Presenters : Jess ica Bickert , Ke l l y E ichen laub , John MacDonald , Cameron

Murray, Kay leen Notchick

“Little c” Culture in the Foreign Language Classroom

Video

http://www.youtube.com/watch?v=SBuKuA9nHsw

Overview

Overview

Overview

Culture

Overview

culture

Overview

Summary

The Cultural Iceberg

“little c”

“Big C”

A Waste of Time

Teaching No Culture

+ Time

– Ethnocentrism

Lack of Dialectical language

Culture shock

Teaching Solely “Big C” Culture

+ Broad, extensive overview

“C–ing” culture

– Overgeneralization

Stereotyping

Misunderstanding

Teaching “little c” Culture

+ Ethnorelativism

Culture + language

Comprehensive analysis

– Time

Hard to assess

Summary

Implementation

Vitality

Curriculum Conflict

The Three Step Plan

1. Get over yourself

2. What can you “C”?

3. Ask why.

Conclusion

What should students take away from the foreign language that they studied in high school? It is not likely that students will remember every single vocabulary word or verb conjugation of the target language. But if students can celebrate differences as unique rather than wrong, then language teachers have done their job.

References

Clayton, Jacklyn Blake. One Classroom, Many Worlds. Portsmouth: Heinemann, 2003. Print.

Koning, Patricia. Culture is Integral to Language Education But How Do We Make That a Reality in the Classroom?. ACTFL The Language Educator Volume 5 Issue 5 (2010): 44 9. Print.

Lakoff, George, and Mark Johnson. Metaphors We Live By. Chicago: University of Chicago Press, 1980. 3 21. Print.

Garrett Rucks, Paula. "A Discussion Based Online Approach to Fostering Deep Cultural Inquiry in an Introductory Language Course." ACTFL Foreign Language Annals. 46.2 (2013): 191 212. Print.

Kramsch, Claire J. "Teaching Language along the Cultural Faultline." Context and Culture in Language Teaching. Oxford: Oxford UP, 1993. 205 32. Print.

Lantolf, J. P. (2006). Re(de)fining language proficiency in light of the concept "languaculture." In H. Byrnes. (Ed.), Advanced language learning. The Contributions of Halliday and Vygotsky(pp. 72 91). London: Continuum.

Fiori, M & Blattner, G. Facebook in the Language Classroom: Promises and Possibilities. The International Journal of Instructional Technology and Distance Learning Vol. 6 No. 1. Retrieved from http://www.itdl.org/journal/jan_09/Jan_09.pdf

Stavoy, J. (1995). Using Culture in the Foreign Language Classroom. Bullitin of Tokeye Women’s College, 15. Retrieved from http://ci.nii.ac.jp/els/110001219052.pdf?id=ART0001560112&type=pdf&lang=en&host=cinii&orde r_no=&ppv_type=0&lang_sw=&no=1383087524&cp=

Kirsch, Claudine. Teaching Foreign Languages in the Primary School. New York: Continuum International Publishing Group, 2008. 154 169. Print.

Thanasoulas, Dimitrios. The Importance Of Teaching Culture In The Foreign Language Classroom. Radical Pedagogy, 2001. Retrieved from https://media.startalk.umd.edu/workshops/2009/SeattlePS/sites/default/files/files/The%20Importanc e%20Of%20Teaching%20Culture%20In%20The%20Foreign%20Language%20Classroom.pdf