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2. Introduce yourself.3. If you’d like, take a selfie to include as
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Developing Global Competence:
Integrating Culture and Language Development
@PabloMuirhead#waflt14
http://losmuirhead.wikispaces.com
GOALS
Explore and grapple with the concept of culture and global
competence. Learn how to make your rubrics reflective of the
inextricable link between language and culture. Bridge theory and practice as you
make culture an integral part of student learning.
Conceptualization of cultureto the
PROFESSIONALDeveloping
GLOBALCOMPETENCE
among our students
FROM the PERSONALConnection between
CULTURE & LANGUAGE
ScheduleIntroductions
Conceptualization of culture
Break
Intercultural communicative/ global competence
ExamplesAssessing cultural growth
Why do you
teach?
What motivates
you?
LANGUAG
CULTURE
INTEGRATIV
E
MOTIVATIO
N
INSTRUMENTA
L
MOTIVATIO
N
The United States must educate students who are
equipped linguistically and culturally to
communicate successfully in a pluralistic American
society and abroad.
National Standards Project
COMMUNICATION
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and whyto say what to whom.
ConnectionsComparisons
Communities Cultures
Communication
THE FIVE Cs
Communication
Communicate in Languages
Other Than English
Cultures
Gain Knowledge and Understanding of
Other Cultures
Connections
Connect with Other Disciplines and Acquire
Information
Comparisons
Develop Insight into the Nature of
Language and Culture
Communities
Participate in Multilingual Communities
at Home and Around the World
Revisiting the concept of
CULTURE
The Iceberg Metaphor
and now?
What do you see?
Activity based on the iceberg model
Place the following aspects of culture either above or below the water
ClothingViews on equalityReligious beliefs Personal distance Works of artRules of politenessRelationship with
natureDegree of eye contact
Time managementMethods of worshipTipping customsGesturesAttitudes towards
sexualityConcept of beautyFood
Content prepared by Wendy W. Allen
Culture is…
… tantamount to perspective … products and practices
… intertwined with issues of power
CULTURE
POWER
Perspectives
Practices Products
Pablo Muirhead
In other words…
“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.
How is culture integrated into the teaching of languages?
THEN NOW IDEALPure focus on language“Culture” limited to upper-level coursework (through literature)
Recognition of importance of cultureStruggle to make it natural part at all levelsMoving toward deeper understanding of cultureSubconsciously infusing culture in lessons
Inextricable link between culture and language visible in classroomsStudents gain multiple perspectives that help them challenge societal injustices
Developer of Intercultural Communicative Competence
Recognizes this as a gradual process
Moves beyond viewing “other” cultures from the outside in, but rather the inside out
Seeks Cultural & Linguistic Legitimacy
Decenters dominant ways of viewing the world
Legitimizes traditionally dominated cultures and nonstandard language varieties
Presents cultural perspectives from traditionally marginalized groups
Conscienticized Reflective Being
Recognizes political nature of schooling
Creates an environment where discrimination is challenged
Having a single cultural perspective.
Not being able to adopt different points of view.
AVOID BEING CULTURE BOUND
the 3 Ps
PERSPECTIVES
PRODUCTS PRACTICES
PRACTICE:Extended conversation at table during and
after a meal
PERSPECTIVES:What
perspectives would you
associate with this practice?
PRODUCTS:What products
would you associate with this practice?
Share your thoughts about what PERSPECTIVES can be gained and PRODUCTS might exist from the PRACTICE
below.
PRACTICE:Gemütlichkeit
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:What products
do you associate with
this?
Share your thoughts about what PERSPECTIVES can be gained and PRODUCTS might exist from the PRACTICE below.
PRACTICE:Use of two last
names
PERSPECTIVES:What cultural
perspectives canwe gain from this?
PRODUCTS:Last names
Share your thoughts about what PERSPECTIVES can be gained from the PRODUCT and PRACTICE below.
PRACTICE
PERSPECTIVESPRODUCTS
Working in small teams, identify a product or practice that you teach. Then consider the perspectives that can
be gained from these products and practices.
Workshop on Culture featuring Professor Alvino Fantini
Teaching Foreign Language Video Library Workshops
High-Challenge Content
Low-Challenge Content
Low-ChallengeProcess
High-Challenge Process
Learner Develops Skills Learner Rests
Learner Leaves Learner Acquires Knowledge
The Bennett Model (as cited by Lange, 1999, p. 76)
PROCESS CONTENTLow challenge High challenge
– Lecture– Films – Working together, groups or pairs– Songs, games, or TPR– Cloze activities, multiple choice– Research projects– Routine activities– Matching or sorting exercises– Reading [silently]
– Politics– Religion– Sexuality– Diversity– Social class– Justice / fairness / inequalities– Xenophobia
Content prepared by Wendy W. Allen
PROCESS CONTENT
High challenge Low challenge– Performance on
the stage– Simulations– Role plays
– Oral presentations– Open-ended
– Debates– Voicing an
opinion
– Weather– Leisure activities
– Food– Calendar– Numbers
– Big C "products"– Courses of study
– Travel– Colors– Family
Content prepared by Wendy W. Allen
EXAMPLE Cultural comparisons/InterpretiveAntes de leer. Select four words from the listbelow that you might use in describing theconcept of “family” in your native culture. As aclass, tally the most cited descriptions by nativeculture. ___ unidos ___ ayuda financiera___ reuniones frecuentes ___ ayuda moral___ celebraciones religiosas ___ familias grandes ___ fiestas familiares ___ familias
extendidas___ familias nucleares ___ ayuda médica___ respetar la autoridad ___ inculcar buenos
modales
EXAMPLECommunication (interpretive) /
Culture (perspectives)
La típica familia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)
Example: Communication (interpretive)
Reading Comprehension. With a classmate, indicatewhether the following statements are true or false,
basedon the reading above. Then, underline the sentence in
thereading that supports your answers. Confirm your
answerswith two other classmates. La familia es la unidad social más importante en la
cultura hispana. La familia hispana se limita a la familia nuclear. Una persona tiene la responsabilidad moral de
ayudar a los miembros de su familia. Las familias hispanas no se reúnen frecuentemente. El honor es un valor importante en las familias
hispanas. Los niños hispanos no aprenden a respetar la
autoridad.
STRATEGIES TO DEVELOP INTERCULTURALCOMMUNICATIVE COMPETENCE
at a NOVICE LEVEL
Situations• Formal vs Familiar
Proximity activities• Closer vs further
Greetings• Compare & contrast
Unspoken Rules• Read the unspoken rules of
behavior associated with your culture.
• Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…1. Introducing yourselves. 2. Talking about your roles as language
educators. 3. Sharing the impact of your intercultural
immersion experiences.
First Impressions
Our subconscious acts on its own
and we often make assumptions as
a result. These can often be
completely innocuous but
sometimes they can be very
detrimental.You are about to view a series of
images. Share your first impression
with a neighbor.
Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.
You are about to view a series of images. Share your first impression with a neighbor.
First impressions
Young or old woman?
Man Playing Horn... or Woman's Silhouette?
Hint: woman's right eye is the black speck in front of horn handle
Woman in vanity... or Skull?
Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)
Two Faces... or One?
Hint: two faces sideprofile or one facefront view
A Rabbit... or a Duck?
Hint: the duck is looking left, the rabbit is looking right
Chances are…
…you and your partner didn’t see the same thing at first.
…you may have struggled to see both representations all the time.
Fact is…
…impressions and decisions are made very quickly.
…we will gain a bigger picture of issues if we can first suspend judgment.
Reflections…
Bennett ModelExperience of Difference
Development of Intercultural Sensitivity
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.
Reflecting on these stages, prepare to answer some
questions.
Denial Defense Minimization IntegrationAdaptationAcceptance
ETHNOCENTRIC STAGES
ETHNORELATIVE STAGES
Pull out your phones and text your responses to...
Excellent resource for self-reflection.
http://bit.ly/1frij5P
Multiple tests are available to measure your subconscious.
Find at http://hvrd.me/Wgh2pm
Harvard Hidden-Bias Tests
Riqueza Lingüística
http://bit.ly/1hlrXKmhttp://bit.ly/1dR71dS
Take advantage of technology Music in background (e.g. Pandora, Spotify) Slideshow – Have it go on after a few
minutes of the computer not being used (pictures from target cultures)
Seating arrangement Student- or teacher-centered?Pedagogical Themes Documental – EDUCACION PROHIBIDA
http://www.youtube.com/watch?v=BPME2GHBe9s
Inviting Atmosphere
Objective: Create an opportunity for Spanish-dominant English-language learners and Spanish learners to interact on an even playing field.
Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.
Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.
Language Exchange
Useful StrategiesWrite from a different perspective.Weather from different parts. Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Noticias del mundo hispanohablante. Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity
Throw the ball at the target. Based on where it hits, you will receive a grade.
A
CB
C-
B+F
B-
C+
A-
DD+
?¿
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.
Rubrics Help
A BCDF
CLEAR EXPECTATIONS BETTER RESULTS
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)
Build it into your RUBRICS
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., and What your hopes are for your immediate future
(Espero que…).
Maria’s Email
Intercultural Communicative Competence
Think of examples of
products, practices and
perspectives in your
text(s). What is more
prevalent?
Your Texts
Textbooks treated as sacred book and not as a resource.
Teachers that successfully integrated culture and language did so by following this advice:
And…
“Use the text,don’t be used by it.”
“Conceptualization of culture”
TO THEPROFESSIONAL
“Global Competence”
FROM THE PERSONAL“Connection betweenculture & language”
Putting it into PracticeNow that we’ve had the
day to reflect on the integration of culture, chat
with your neighbor about something that you would like to implement in your class or an idea that you
would like to further develop..
The work you do as language teachers is vitally important. I wish you tremendous success making a
more seamless connection between language and culture. Stay in touch.
Pablo
https://losmuirhead.wikispaces.com/
