Hindustan Bible Institute and College,

Chennai, India

Master of Arts in Transformational Urban Leadership (MATUL) Program

TUL505: Language & Culture learning (3 units)

Sam Saravanan: pn_saravanan@yahoo.com,Faculty, Hindustan Bible Institute and College,Chennai,India

I. Course Description

The course helps participants acquire the knowledge and skills for independent language and culture learning within urban poor communities.

II. Expanded Course Description

This course aims to prepare participants to become effective communicators in a second language and culture. We do not teach any specific language, but rather give people tools to learn any language and culture by using the following books and MATUL course material: Language Acquisition Made Practical: A Comprehensive “How-To” Book for Learning Any Language (LAMP), Guideline for Barefoot Language Learning – An Approach Through Involvement and Independence. Customs and Culture – Anthropology for Christian Missions. The Church and Cultures – An Applied Anthropology for the Religious Workers. The course is as much about learning to learn experientially and to interact with other people as it is about learning specific facts. The aim is that people leave this course confident that if they have access to a community of speakers of another language, they can learn it, whether or not there is a formal language school. To this end we aim to teach people how to organize and manage their own learning and to learn from experience.

Many non-nationals and English proficient learning another language are daunted by the new sounds they encounter. The intensive phonetics training offered in this course is intended to give course participants confidence that they will be able to recognize, pronounce and transcribe the new sounds they will hear in learning another language.

III. Student Learning Outcomes

By the end of the course, the participant has:

1. Planned and carried out a successful programme of self-directed language learning

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2. Interacted well with people of other cultures, based on the knowledge and acceptance of different underlying values

3. Worked with confidence with a language resource person

4. Used a variety of techniques for language learning

5. Recognised, produced and written phonetically all the major sounds of the world’s languages

6. Chosen language and culture learning techniques that fit their own learning style

7. Researched and located language learning materials that are already available for learning a given language

8. Monitored their progress in language learning and do self assessments

9. Known what motivates them in language learning, and taken a pro-active approach to maintaining high motivation

10. Espoused the attitude of “life-long” language learning

IV. Course Materials

Note: The course will rely on portions of several books found in the text books.All the text books are available in the HBI Library)

E. Thomas Brewster and Elizabeth S. Brewster, Language Acquisition Made Practical: A Comprehensive “How-To” Book for Learning Any Language. Pasadena: Summer Institute of Linguistics, 1976.

Donald N. Larson, Guideline for Barefoot Language Learning – An Approach Through Involvement and Independence. Fresno, CA: Link Care Publications, 1984.

Peter Cotterell, Language and the Christian – A Guide to Communication and Understanding. London: Samuel Bagster & Sons Ltd, 1978.

Soundararajan G. Immanuel, Indian Culture and Christianity. Secunderabad: OM Books, 2000.

Eugene A. Nida, Customs and Culture – Anthropology for Christian Missions. Pasadena: William Carey Library, 1976.

Louis J. Luzbetak, The Church and Cultures – An Applied Anthropology for the Religious Workers. Illinois: Divine Word Publications Techny, 1988.

Myron Loss, Culture Shock – Dealing with Stress in Cross-Cultural Living. Indiana: Light and Life Press, 1983.

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Apart from the above, students will also receive handouts in class, which comprise part of their reading requirements. Students are expected to do additional research (community, library and internet) in connection with your assignments for the course.

Language Learning (Outside the Classroom):

Students complete the one-week “Classroom Phase I” of the course in which they learn how to learn the host language and culture.

During the “Practical Fieldwork Phase” of the course, students enroll in 10 weeks of intensive (full-time) language training through a high-quality language school in their host city (approx. 3 hours/day, 5 days/week) for a total of 150 hours.

At the language school, (a) instructors are experienced native-speakers who are professionally trained to use oral proficiency-based methods and to assess learner progress; (b) daily class work (explanations, situational role-plays, readings, songs, and conversation practice) is completed in groups no larger than seven or eight in order to maximize student participation and instructor feedback; (c) instructional methods are selected according to the preferred learning styles of students (assuming variability in age, motivations, and abilities); (d) language materials (texts and workbooks) are “authentic” in that they reflect the peoples, events, and realities of the national culture, as well as the colloquial us of the language; and (e) students learn language “texts” (vocabulary, phrases and sentences) related to topics and functions that are immediately relevant to communication outside the classroom.

The formal language course is viewed as a “springboard” to using the language in the wider community. Students learn to take initiative in completing “real-life” tasks (meeting people, describing family members, asking for directions, making requests, counting and shopping, etc.) using special “texts” prepared with the assistance of a language coach.

Students keep a “fieldwork journal” in which they monitor their progress toward specific language proficiency goals, while also recording observations, intercultural experiences, and personal reflections.

The TUL505 instructor provides expert supervision for both the “classroom” and the “fieldwork” phases of the course.

Culture Learning (Outside the Classroom):

Students are directed to read one or two books about the national and city culture prior to arriving at their field destination. This helps to “prime” the cognitive and affective “pump” for learning from and with community residents.

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Students take up residence with local families in or adjacent to poor communities. The homestay becomes a natural context for cultural orientation, relationship building, emotional support, and ongoing culture learning.

Students complete the one-week “Classroom Phase I” of the course with an afternoon focus on learning how to learn the host culture. During these afternoon sessions, students acquire a “toolbox” of basic concepts (e.g. regarding culture, worldview, ethnocentrism/ethnorelativism, forms/meanings) and methods (e.g. event participation, behavior observation, informal conversation and interviewing) for exploring another way of life. The goal is to give students the cognitive “hooks” and practical tools to confidently carry out self-directed inquiries during the fieldwork phase that follows.

Students move into the “Practical Fieldwork Phase” of the course where they complete a series of tasks or projects that require them to collect cultural information with different people in different community settings. These projects require students to move beyond the safety of the classroom and student group, and to venture into the lives of those in their host family, surrounding neighborhood, adjacent slum community, and a distant village -- all in a self-directed manner.

Students keep a “fieldbook” or fieldwork journal (see essay in Manual) in which they record observations, intercultural experiences, and personal reflections related to their ethnographic research work. The journal is also used to monitor their progress toward specific language competency goals.

Students return to the classroom for a final day of debriefing (“Classroom Phase II”) where, through small groups and full-class discussions, they reflect on their research experiences. They identify the most challenging aspects of their language and culture learning, as well as the strategies that proved most effective in gaining a level of proficiency in the host “languaculture.”

VI. Learning & Assessment Activities (Expanded Descriptions of Field Projects)

Assignments:(These may be changed and others added to enhance learning)

1. Reading Assignment in LanguageThere will be reading assignments each week in Phonetics, Language Acquisition and Culture Acquisition topics. Most of the readings are in your course books. Some copies will possibly be available on reserve or given as handouts. If you need any assistant, please meet the faculty advisor for the library.

2. Reading Assignment in CultureRead and be familiar with the following books. Students should buy these books as soon as possible. Reading pledge due.

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Soundararajan G. Immanuel, Indian Culture and Christianity. Secunderabad: OM Books, 2000. Eugene A. Nida, Customs and Culture – Anthropology for Christian Missions. Pasadena: William Carey Library, 1976. Louis J. Luzbetak, The Church and Cultures – An Applied Anthropology for the Religious Workers. Illinois: Divine Word Publications Techny, 1988. Myron Loss, Culture Shock – Dealing with Stress in Cross-Cultural Living. Indiana: Light and Life Press, 1983. Roger E. Hedlund and Beulah Herbert eds. Culture and Evangelization: A Collection of Indian Anthropological Readings. Madras: Church Growth Research Centre, 1989.

3. Language DemonstrationCourse participants will have the opportunity to demonstrate the techniques and strategies they have learned in the language practicum in a group presentation at the end of the week.

4. Course ProjectThose who know where they will be serving inland or overseas and/or what language(s) they will be learning in the future will do a final written project in which they propose a plan for their language learning over the next two years. Others may choose a subject of interest to read about and make a brief oral report to the whole group or do a final Personal Profile assignment.

5. Community Observation Exercise 1:

a. Go out into a nearby community in Chennai slum that is culturally different for you.

b. Spend at least one hour making observations of what you would need to know, understand and do ministry among these people.

c. Observe in what language they are communicating with one another. Find out whether they are using colloquial (Slang) Language or Grammatical Language?

d. Write this up in a 5 page report without consulting with any others in the class.e. As preparation for the assignment read the following books which are available in

the HBI library: Robb, Focus the Power People Group Thinking, pp 61-91 and Ponraj, Missionary Anthropology, pp. 159-172, The Mark of a Missionary- Essential Qualification for a Missionary, Paul Heibert, Anthropological Insights for Missionaries and Anthropological Tools for Missionaries. Edward Dayton and David Fraser, Planning Strategies for World Evangelization. The following books are available with Dr. P.N. Samuel Saravanan: John Desrochers (ed), India’s Grwoing Slums, Gabriele Dietrich, Culture, Religion and Development, John Desrochers, Methods of Societal Analysis, George Jospeh, Social Action Groups and Their activities.

6. Family Observation Exercise 2:

The second exercise focuses on helping students develop the ethnographic skill of informal interviewing within their host family setting. An adult member of the family is

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selected to serve as a “cultural mentor” – one who is native-born, bilingual (in English), and reflective about the dynamics of their own culture. Students complete two interviews with their mentor: one that allows the mentor to narrate their life story, and the second that explores specific aspects of family life in the host culture. An introduction to each topic, along with a detailed procedure and sample questions are provided in the project guide (see Manual).

7. Cross-Cultural Ministry Observation Exercise 3:

Interview a cross-cultural national missionary who is working in Chennai Slum by asking and recording their view points on issues such as: Living in a different culture, most difficult ministry aspect, importance of language learning, missionary training suggestions, etc. Write up your interview in 5 pages. You can do this during the HBI mission’s conference on September 2007. As preparation for the assignment read the following books which are available in the HBI library: Myron Loss, Culture Shock –Dealing with Stress in Cross-Cultural Living, P. Paul Ebebezer, A Study of the Slums with Special Reference to the Effective Communication of the Gospel and Church Planting among the Chennai Slum Dwellers (Thesis), Marvin K. Mayers, Christianity Confronts Culture: A Strategy for Cross-Cultural Evangelism. Eugene A. Nida, Customs and Culture, Louis J. Luzbetak, The Church and Cultures, Ram Ahuja, Society in India, Soundararajan G. Immanuel, Indian Culture and Christianity. Somen Das, Christian Faith and Multi-form Culture.

VII. Expectations & Grading

Grading: There are no exams: Your final grade will be determined as follows:1. Reading Assignment in Language - 102. Reading Assignment in Culture - 103. Tutoring Reports and Demonstration - 404. Course Project - 105. Field Exercise Observation 1 - 156. Field Exercise Observation 2 - 15

_____ 100

Grades are assigned according to the following levels of proficiency:

First Class - strong understanding of theoretical perspectives, terms, and positions; and demonstrated ability of applying that material to particular situations.

A+ (80% & above)A (75%)A- (70%)

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Second Class - Understanding of the basic theoretical perspectives terms and issues: and demonstrated ability to recall examples and make partial application.

B+ (65%)B (60%)B- (55%)

Third class - Misunderstanding of some theoretical views and limited ability to relate material to particular situations.

C + (50%)C (45%)C – (40%)

Fail (D = 39% or below) - Significant failure to understand material and/or make appropriate application of course material.

VIII. Course Calendar

Date/ Time 8-11 a.m. Focus on Language Focus on Culture 24.09.07 (Language)19.11.07 (Culture)

Introduction to Language and Culture. What is language? Some myths about language, linguistics, and human communication.

Language- and culture-learning in biblical perspective

Language history and variation

What is culture: Culture: a design for living, culture and the individual, culture and society

25.09.07 (Language)20.11.07 (Culture)

Language learning principles Motivation and learning styles What successful language

learners do (learning strategies)

A broad perspective on human and animal communicative behavior. Body language (proxemics and kinesics). Objective: Examine linguacentrism.

Historical development of host city

The “dual city”: skyscrapers and shantytowns

The Indian family in slum communities/the politics of “developing” women

26.09.07 (Language)21.11.07 (Culture)

Learning LanguageLanguage acquisition: Biological basis. Language in relation to maturation and cognitive development.

The cultural adjustment process

Ethnographic field study— Participant observation— Focused conversations

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Objective: Understand 4 main theory of the process of adult language acquisition. Prepare, Practice, Communicate and Evaluate

and interviews— Community “asset

mapping”

27.09.07 (Language)22.11.07 (Culture)

Things to Talks about in Texts: Topics for the beginning learner, topics for further exploration in the language, topics for exploring cultural themes and topics for drawing on the local knowledge bank

Things to do in comprehensive drills

Ethnographic field study (cont.)— Field note writing— Data analysis— Ethnographic report

writing

28.09.07 (Language)23.11.07 (Culture)

How to master the sound of the language: Syllables, consonants, vowels, tone, applications

How to master the structures of the language: How to practice, what to practice, how to analyze further words and questions. —

Preparation: Completion of a 150-hour

language course, including ___ hours of community-based practice documented in a field study journal

Class activities Whole-class and small-

group discussion of language-learning strategies and experiences, and personal challenges

Fieldwork project briefings — Project #1: Community

Observation Exercise — Project #2: Family

Observation Exerciseo Life Storyo Family Matters

— Project #3: Cross-Cultural Observation Exercise

Preparation: Completion of 3 field

Observation Exercise and formal reports (see project guides in Course Manual); estimated ___ hrs.

Class activities Whole-class and small-

group discussion of culture-learning strategies, research experiences, and personal challenges

VIII. Course Policies

Class Participation:

Class time will include a variety of activities: Lectures, demonstrations, discussion of reading, presentations and applications of concepts from them. Some background in language teaching, linguistics and cognitive psychology also will be discussed. Apart from this, a wide variety of approaches to instruction will be used, including,

1. Working together in small groups to learn Hindi or Tamil languages from the speakers of that language (You can learn Tamil if you are reaching the urban poor

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in Tamilnadu or you can learn Hindi if you are reaching the urban poor in North India)

2. Working in small groups to learn phonetics

3. Working in small groups to learn innovative skills and techniques of learning the new language

Class Procedure: The course is divided into the following major sections:

Language and Culture Acquisition TheoryPhoneticsLanguage and Culture PracticumEach day there are two (or sometimes three) phonetics sessions, two Language and Culture Acquisition Theory sessions and one Language Practicum session with a speaker of another language.

Course Procedures:1. Exam questions will come from each of the READING ASSIGNMENT and other

class materials.2. Assignments should be done on time and legibly.3. Late assignments receive a 10 mark deduction per day.4. Assignments will be three types, Reading, Practical and Demonstration. It will be

expected that you will attempt to do ALL of the assigned work In order to get maximum benefit from the subject.

5. Class time will include class lecture, discussion and non-formal learning activities.

IX. Course Bibliography

The following books are available in the HBI Library:

Required Texts:Ahuja, Ram. Society in India - Concepts, Theories and Recent Trends. New Delhi: Rawat Publications, 2002.Brewster, Thomas E. and Elizabeth S. Brewster. Language Acquisition Made Practical: A Comprehensive “How-To” Book for Learning Any Language. Pasadena: Summer Institute of Linguistics, 1976.Cotterell, Peter. Language and the Christian – A Guide to Communication and Understanding. London: Samuel Bagster & Sons Ltd, 1978.Das, Somen (ed). Christian Faith and Multiform Culture in India. Bangalore: UTC, 1987.Dietrich, Gabriele. Culture, Religion and Development. Bangalore: Centre for Social Action, 1992.Desrochers, John (ed). India’s Growing Slums. Bangalore: Centre for Social Action, 2000.

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Desrochers, John. Methods of Societal Analysis. Bangalore: Centre for Social Action, 2000.Hedlund, Roger E. and Beulah Herbert eds. Culture and Evangelization: A Collection of Indian Anthropological Readings. Madras: Church Growth Research Centre, 1989.Hesselgrave, David J. Communicating Christ Cross-culturally. Allahabad: St. Paul’s Publications, 1987.Heibert, Paul G. Anthropological Insights for Missionaries. Michigan: Baker Book House, 1987.Joseph, George. Social Action Groups and Their Activities. Bangalore: Centre for Social Action, 1998.Loss, Myron. Culture Shock – Dealing with Stress in Cross-Cultural Living. Indiana: Light and Life Press, 1983.Larson, Donald N. Guideline for Barefoot Language Learning – An Approach Through Involvement and Independence. Fresno, CA: Link Care Publications, 1984. Luzbetak, Louis J. The Church and Cultures – An Applied Anthropology for the Religious Workers. Illinois: Divine Word Publications Techny, 1970.Immanuel, Soundararajan G. Indian Culture and Christianity. Secunderabad: OM Books, 2000.Mayers, Marvin K. Christianity Confronts Culture: A Strategy for Cross-cultural Evangelism. Michigan: Academic Book Zondervan Corporation, 1974.Nida, Eugene A. Customs and Culture – Anthropology for Christian Missions. Pasadena: William Carey Library, 1976.Nicholls, Bruce J. Contextualization: A Theology of Gospel and Culture. Exeter, England: The Paternoster Press, 1979.Niebuhr H. Richard. Christ and Culture. New York: Harper & Row Publishers, 1956.Ponraj, Devasagayam S. Man of the Mission Field. Madhupur: Indian Institute of multi-Cultural Studies, 1991.Ponraj, Devasagayam S. An Introduction to Missionary Anthropology. Chennai: Mission Educational Books, 1994.Ponraj, Devasagayam S. Pioneers of the Gospel. Madhupur: Indian Institute of Multi- Cultural Studies, 1996.Winter, Ralph and S. Hawthrone, eds. Perspectives on the World Christian Movement. Pasadena: William Carey Library, 1983

The following books are not available in the HBI Library but highly recommended for reading on ‘Language and Culture learning’.

Recommended Texts: Allen, L.Q. (2000). Culture and the ethnographic interview in foreign language teacher development. Foreign Language Annals, 33 (1), 51-57. Allen, W.W. Toward a multidimensional foreign language curriculum. In A. C. Omaggio (Ed.). Proficiency, curriculum, articulation: The ties that bind (pp. 137-166). Middlebury, VT: Northeast Conference.

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Breen, M.P. (1985). The social context for language learning: A neglected situation? Studies in Second Language Acquisition, 7, 135-158.Brooks, N. (1964). Teaching culture in the foreign language classroom. Foreign Language Annals, 1, 204-217.Brown, H.D. (2002). Strategies for success. White Plains, NY: Longman/Pearson Education.Brown, H.D. (2000). Principles of language learning and teaching. 4th ed. White Plains, NY: Addison Wessley Longman.Brown, H. (1991). Breaking the language barrier. Yarmouth, ME: Intercultural Press.Buttjes, D., & Byram, M. (Eds.). (1991). Mediating languages and cultures: Towards an intercultural theory of foreign language education. Clevedon, England: Multilingual Matters.Byram, M. (1988). Foreign language education and cultural studies. Language, Culture, and Curriculum, 1(1), 15-31.Byram, M. (1989). A school visit to France: Ethnographic explorations. British Journal of Language Teaching, 27(2), 99-103.Byram, M. (1989). Cultural studies in foreign language education. Philadelphia: Multilingual Matters.Byram, M.. (1997). Teaching And Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters.Byram, M., & Esarte-Sarries, V. (1991). Cultural studies in foreign language teaching. Clevedon, England: Multilingual Matters.Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Clevedon, England: Multilingual Matters.Byram, M., Nichols, A. & Stevens, D. (Eds.) (2001), Developing intercultural competence in practice. Clevedon, UK: Multilingual Matters. Byrnes, H. (1982). Contemporary perceptions of language: Interdiciplinary dimensions. Georgetown University Roundtable on Languages and Linguistics. Washington, DC.: Georgetown University Press.Cargill, C. (Ed.). (1987). A TESOL professional anthology: Culture. Lincolnwood, IL: National Textbook Co.Chamot, A.U., Barnhardt, S., El-Dinary, P.B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison-Wesley Longman.Cohen, A.D. (1998). Strategies in learning and using a second language. Harlow, Essex: Longman.Crawford-Lange., & Lange, D.L. (1984). Doing the unthinkable in the second language classroom: A process for the integration of language and culture. In T.V. Higgs (Ed.), Teaching for proficiency, the organizing principle (pp. 139-177). ACTFL Foreign Language Education Series: Lincolnwood, IL: National Textbook Company.

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Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Reading, MA: Addision-Wesley.de Bot, K., Ginsberg, R.B., & Kramsch, C. (Eds.). (1991). Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins.DeKeyser, R.M. (1991). Foreign language development during a semester abroad. In B.F. Freed (Ed.), Foreign language acquisition research and the classroom (pp. 104-119). Lexington, MA: D.C. Heath and Company.Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.Ellis, R. (Ed.). (1987). Second language acquisition in context. Englewood Cliffs, NJ: Prentice- Hall International.Ellis, R. (1992). The classroom context: An acquisition-rich or an acquisition-poor environment? In C. Kramsch & S. McConnell-Ginet (Eds.), Text and context (pp. 171- 186). Lexington, MA: D.C. Heath and Company.Ehrman, M.E. (2001a). Bringing learning strategies to the learner: The FSI language learning consultation service. In J.E. Alatis & A. Tan (Eds.), Language in our time: Bilingual education and official English, Ebonics and standard English, immigration and the Unz Initiative (pp. 41-58). Washington, DC: Georgetown University.Ehrman, M.E. (2001b). Learners and teachers: The application of psychology to second language acquisition. White paper. Washington, DC: American Councils for International Education.(http://www.russnet.org/fipse/EhrmanWhitePaper.html)Ehrman, M.E. (1996). Understanding second language learning difficulties. Thousand Oaks, CA: Sage. Fantini, A.E. (1995). Special issue: Language, culture, and world view. International Journal of Intercultural Relations, 19(2).Fantini, B. C., & Fantini, A. E. (1997). New ways in teaching culture. Arlington, VA:TESOL.Fantini, A.E. (1999). Comparisons: Towards the development of intercultural competence. In J.K. Phillips (Ed.), Foreign language standards: Linking research, theories, and practices, 165-218. Lincolnwood, IL: National Textbook Company.Fischer, G. (1996). Tourist or explorer? Reflection in the foreign language classroom. Foreign Language Annals, 29, 73-81.Freed, B.F. (Ed.). (1995). Second language acquisition in a study abroad context. Philadelphia, PA: John Benjamins.Freed, B.F. (Ed.). (1991). Foreign language acquisition research and the classroom. Lexington, MA: D.C. Heath and Company.Halliday, M.A.K. (1989). Context of situation. In M.A.K. Halliday & R. Hasan (Eds.), Language, context, and text. Oxford: Oxford University Press.Harrison, B. (Ed.). (1990). Culture in the language classroom. ELT Documents 132.

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Heath, S.B. (1986). Beyond language: Social and cultural factors in schooling language minority students. CA: California State Department of Education.Hess, D. (1997). Studying abroad/learning abroad: An abridged edition of the whole world guide to culture learning. Yarmouth, ME: Intercultural Press.Heusinkveld, P. R. (Ed). (1997). Pathways to culture: Readings on teaching culture in the foreign language class. Yarmouth, ME: Intercultural Press.Hughes, G.H. (1986). An argument for culture analysis in the second language classroom. In J.M. Valdes (Ed.). Culture bound: bridging the cultural gap in language teaching (pp. 162- 169) NY: Cambridge University Press.Hymes, D. (Ed.). (1969). Language in culture and society. New York, NY: Harper & Row.Jorstad, H.L. (1980). Inservice teacher education: Content and process. In D. Lange & C. Linder (Eds.), Proceedings of the National Conference on Professional Priorities (pp. 81-86). NY: ACTFL Materials Center.Jourdain, S. (1998). Building connections to culture: A student centered approach. Foreign Language Annals, 31(3), 439-450.Kohls, R. L. (1996). Survival kit for overseas living. (3rd ed.). Yarmouth, ME: Intercultural Press. Kramsch, C. (1983). Culture and constructs: Communicating attitudes and values in the foreign language classroom. Foreign Language Annals, 16(6).Kramsch, C.J. (1987). Foreign language textbooks' construction of foreign reality. The Canadian Modern Language Review, 44(1), 95-119.Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press.Kramsch, C. (1995). The cultural component of language teaching. Language, Culture, and Curriculum, 8, 83-93.Kramsch, C. & McConnell-Ginet, S. (Eds.). (1992). Text and context. Lexington, MA: D.C. Heath and Company.Kramsch, C., & Murphy-Lejeune, E. (1996). Why should language teachers teach culture? Language, Culture, and Curriculum, 9, 99-107.Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon Press.Krashen, S. (1988). Second language acquisition and second language learning. New York: Prentice Hall International.Lambert, W. (1972). Language, psychology, and culture. Stanford, CA: Stanford University Press.Lafayette, R. (Ed.). (1975). The cultural revolution in foreign language teaching. Skokie, IL: National Textbook Company.Lafayette, R. (1988). Integrating the teaching of culture into the foreign language classroom. In Allan J. Singerman (Ed.)., Towards a new integration of language and

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