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@PabloMuirhead#actfl15

muirheap@matc.edu

http://losmuirhead.wikispaces.com

I will be able to articulate a deeper conceptualization of culture.

I will be able to describe the process of ICC.

I will be able to create assessments and better-designed rubrics that capture cultural goals.

LANGUAG

CULTURE

To study another language and

culture gives one the powerful

key to successful communication:

knowing how, when,and whyto say what to whom.

COMMUNICATION

GLOBAL COMPETENCE

To study another language and

culture gives one the powerful

key to successful communication:

knowing how, when,and whyto say what to whom.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communication

Communicate effectively in more than one language in

order to function in a variety of situations and for multiple purposes.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Cultures

Interact with cultural

competence and understanding.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Connections

Connect with other disciplines and acquire information and diverse perspectives in

order to use the language to function in academic and career-related situations

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

ConnectionsMAKING CONNECTIONS

Learners build, reinforce, and expand their knowledge of other disciplines while using the

language to solve problems creatively.

ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES

Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Comparisons

Develop insight into the nature of language and

culture in order to interact with cultural

competence.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

ComparisonsLANGUAGE

Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied

and their own.

CULTURALLearners use the language to investigate,

explain, and reflect on the concept of culture through comparisons of the cultures studied

and their own.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communities

Communicate and interact with cultural competence

in order to participate in multilingual communities at home and around the world.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communities

SCHOOL AND GLOBAL COMMUNITIESLearners use the language both within and beyond the

classroom to interact and collaborate in their community and the globalized world.

LIFELONG LEARNINGLearners set goals and reflect on their progress in using languages for enjoyment, enrichment, and

advancement.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

… tantamount to perspective … products and practices

… intertwined with issues of power

POWER

Perspectives

Practices Products

Pablo Muirhead

“Culture is a fluctuating embodiment of a group’s products, practices and

perspectives. Inseparable from language, culture is also impacted

by issues of power as it can be used to marginalize or privilege.”

Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.

and now?

What do you see?

Generally-accepted scope and sequence for various levels of L2 learning.

General ambiguity as to what scope and sequence would be for “learning culture”

Historically fall back on easier-to-assess information

Assessing knowledge is easy.

Assessing skills and attitudes is the challenge.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57 135). Lincolnwood, Illinois: National Textbook Company.

DENIAL

Individual does not perceive cultural differences, or avoids

them. ETHNOCENTRIC

STAGES

I haven’t left my little

bubble yet…

DEFENSE

Individual demonstrates intolerance toward

differences. ETHNOCENTRIC

STAGES

There “they” go speaking

Mexican again.

MINIMIZATION

Individual downplays differences and takes on belief that everyone is the same.

ETHNOCENTRIC STAGES

I like to think of myself as color blind. I don’t see a

person’s race.

ACCEPTANCE

Individual begins to value the richness that cultures offer.

ETHNORELATIVE STAGES

I don’t understand but I’m okay with that and am open to

learning.

ADAPTATION

Individual begins to develop other perspectives and skills to get along better with “others”.

ETHNORELATIVE STAGES

I see things differently

now and can better

understand why others feel the way

they do.

\INTEGRATION

Individual is able to view the world from multiple

perspectives.ETHNORELATIVE

STAGES

I have acquired various lenses

through which to

understand the world.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

“Controversy and conflict are natural by-products of classes

that hope to develop students’ intercultural

communicative competence beyond the superficial level”

(Johnson & Randolph, 2015)

Excellent resource for self-reflection. http://bit.ly/1frij5P

Part of LINGUAFOLIO or other form of student self evaluation.

Multiple tests are available to measure your subconscious. https://implicit.harvard.edu/implicit/selectatest.html

We often inherently know the difference between an A and a B-. Do our students?

Clear rubrics help students target their progress, andprovide a roadmap to success.

CLEAR EXPECTATIONS BETTER RESULTS

One per chapter/unit Given several resources Encouraged to seek variety Document each activity (Blackboard) Throughout semester culture integrated in

courses Explicit discussions on hidden biases &

stages of intercultural communicative competence

Write Final Reflection Paper See rubric in

http://losmuirhead.wikispaces.com

THINK CRITICALLY

1 3 5

CONSIDERS OTHERS’

VIEWPOINTS AND

PERSPECTIVES.

NEITHER can suspend judgment

NOR be open to cultural

perspectives previously unfamiliar.

Shows SOME ability to suspend

judgment and be open to cultural

perspectives previously unfamiliar.

Shows a TREMENDOUS ability to suspend

judgment and be open to cultural perspectives previously unfamiliar.

ANALYZES RELATIONSHIPS

BETWEEN IDEAS, PEOPLE,

EVENTS AND THINGS.

UNABLE to make connections

between varieties of cultural activities

and development of intercultural competence.

Able to make SOME connections

between varieties of cultural activities and development of

intercultural competence.

Able to make STRONG connections between varieties of cultural

activities and development of

intercultural competence.

SELECTS AND APPLIES

PROBLEM-SOLVING

METHODS.

Demonstrates NO ability to resolve potential cultural

misunderstandings and DOES NOT

exhibit any knowledge of

varying cultural perspectives.

Demonstrates SOME ability to

resolve potential cultural

misunderstandings through knowledge of varying cultural

perspectives.

Demonstrates a STRONG ability to resolve potential cultural

misunderstandings through knowledge of

varying cultural perspectives.

COMMUNICATE EFFECTIVELY 1 3 5

Learner communicates in a bias-free manner.

The learner’s BIASES ARE EVIDENT throughout the cultural reflection. Judgment of cultures studies is MOSTLY NEGATIVE. The learner’s cultural perspectives are considered the only viable way of viewing the world.

Anti-bias thinking is SOMEWHAT EVIDENT throughout the cultural reflection. Negative judgment is SOMETIMES SUSPENDED. The learner’s cultural perspectives while not pronounced are quite evident.

Anti-bias thinking is EVIDENT THROUGHOUT the cultural reflection. Negative judgment is ALWAYS SUSPENDED. Learner does not impose their cultural perspectives.

Learner supports viewpoints with evidence.

Assertions are NOT BACKED UP with concrete examples. No evidence of their origins.

Backs up SOME assertions with examples.

Backs up EACH assertion with examples.

Learner writes effectively for the intended purpose & audience

LACKS ANY evidence of knowing the “how, when and why to say what to whom.”

Shows SOME evidence of knowing the “how, when and why to say what to whom.”

CLEARLY knows the “how, when and why to say what to whom.”

RESPECT CULTURAL DIVERSITY

1 3 5Appreciates perspectives of people outside own background/ culture.

Showed NO UNDERSTANDING …in the “DENIAL” or “DEFENSE” stages of the Bennett Model of intercultural communicative competence.

Showed SOME UNDERSTANDING … REACHED THE “ACCEPTANCE” stage of the Bennett Model of intercultural communicative competence.

CLEARLY showed an APPRECIATION of how different cultural perspectives impact our view of the world. Reflection suggests that the individual has reached the “ADAPTATION” or “INTEGRATION” stages of the Bennett Model of intercultural communicative competence.

Learner acknowledges personal prejudices, and biases.

Learner claims to be bias-free although their cultural reflection would strongly suggest otherwise.

Evidence of SOME personal reflection

Evidence of STRONG personal reflection over the course of the semester, or longer, by disclosing intimate feelings around prejudices and biases.

Write a letter to the host family with whom you are about to go stay. Include the following:introduce yourself, tell them about your interests, where you’re from (describe city, weather, etc.), your family/friends, what you’d like to do while you’re abroad, and make sure to ask them a question, or two, as well. (24 puntos)

Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information: What the weather in December is like,What the people are like,What the food is like,Whether they should come live with you in the U.S., andWhat your hopes are for your immediate future (Espero que…).

0 1 2 3Not

turned in/

Off topic/Offensivelanguage

Shows minimal awareness of own cultural rules and

biases (even those shared with

own cultural groups – e.g., uncomfortable with identifying

cultural differences with other Americans

or being critical of American culture)

Displays some awareness of

self as cultural being by linking

observed phenomena to own cultural

system. Sometimes full complexity of own cultural biases is not fully grasped.

Demonstrates critical

thinking about own culture. Recognizes

new and complex

perspectives in one’s own

cultural ideologies.

Cultural Self-AwarenessCultural Self-Awareness

SOURCE: Spanish 123 – University of Tennessee

0 1 2 3Not

turned in/

Off topic/Offensivelanguage

Demonstrates surface

understanding of the elementsconstitutive of

Hispanic cultures.

Displays little interest in

learning about Hispanic cultures

and does not question own

cultural perspectives.

Demonstrates an adequate but

sometimes partialunderstanding of the

elementsconstitutive of

Hispaniccultures (practices

andproducts).

Recognizes self limitationsin cultural

knowledge about Hispaniccultures

(practices/products).

Demonstrates complex

understanding of the elementsconstitutive of

Hispaniccultures. Seeks knowledge andunderstanding

of Hispaniccultures.

Cultural KnowledgeCultural Knowledge

SOURCE: Spanish 123 – University of Tennessee

0 1 2 3Not

turned in/Off topic/Offensivelanguage

Demonstrates surface

understanding of the complexity of

elements important to members of

another culture in relation to its

history, values, politics,

communication styles, economy,

or beliefs and practices. Views the experience

of others but does so exclusively through own

cultural worldview.

Demonstrates partial

understanding of the

complexity of elements

important to members of another culture in relation to its history, values,

politics, communication

styles,economy, or beliefs

and practices. Identifies

components of other cultural

perspectives but mostly responds to situations with own

worldview.

Demonstrates adequate

understanding of thecomplexity of

elementsimportant to members of another culture in relation to its history,

values, politics, communication styles,

economy, or beliefs and practices.

Recognizesintellectual and

emotionaldimensions of more than one worldview and sometimes uses

more than one worldview to confront

issues between/ among cultures.

Intercultural UnderstandingIntercultural Understanding

SOURCE: Spanish 123 – University of Tennessee

0 1 2 3Not

turned in/

Off topic/Offensivelanguage

Displays and/or expresses little to no desire to

learn about another

culture. Even ininteracting with

members or texts from

other cultures, has a

tendency to judge and be unaware of own cultural

bias.

Asks some questions (often superficial) about

the otherculture. May still have a tendency to judge based on own cultural bias. However is

awareof own bias and displays and/or

expresses willingness to

change.

Asks deeper questions or formulates relevant

hypotheses about other culture and

either displays attention or

seeks out the answers.

Displays or expresses ability

to suspend judgment about other culture.

Attitude Attitude

SOURCE: Spanish 123 – University of Tennessee

Personalize TargetRevisit

Work with your partner(s) to discuss.

How might you consider assessing students?

What can you envision further improving?

Share your findings with the group.

I CAN articulate a deeper

conceptualization of culture.

I CAN describe the process of ICC.

I CAN create assessments and

better-designed rubrics that

capture cultural goals.

The work you do as language teachers changes hearts. I wish you tremendous success in assessing students’ cultural

growth. Stay in touch. Pablo

https://losmuirhead.wikispaces.com/

muirheap@matc.edu