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Pamela Arraras

Foreign Language Teaching Wiki - Culture - 1 views

flteaching.wikispaces.com/Culture

virtualbackpacking culture intercultural

shared by Pamela Arraras on 22 Aug 09 - No Cached
  • The main exposure students had to the culture of the target language was through controlled interaction with native speakers in the classroom.
  • Language & culture are more naturally integrated in this approach. Culture instruction is connected to grammar instruction. Its main goal is to teach students how to use the target language when communicating in a cultural context
  • the following are other common approaches to teaching culture: (from Omaggio) The Frankenstein Approach: A taco from here, a flamenco dancer from there, a gaucho from here, a bullfight from there. The 4-F Approach: Folk dances, festivals, fairs and food. The Tour Guide Approach: The identification of monuments, rivers and cities. The "By-the-Way" Approach: Sporadic lectures or bits of behavior selected indiscriminately to emphasize sharp differences.
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  • focusing a little more on similarities, instead of the differences, between cultures
  • Latorre believes that focusing on differences instead of on the similarities contributes to people misunderstanding other cultures, often thinking that the foreign cultures are "exotic," perhaps more exotic than they actually are. What Latorre suggests that any teacher of any foreign language should do is focus on the “true differential, the language [itself], rather than enlarging beyond proportion attitudes and activities which are either regional, outdated, or downright non-existent” (672).
  • one of the most important factors for success in learning a foreign language is the need for students to get involved in the learning process. The use of materials based on internet technologies offers many innovative ways of getting students involved in the process of learning a language. Students can get to know the target culture by means of interacting directly with native speakers via on-line communication, with mail exchanges or chatrooms.
  • From her point of view, it is crucial that the students can learn not only the language but also the diversity of the target culture. That is why, according to her, internet resources, such as newspapers and magazines, have a great importance, since they provide students with authentic and current information that can help them understand the target culture. Reading on-line newspapers makes students aware of current social phenomena.
  • According to Lee, recent studies have proved that internet resources can help students improve their language skills in a similar way to full immersion or study abroad, although are based basically on written communication. Besides, this use of on-line resources are more beneficial to students at the advanced level because they require a high level of language proficiency to read, comprehend, and respond to cultural readings, for example, newspapers.
  • The most important part of Stern's research involves his 3-level framework of foreign culture pedagogy: teaching social sciences, applying theory/research, and their practical applications in the classroom. In the 1990s, Stern's cultural/communication mix evolved from describing sociocultural contexts of second language/foreign language to contexts of competence in second culture acquisition (not just language acquisition). This is the first time that cultural pedagogy and social sciences had been paired.
  • In H.H. Stern's breakthrough 1983 study "Fundamental concepts of language Teaching," there are concepts of day-to-day culture and customs that should be used in the classroom. Stern uses a four component model including a 'cultural syllabus' for culture teaching.
  • Foreign language (FL) teachers should make culture more of a central role in the class FL teachers should throw out teaching culture in terms of isolated facts FL teachers should have an awareness of the past on the present within any culture without focusing too much on the past FL teachers should be aware of cognitive and affective influences on the students FL teachers should engage students as active participants FL teachers should teach culture in such a way that students can be cross-cultural here and abroad Given that the teacher’s assumptions about how language and lang learning affect how he or she teaches lang and culture, the approach should aim for communicative competence (that is, real communication)
  • Tang discussed the use of performance-based theory developed by Walker (2000) who suggests that culture could be better taught if done through simulated social interactions in the classroom, for example hosting a guest or accepting a gift. This serves to create a “default memory” within the student's mind that will help him perform in the target culture without drawing conclusions or using as a reference his own base culture which could lead to misunderstandings.
  • Tang also discourages the pure instruction of behavioral culture in the classroom and says that to perform effectively in a target culture one must not only be able to master it linguistically, be familiar with its artifacts, norms and rituals but also with the meaning system, or the hidden significance underlying these. This is why she believes that Walker's performance-based theory can only work properly if the true meaning system underlying the simulated situations and interations created in the classroom are internalized by the students.
  • the Three P's, into three separate categories: cultural perspectives, cultural products, and cultural practices. Cultural perspectives are the values, beliefs, attitudes, and assumptions shared within a culture. Cultural products are things such as literature, music, art, or even utensils such as chopsticks; tangible items that are linked to a certain culture. Cultural practices are the acceptable behavioral patterns, forms of discourse, and rites of passage within a specific culture.
  • the goals are that students "demonstrate an understanding of the relationship between the practices and perspectives of the culture studied," which means that we should encourage the students to understand why other cultures do what they do and what the members of that culture think about the reasons behind what they do. In addition, the students should come to an understanding of "the relationship between the products and perspectives of the culture studied." This means that we should enlighten the students on what members of other cultures do and what these peoples' own opinions are about what they do. Moreover, culture should be starting point for all classroom education. In keeping with the 5 C's, culture is used to make comparisons and connections about communities and in doing so students can have meaningful communication within those communties.
  • According to Omaggio: Culture is complex and elusive and is difficult to include in linear instructional formats. Culture requires time that many teachers feel that do not have. Teachers avoid culture because of their own perceived lack of knowledge. Culture often requires both teacher and learner to move beyond their level of comfort when confronted with deeper, sometimes controversial issues. When teaching languages that are spoken in many different countries, e.g., Spanish, where are the cultural boundaries? Balancing Big C with Little C.
  • Strategies, techniques, and tools for teaching culture in the classroom
Stéphane Métral

AP Central - La grammaire créative - 0 views

apcentral.collegeboard.com/...50433.html

fle french écriture writing

shared by Stéphane Métral on 17 Jun 09 - No Cached
  • Stéphane Métral on 17 Jun 09
     
    Activities for Lower-Level French
Maggie Verster

Class Collection of Book Reviews using collaborative google spreadsheets - 0 views

docs.google.com/View

lessonplans languages english google googledocs library2.0 school2.0

shared by Maggie Verster on 17 Jul 09 - Cached
  • Maggie Verster on 17 Jul 09
     
    As part of a language arts or reading program, students read novels throughout the school year. Some of the novels are assigned, read, and discussed "all class." Others are chosen by the students individually, and they keep individual reading lists. Students may be required to read a certain number per marking period, per school year, and over the summer. Some may be classics; other trade novels, but all contribute to the overall reading and comprehension abilities of the students. This unit can be done as a culminating activity for the school year. Students are asked to choose their two favorite novels from the ones they have read. They write reviews and post them online for students in their own school, in other schools, across the United States, and in other countries to read. The student reviews not only help student readers clarify their own understanding of literature, they also provide a "student-to-student" resource. Other students can choose novels based on opinions of their peers. The students review the novels, write descriptions that will appeal to other readers, and indicate the level of reading difficulty. They do this to help others choose novels suitable for their reading levels.
International School of Central Switzerland

Promotion Santé Suisse: Healthy Body Weight - Health promotion - 0 views

www.gesundheitsfoerderung.ch/...index.php

health teaching resources

shared by International School of Central Switzerland on 08 Jul 09 - Cached
  • International School of Central Switzerland on 08 Jul 09
     
    Overweight is taking a heavy toll on people's health and the economy. Health Promotion Switzerland focus on activities that will increase the number of people with healthy weight. Core target groups are children and adolescents. In cooperation with cantons and other partners, the strategic area «Healthy Weight» will implement policies to halt the trend towards more and more overweight people. Most information in French and German
Maggie Verster

Storyline Online - online story streaming. Cool - 0 views

www.storylineonline.net

reading audiobooks storytelling library2.0 literacy

shared by Maggie Verster on 02 Jun 09 - Cached
  • Maggie Verster on 02 Jun 09
     
    Listen and watch stories being read. Lovely friendly site and it comes with activities and guides. Cool
alice ayel

Tex's French Grammar - 0 views

www.laits.utexas.edu/...index.html

french language grammar

shared by alice ayel on 19 May 09 - Cached
  • alice ayel on 19 May 09
     
    Tex's French Grammar is the integral grammar component of Français Interactif, an online French course from the University of Texas at Austin. Français Interactif includes authentic, spoken French language via digital audio and video clips, a French grammar reference (Tex's French Grammar), self-correcting French grammar exercises, vocabulary and phonetics sections, Internet-based activities, comparative cultural polling, and an electronic workbook.
Isabelle Jones

Blogs in Education - 0 views

www.det.wa.edu.au/...weblogs

education blogging teaching technology

shared by Isabelle Jones on 18 Aug 09 - Cached
  • Isabelle Jones on 18 Aug 09
     
    resources to set up blogs as a class activity
Isabelle Jones

European Day of Languages - 0 views

www.mflextra.com/edlmain.htm

languages online_activities international_dimension edl promotion

shared by Isabelle Jones on 17 Aug 09 - Cached
  • Isabelle Jones on 17 Aug 09
     
    European Day of Languages activity by E Mercier
Belinda Flint

DeutschLern.net | Deutsch als Fremdsprache - Deutsch lernen online mit interaktiven Auf... - 3 views

www.deutschlern.net/index.php

online exercises online games deutsch deutschlern online grammar german competition vocabulary language web2.0

shared by Belinda Flint on 03 Nov 09 - Cached
  • Belinda Flint on 03 Nov 09
     
    Wow - you should join this site if you are a German teacher/learner! It has LOADS of online activities to practise your German not to mention current topics and competitions! Check it out!
Paul Beaufait

So…how do we 'teach' listening? | The Language Gym - 6 views

gianfrancoconti.wordpress.com/...sohow-do-we-teach-listening

bottom-up processing comprehension language learning language teaching languages listening top-down processing

shared by Paul Beaufait on 29 Jul 15 - No Cached
  • Paul Beaufait on 29 Jul 15
     
    In this blog post, Conti reiterated inadequacies in methods from previous posts about teaching listening to secondary-level additional (modern) language learners in the UK. He then outlined skills and conditions necessary for successful listening comprehension. As he enumerated practical implications of those skills for learning and teaching activities, he provided illustrative sequences of tasks that teachers could set for learners to help them develop their listening comprehension.
Lauren Rosen

How tablets accelerate the ease of learning a foreign language | TabTimes - 9 views

tabtimes.com/...ease-learning-foreign-language

apps mobile mobileLearning ACTFL12

shared by Lauren Rosen on 13 Feb 12 - No Cached
  • French Yelp, the Spanish-version of Craigslist, or the Japanese-language weather app.
  • best route from Le Louvre to Notre Dame in Paris. Students can use the same technology that a native speaker would use to accomplish any given task
  • mobile devices connect users with foreign language newspapers, videos, podcasts, and streaming online radio. This level of remote accessibility into other cultures and languages is completely unprecedented.
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  • how you might use the technology if your first language wasn’t English
  • electing applications that align with personal or professional interests
  • recipes in French
  • chord charts, and share recordings
  • Musicians
  • Cooking
  • majority of tablet applications are designed for just one task
  • ask-based approach to language learning relies on authentic language used in authentic ways. Tablets are now proving to serve this purpose
  • Lauren Rosen on 13 Feb 12
     
    Using real apps for real language learning through taks based activities and practice in the ways that native speakers function daily. Authenticity at its best. . 
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