Culture as the Core
Perspective on Culture in Second Language Education
1st Edition
Published on 1. April 2003
385 pages
978-1-60752-844-9 (ISBN)
Description
This volume presents the very important issue of integrating culture into the second language classroom. Some of its chapters were originally presented at two symposia on culture learning, Interdisciplinary Perspectives on Culture learning in the Second Language Curriculum, held at the University of Minnesota in 1991 and 1994. Other chapters were developed at a third conference, Culture as the Core: Transforming the Language Curriculum. The latter brought scholars and practitioners together to reflect on the earlier theoretical discussions, refine those ideas in light of subsequent theoretical developments, and translate theory into classroom practice.
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Content
- Cover
- Culture as the Core: Perspectives on Culture in Second Language Learning
- Culture as the Core: Perspectives on Culture in Second Language Learning
- Copyright
- CONTENTS
- LIST OF CONTRIBUTORS
- INTERDISCIPLINARY PERSPECTIVES ON CULTURE LEARNING IN THE SECOND LANGUAGE CURRICULUM
- Introduction
- WHY CULTURE?
- PART I. CULTURE AS THE CORE: INTERDISCIPLINARY PERSPECTIVES ON CULTURE TEACHING AND LEARNING IN THE SECOND LANGUAGE CURRICULUM
- PART II. CULTURE AS THE CORE: INTEGRATING CULTURE INTO THE SECOND LANGUAGE CURRICULUM
- REFERENCES
- I: CULTURE AS THE CORE: INTERDISCIPLINARY PERSPECTIVES ON CULTURE TEACHING AND LEARNING IN THE SECOND LANGUAGE CURRICULUM
- 1: EXTENDING "COMMUNICATIVE" CONCEPTS IN THE SECOND LANGUAGE CURRICULUM: A Sociolinguistic Perspective
- INTRODUCTION
- COMMUNICATIVE COMPETENCE
- SPEECH COMMUNITY
- LINGUISTIC KNOWLEDGE
- INTERACTION SKILLS
- CULTURAL KNOWLEDGE
- REFERENCES
- 2: TEACHING LANGUAGE ALONG THE CULTURAL FAULTLINE
- TEACHING CULTURE IN THE 1990s
- CULTURE IN DISCOURSE
- CULTURAL REALITY, CULTURAL IMAGINATION
- INVISIBLE FAULTLINES
- FOUR STEPS TO SOCIAL AWARENESS ACROSS CULTURES
- CONCLUSION
- NOTES
- REFERENCES
- 3: A LINGUISTIC ANTHROPOLOGICAL PERSPECTIVE ON LANGUAGE AND CULTURE IN THE SECOND LANGUAGE CURRICULUM
- INTRODUCTION
- THE CONCEPT OF CULTURE
- INTEGRATION OF LANGUAGE AND CULTURE
- CULTURE IS LEARNED
- CULTURE IS KNOWLEDGE, BOTH OVERT AND COVERT
- CULTURE IS A SHARED SYMBOLIC SYSTEM: THE CULTURE OF THE SECOND LANGUAGE CLASSROOM
- NOTES
- REFERENCES
- 4: CULTURE IN SECOND LANGUAGE LEARNING AND TEACHING: Anthropology Revisited
- INTRODUCTION
- HISTORICAL PERSPECTIVE
- PRESENT-DAY SITUATION
- CONCEPTS FROM ANTHROPOLOGY
- APPLICATION TO SECOND LANGUAGE CLASSROOM
- RELATIONSHIPS BETWEEN ANTHROPOLOGICAL CONCEPTS AND RECENT CURRICULAR MODELS
- SUMMARY AND CONCLUSION
- REFERENCES
- 5: CLOSING THE LANGUAGE AND CULTURE GAP: An Intercultural Communication Perspective
- FOREWORD
- LANGUAGE OR CULTURE?
- THE PROBLEM
- PEDAGOGICAL IMPERATIVES
- PAST HISTORY
- THE INTERCULTURAL PERSPECTIVE: ITS HISTORY AND CONCERNS
- COMMUNICATION: CULTURE AND PERCEPTION
- COMMUNICATION AND LANGUAGE LEARNING: SOME REVISIONS
- CULTURE
- CULTURE LEARNING: A LIFELONG PROCESS
- LESSONS FOR THE TEACHER
- CONCLUSION
- EPILOGUE
- REFERENCES
- APPENDIX A
- Culture is Universal
- Culture Makes Living Easy
- Our Culture and its Patterns Are So Familiar That it is Difficult to Accept Other Ways as Right
- Our Way, My Way, Their Way
- APPENDIX B: Process of Culture Learning
- 6: THEORETICAL FOUNDATIONS OF INTERCULTURAL TRAINING AND APPLICATIONS TO THE TEACHING OF CULTURE
- INTRODUCTION
- HISTORICAL BACKGROUND OF INTERCULTURAL TRAINING
- THEORETICAL FOUNDATIONS
- An Intercultural Communication Perspective
- Communication, Culture, and the Individual
- Theoretical Frameworks of Culture
- Language As Socially Constructed Meaning
- Linguistic Relativity
- Nonverbal Behavior
- INTERCULTURAL COMMUNICATION COMPETENCE (ICC)
- Identity in Intercultural Communication Competence
- Intercultural Communication Competence and Language
- PEDAGOGICAL IMPLICATIONS OF INTERCULTURAL TRAINING
- Learning and Cognitive Processes
- CONCLUSION
- NOTES
- REFERENCES
- APPENDIX A
- List of Resources
- 1. Culture General Simulations
- 2. Cultural General Assimilator
- 3. Culture General Readings
- 4. Culture Specific Readings
- 5. Training Resources
- 7: A CRITICAL PERSPECTIVE ON CULTURE IN THE SECOND LANGUAGE CLASSROOM
- INTRODUCTION
- RETHINKING CULTURE
- CULTURE AND THE AGE OF POSTMODERNISM
- CULTURE AS DISCOURSE
- CULTURE AS PLURIVOCAL
- CULTURE AND TRADITION
- CULTURE AND RESISTANCE
- CULTURE AND THE CONSTRUCTION OF THE INDIVIDUAL SUBJECT
- CULTURAL POLITICS AS THE DISCOURSE OF THE OTHER
- CULTURE AND THE DISCOURSE OF LIBERATION
- REFERENCES
- II: CULTURE AS THE CORE: INTEGRATION CULTURE IN THE SECOND LANGUAGE CURRICULUM
- 8: NATIONAL STANDARDS FOR FOREIGN LANGUAGE LEARNING: Culture, the Driving Force
- INTRODUCTION
- AN EVOLUTION TOWARD STANDARDS
- THE CULTURAL FRAMEWORK IN THE STANDARDS
- CULTURE AS GOAL AREA AND STANDARDS
- THE INTERACTION OF PERSPECTIVES, PRODUCTS, AND PRACTICES
- CULTURE AS CONTENT IN THE CURRICULAR WEAVE
- CULTURE-DRIVEN CURRICULA
- REFERENCES
- 9: CULTURE LEARNING IN LANGUAGE EDUCATION: A Review of the Literature
- INTRODUCTION
- HISTORY OF THE PROJECT
- THEORETICAL FRAMEWORK FOR CULTURE TEACHING AND LEARNING
- A Conceptual Model of Culture Learning
- Teaching Methodology When Culture is at the Core
- THE CONTEXT OF CULTURE LEARNING: AN OVERALL FRAME OF REFERENCE
- The Concept of Context
- Trends in Language Education Associated with Context
- THE SETTINGS FOR CULTURE LEARNING
- Naturalistic Settings: Culture Learning in the Field
- Structured Settings: Culture Learning in the Classroom
- TEACHER VARIABLES IN CULTURE LEARNING
- The Empirical Literature on Teacher Variables
- LEARNER VARIABLES
- Motivation
- Attitudes
- CURRICULAR MATERIALS
- Textbooks
- Authentic Materials
- THE ASSESSMENT OF CULTURE LEARNING
- Introduction
- A Brief History of Assessment in Second Language Education
- The Nature of Assessment
- Issues in the Assessment of Culture Learning
- Assessment Models
- The Challenges of Assessment
- CONCLUSIONS
- Context
- Setting
- Teacher Variables
- Learner Variables
- Curricular Materials and Instructional Methods
- Assessment
- REFERENCES
- SUGGESTIONS FOR FURTHER READINGS
- 10: DEVELOPING INTERCULTURAL COMPETENCE IN THE LANGUAGE CLASSROOM
- INTRODUCTION: THE LANGUAGE TEACHING CONTEXT
- CULTURE AT THE CORE OF THE LANGUAGE CURRICULUM
- WHAT KIND OF CULTURE?
- WHAT KIND OF COMPETENCE?
- THE DEVELOPMENT MODEL OF INTERCULTURAL SENSITIVITY
- Theoretical Background
- Overview of Stages
- THE RELATIONSHIP OF THE DMIS TO LANGUAGE LEARNING
- CURRICULUM DESIGN
- The Support and Challenge Framework
- Development of Intercultural Sensitivity in the Language Classroom
- Developing Intercultural Competence at the Denial Stage
- Stage I: Early-Novice Language Learners
- Developing Intercultural Competence at the Defense Stage
- Stage I: Late-Novice Language Learners
- Developing Intercultural Competence at the Minimization Stage
- Stage II: Early-Intermediate Language Learners
- Developing Intercultural Competence at the Acceptance Stage
- Stage II: Late-Intermediate Language Learners
- Developing Intercultural Competence at the Adaptation Stage
- Stage III: Early-Advanced Language Learners
- Developing Intercultural Competence at the Integration Level
- Stage III: Late-Advanced Language Learners
- CONCLUSION
- NOTE
- REFERENCES
- 11: IMPLICATIONS OF THEORY AND RESEARCH FOR THE DEVELOPMENT OF PRINCIPLES FOR TEACHING AND LEARNING CULTURE IN SECOND LANGUAGE CLASSROOMS
- INTRODUCTION
- BASIC ASSUMPTIONS
- THEORETICAL FRAMEWORKS FOR CULTURE LEARNING
- BENNETT FRAMEWORK: QUESTIONS FOR LANGUAGE EDUCATORS
- THE BENNETT FRAMEWORK: ETHICAL CONSIDERATIONS
- CURRICULUM
- Knowledge
- Skills
- Attitudes
- Process
- Experience
- ASSESSMENT
- INSTRUCTION
- PRINCIPLES FOR TEACHING AND LEARNING
- Seven Principles
- CONCLUSION
- NOTE
- REFERENCES
- APPENDIX A: AATF CULTURE STANDARDS
- UNDERSTANDING CULTURE
- A. EMPATHY TOWARD OTHER CULTURES
- Indicators of Competence
- Upon completing Stage 1, the learner:
- Upon completing Stage 2, the learner:
- Upon completing Stage 3, the learner:
- Upon completing Stage 4, the learner:
- B. ABILITY TO OBSERVE AND ANALYZE A CULTURE
- Indicators of Competence
- Upon completing Stage 1, the learner:
- Upon completing Stage 2, the learner:
- Upon completing Stage 3, the learner:
- Upon completing Stage 4, the learner:
- KNOWLEDGE OF FRENCH-SPEAKING SOCIETIES
- APPENDIX B: COGNITIVE LEARNING, AFFECTIVE LEARNING, AND THE RELATIONSHIP OF COGNITIVE AND AFFECTIVE LEARNING
- COGNITIVE LEARNING
- 1. Knowledge
- 2. Comprehension
- 3. Application (Problem Solving)
- 4. Analysis (Breakdown into Constituent Parts)
- 5. Synthesis (Putting elements together to form a new whole)
- 6. Evaluation (Making Judgments about the value of ideas.works. solutions. methods. materials. etc.)
- AFFECTIVE LEARNING
- 1. Receiving
- 2. Responding
- 3. Valuing
- 4. Organization
- 5 . Characterization by a Value or Value Complex
- THE RELATIONSHIP BETWEEN COGNITIVE AND AFFECTIVE LEARNING
- APPENDIX C: MULTIPLE INTELLIGENCES: ACTIVITIES AND ASSESSMENTS
- Personal Intelligences
- Intrapersonal Intelligence: Understanding Oneself: "Self Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Psychological-Based Instruments):
- Interpersonal Intelligence: Individuals in Social Groups: "People Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Relational-Based Assessments):
- Expressive Intelligences
- Bodily/Kinesthetic Intelligence: Skillful Control of Bodily Motions: "Body Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Performance-Based Instruments):
- Visual/Spatial Intelligence: Accurate Comprehension of the Visual World: "Picture Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Image-Based Instruments):
- Musical/Rhythmic Intelligence: Musical Abilities: "Music Smart
- Activities to Promote Learning:
- Environment:
- Assessment (Auditory-Based Assessments):
- Academic Intelligences
- Logical/Mathematical Intelligence: Scientific and Reasoning Ability, Mathematical Ability: "Logic Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Cognitive Pattern-Based Assessments):
- Verbal/Linguistic Intelligence: Uses of Language: "Word Smart
- Activities to Promote Learning:
- Assessments (Language-Based Instruments):
- Emerging Intelligence
- Naturalist Intelligence: See Deeply into the Nature of Living Things: "Nature Smart
- Activities to Promote Learning:
- Environment:
- Assessments (Nature-Based Assessments):
- 12: FUTURE DIRECTIONSFOR CULTURE TEACHING AND LEARNING: The Implications of the New Culture Standards and Theoretical Frameworks for Curriculum, Assessment, Instruction, and Research
- INTRODUCTION
- NATIONAL STANDARDS
- THE DEVELOPMENT OF INTERCULTURAL COMPETENCE: RELATIONSHIP TO LANGUAGE LEARNING
- 1. What is the definition of culture?
- 2. How is culture learning implemented?
- 3. How can culture and language learning be integrated?
- PRINCIPLES FOR TEACHING AND LEARNING CULTURE IN SECOND LANGUAGE CLASSROOMS
- 1. The national standards provide a ''vision of what a program of language and culture learning may ultimately become at different grade levels in culture learning.
- 2. The most important principle is "the utilization of a framework." Withouta learning and/or a cultural framework, there is no clear understanding of what is to be learned, how that learning is to be evaluated, and how learning is to be guided.
- 3. There are still many questions of ethical nature on the learning of language and culture, which require resolution. Those questions are:
- 4. Much of language and culture learning is based on the scientific-technical approach to language and culture, or the observable parts and pieces (facts, information, analyses-objective truth). As we begin to use the culture standards, develop culture learning around frameworks, and make use of a recursive curriculum structure, it will become evident that all of culture learning cannot rest on the traditional vision of what language and culture consist. In that light, the following questions co
- CULTURE LEARNING IN LANGUAGE EDUCATION: A REVIEW OF THE LITERATURE
- Context
- Setting
- Teacher Variables
- Learner Variables
- Curricular Materials and Instructional Methods
- Assessment
- SUMMARY OF QUESTIONS NEEDING TO BE ADDRESSED
- Context
- Setting
- Teacher Variables
- Learner Variables
- Curriculum Materials and Instructional Methods
- Assessment
- NOTE
- REFERENCES
- INDEX
