perspectives, both people inside of our culture,
and people outside, or from other cultural, backgrounds or basis. And it's important to say that
there's way too much literature teaching, especially in when Denmark, that is focused on analyzing
giving person per
Mystics or describing the environment and not ever coming to actually understand what the which is
about. We need to use literature to identify similarities and differences between me and the other
to reflect on how to live with these differences and similarities. And and we need to inquire into
stimulate similarities and differences of the deep. Semantics of words and Concepts, we need to
develop ways to communicate with the knowledge of these differences. This is what I think
literature.
Can help us with among other things, of course. And then as, as I think we've talked about in
several sessions in this conference, we need to use the cultures present in the classroom. Not as is
it's not that they should be be put into boxes, you are like this but we need to help students or
elicit this, the participants knowledge of languages and their relationship to cultures and people
using these
Which is we need to give participant rooms to identify their own pizzas, semantics, but also to
develop an even deeper understanding and celebration even of their cultural background and to
reflect upon and critique the relationship to values and ideologies, for example, through the word
waste. And we need to keep in mind that each person is part of the many interrelated and potentially
conflict in cultures. So this was some very abstract ideas about what we
we need to do based on what I've set in teaching and learning. So this was the competence definition
that I gave in beginning and I hope you understand now why I think it's not good enough for our
future work. Thank you.