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Visit http://padlet.com/muirheap/actfl14Introduce yourself.If you’d like, take a selfie to include as
well.
Developing Global Competence:
Integrating Culture and Language Development
ACTFL – San Antonio - 2014
@PabloMuirhead#actfl14
muirheap@matc.edu
http://losmuirhead.wikispaces.com
Conceptualization of cultureto the
PROFESSIONALDeveloping
GLOBALCOMPETENCE
among our students
FROM the PERSONALConnection between
CULTURE & LANGUAGE
Morning Schedule
World-Readiness StandardsConcept of Culture
Break
Starting with Self
Lunch
Afternoon Schedule
Putting it into action
Break
Assessing + more
Why do you
teach?
What motivates
you?
https://www.polleverywhere.com/free_text_polls/zQfLr025KWveKAL/web
CLICK BELOW TO ANSWER QUESTION
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
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.
WORLD-READINESS STANDARDS FOR
LEARNING LANGUAGES
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
CommunicationINTERPERSONAL
Learners interact and negotiate meaning in spoken, signed, or written conversations to share
information, reactions, feelings, and opinions.
INTERPRETIVE Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
PRESENTATIONALLearners present information, concepts, and ideas
to inform, explain, persuade, and narrate on a variety of topics using appropriate media and
adapting 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
Cultures
RELATING CULTURAL PRACTICES TO PERSPECTIVES
Learners use the language to investigate, explain, and reflect on the relationship between the
practices and perspectives of the cultures studied.
RELATING CULTURAL PRODUCTS TO PERSPECTIVES
Learners use the language to investigate, explain, and reflect on the relationship between the
products and perspectives of the cultures studied.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
WORLD-READINESS STANDARDS FOR
LEARNING LANGUAGES
SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education
Revisiting the concept of
CULTURE
Take a moment and write down your understanding of culture.
Hold on to it. You’ll be sharing it in groups in just a
moment.
CULTURE
13-8-26or
8-13-26
How do you list your birthdate?
Is one way better than the other?
Heck no, that’s the point.
Write your birthdate (month, year), on your
dry-erase board, in the format most commonly used
outside of the U.S. Then form a semicircle
chronologically (not by year, which you can make up) SILENTLY. ENCOURAG
E
MOVEMENT
In groups, you have a few minutes to develop your collective definition of culture.
Be prepared to share your definition with the group.
Definition of Culture
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.
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
REFLECTIONSWhen you started teaching, what role did culture play in your teaching?
What obstacles did you face?
How has your treatment of culture evolved since you began teaching?
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
Culture in the World Language Classroom: A Multiple Case Study
• Four teachers• 3 French and 1 Spanish• Known for integrating language and
culture• Shared qualities among the 2
successful teachers for making this a more seamless connection
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
Thematic approaches
Having a single cultural perspective.
Not being able to adopt different points of view.
AVOID BEING CULTURE BOUND
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 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
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…
What popular misconceptions doyour students have?
Your Students
What challenges do you have to help them overcome?
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
https://www.polleverywhere.com/multiple_choice_polls/yIu1qZhMQibGRCW/web
ANSWER THESE TWO POLL QUESTIONS
https://www.polleverywhere.com/multiple_choice_polls/LTczODQ5Njcy/web
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
How might use these activities in class?
Remember that reflecting on one’s own culture is an important first step.
Putting it into practice
Read alone or in a group.
Article is at the end of the packet.
Ethnography of the Naciremans
What might take some getting used to?
What makes you nervous?What sounds interesting?What do you look forward to?What questions do you have?
Would you like to live among the Naciremans?
THE LAND of
NACIREMA
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?
PRACTICE:Gemütlichkeit
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:What products
do you associate with
this?
PRACTICE:How addresses are
written
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:Letter
PRACTICE:What practice do you associate with
this?
PERSPECTIVES:What perspectives
do you associate with
this?
PRODUCTS:
INSHALLAH
PRACTICE:Use of two last
names
PERSPECTIVES:What cultural
perspectives canwe gain from this?
PRODUCTS:Last names
REFLECTIONS
Why does reaching perspectives seem so elusive at times for us?
What can we do to move from products and practices to perspectives?
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.
What book do you think she was using?
What chapter do you think she is in?
Does she seem wedded to a text?
REFLECTIONS
What was she effective at doing?
Describe what modes of language her students demonstrated.
What were students able to do?
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)
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
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
modalesYoung, D. J., Berne, J., Muirhead, P., & Montoya, C.
(2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.
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)Young, D. J., Berne, J., Muirhead, P., & Montoya, C.
(2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.
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.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.
Think of examples of
products, practices and
perspectives in your
text(s). Which 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.”
“If you lead with culture, language will follow.”
Pair up with a colleague who teaches a similar course/level as you. Consider the products, practice and perspectives you want your students to take away. Develop an activity, or perhaps a broader unit, to implement in your teaching.
From the CONCEPTUAL PRACTICAL
STRATEGIES TO DEVELOP INTERCULTURALCOMMUNICATIVE COMPETENCE
at a NOVICE LEVEL
Situations• Formal vs Familiar
Proximity activities• Closer vs further
Greetings• Compare & contrast
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 as the context is authentic. Additionally, cultural 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.Thematic Units
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 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
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
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
Consider the activities you developed earlier.
How might you consider assessing students?
Work with your partner(s) to discuss.
Share your findings with the group.
Your Turn
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 & an idea that you
would like to further develop.
“Conceptualization of culture”
TO THEPROFESSIONAL
“Global Competence”
FROM THE PERSONAL“Connection betweenculture & language”
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/
muirheap@matc.edu
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