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Visit http://padlet.com/pabloM/ACTFL2015 Introduce yourself.If you’d like, take a selfie to include as well.
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/