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From Theory to Practice: Toward Intercultural
Communicative CompetenceACTLFL 2014 – San Antonio
http://losmuirhead.wikispaces.com
#actfl14@PabloMuirhead
“If you lead with culture,
language will follow.”
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and whyto say what to whom.
COMMUNICATION
SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html
INTERCULTURAL COMMUNICATIVE
COMPETENCE
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and whyto say what to whom.
LANGUAG
CULTURE
INTEGRATIV
E
MOTIVATIO
N
INSTRUMENTA
L
MOTIVATIO
N
The Iceberg Metaphor
and now?
What do you see?
Culture is…
… tantamount to perspective … intertwined with issues of power
… products and practices
Pablo Muirhead
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.
Having a single cultural perspective.
Not being able to adopt different points of view.
AVOID BEING CULTURE BOUND
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
New ACTFL Book
Co-authored by Cassandra Glynn, Concordia College, Pamela Wesely, University of Iowa, and Beth Wassell, Rowan
University
Words and Actions: Teaching Languages
Through the Lens of Social Justice
Me? Have culture? Really!?!?
What does that mean? How does my culture
inform my behavior and the way I view the world?
Starting with SELF
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.
THEN, start with people from “your culture” and introduce yourself and share what your role is in language education.
NOW, connect with people from the other cultures and find out what they have enjoyed
the most from ACTFL thus far.
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
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)
C. Allan Gilbert (1892)
Man Playing Horn... or Woman's Silhouette?
Hint: woman's right eye is the black speck in front of horn handleSOURCE http://www.psych.usyd.edu.au/psyche/fun_rorschach_test.htm
Young or old woman?
W.E. Hill (1915)
Two Faces... or One?
Hint: two faces sideprofile or one facefront view
Edgar Rubin (1915)
A Rabbit... or a Duck? Hint: the duck is looking left, the rabbit is looking right
Fliegende Blätter (1892)
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…
Excellent resource for self-reflection. http://bit.ly/1frij5P
Multiple tests are available to measure your subconscious. https://implicit.harvard.edu/implicit/selectatest.html
Harvard Hidden-Bias Tests
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 Spanish 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
How would you rate yourself on the Bennett Model?
TAKE OUT YOUR PHONES start a TEXT to 37607
How would you rate your typical student? (click here)
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)
Balance between content and process is key
LOW-CHALLENGE PROCESS
HIGH-CHALLENGE CONTENT
• Lecture• Films • Groups or pairs• Songs, games, or
TPR• Cloze activities,• Multiple choice• Research projects• Routine activities• Matching or sorting
exercises• Reading
• Politics• Homophobia• Religion• Sexuality• Diversity• Racism• Social class• Justice / fairness /
inequalities• Xenophobia
Content adapted from Wendy W. Allen
LEARNER ACQUIRES KNOWLEDGE
HIGH-CHALLENGE PROCESS
LOW-CHALLENGE CONTENT
• Performance on the stage
• Simulations• Role plays• Oral
presentations• Open-ended• Debates• Voicing an
opinion• Essays
• Weather• Leisure activities• Food• Calendar• Numbers• Big C "products“• Courses of study• Travel• Colors• Family
Content prepared by Wendy W. Allen
LEARNER DEVELOPS SKILLS
SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html
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?
PRACTICE:Gemütlichkeit
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:What products
do you associate with
this?
SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html
PRACTICE:How addresses are
written
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:Letter
PRACTICE:Use of two last
names
PERSPECTIVES:What cultural
perspectives canwe gain from this?
PRODUCTS:Last names
Useful StrategiesWrite from a different perspective.
Weather from different parts.Interview community members.Listen to and work with music.Reenact an event.Thematic UnitsCultural/Community Activities
Outside of Class Activities 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
Point somewhere on the target. Based on where you point, you will receive a
grade.
A
CB
C-
B+F
B-
C+
A-
DD+
?¿
We 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
Putting it into PracticeJot down an idea you plan
on implementing next week and/or
something you plan on reflecting on for the long
term.
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/
