Teaching Culture - created from Mind Map

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ZPD, Scaffolding

How much they already know?

Are they ready for the controvesrial topic?

95% of text should be understandable

16 meaningful encounters with the word before it is firmly established in the memory

Deductive relationship model

Learning conditions

Settings

Learning goals

Content

Learning process

Assessment

Language learning aspects

Culture learning

Methods/Idealogy

The Natural approach

Casting the nest

Communicative skills

Picking up the language

Affective filter

Grammar according to what students have spoken orally

Modified language

Feedback

recast- less traumatic,

Learning goals, motivation

Native like speech,Communicative goals Instrumental motivation- for immediate, practical goals

NAtive like speech puts a heavy strain on the learner. Non-native speaker shouldn`t be under the strain of to appear to be a native speaker Integrative motivation- for growth and cultural environment Through explorations, conversations with adults and teachers students learn

Communicative/Natural classroom setting

Errors

Developmental erros

Interlanguage progress

What can be done

Errors that indicate language acquisition instead of language learning

Language learning- Cognitive , Behavioralist, Socio- cultural perspective

Language specific model in the brain

Building up knowledge that later on can be called on automatically for speaking and understanding

By coming across thousands of examples of language associated with a particular meaning students understand cues that signal specific functions

Automatization of chunks- self confidence

Collaborative dialogue learners co-construct linguistic knowledge while engagung in production of tasks and it simultaneoulsy draws their attention to menaing and form

Grammar learning

Inaccurate linguistic abilities- high demand for language professionals (not intelligent, lazy)

SWAN- why grammar and how

Lack of oral proficiency might to a feeling of reduced personality if one feels unable to express onself fully /Harder

Direct method

communicate, think in the target language

associate meaning with the target language directly using relia, pictures, pantomime

explicit grammar rule might not be given

Authentic texts

Unfamiliarity can cause anxiety and poor performance

Comment what is going on, gestures, let the students be observant

Kramch-

social purpose in the language community in which it was produced

authenticity is socially determined, it is in the use speakers and readers make of it

learners will re-define

Materials shoulds be entertainig and challenging, however the content cannot be radically different from the students view of life

Dialogue with the text- what happened during the actual exercise, feelings, attitudes, ideas

Natural, non-pedagogic communication

Global language and many Englishes and its` forms

Power relationships between languages

Superior (accent, population)

One does not fully learn the language in order to show respect for the native language

Kramsch- acting like someone else will not guarantee they will be accpeted by the target group

Keep your culture, give up your culture

The same historical event from different cultural perspective, Same fairytale, What they say about my own country

Construction of student text-repetetive story-

pattern what happens to the character, the characters are introduced in a similar manner, gestures,, pictures should be added

Through the eyes of others, we get to know ourselves and the others

Peterson- if you understand the uderlying causes of certain attitude you can anticipate how people are going to react in certain situations

Cultural background

Cultural self-understanding- ways in which an individual define his or her won cultural community

Stereotypes

auto-stereotypes (own)

heterostereotypes (others)

Pre understanding- a way of understanding phenomen until one obtains more knowledge about the subject

Fluency

learn what is appropraite to say, manage conversations, how to interrupt and offer own contributions

politeness, conversational structure, speech styles

Skills:

recognizing significat phenomena

Curiosity and openness, readinesss to suspend disbelief and judgment about other cultures

Knowledge of social groups and their cultures

knwoledge of processes on interaction at individual and societal levels

Intercultural speaker- establishing relationships, managing disfunctions, mediating

Sercu Lies:

social skills,

attitudes towards other cultures

Monocultural level- stereotypes, cliches

Intercultural level- comparison between two cultures

Transcultural level- mediating between cultures

Ability to behave adequately and in a flexible manner when confronted with actions, attitudes, expectations of representatives o foreign cultures

Meyer- one should not try to adapt but rather take on mediators role in the cultural encounter

What is culture- self and other

The complex concept of culture- it is what you interpret yourself through and accordingly to which you engage in practices

Always changing and created between individuals. no consumers, just creators of meaning

If there is no struggle, it is possible that the students have accepted a ready made meaning

Critical pedagogy, Hermeneutic approach

Critical- understanding others, foreing attitudes and mindsets

Hermeneutic approach- understanding of self through others

Byram- skills

we shouldn`t talk about encounters between different language and culture systems rather encounters between individuals and their own meanings and cultural capital

Be conscious of your own perspective of the way in which you are thinking is culturally determined Rather than believing that their understanding is natural

Sercu- Intercultural competence- compromises the ability to behave appropriately in intercultural situations...ability to stabilize one`s self-identity while mediating between cultures

Kramsch- person who is capable of living as a world citizen. Critical cultural awareness

I-you axis

You-you axis

Cultural disorientations

language shock, culture schock, culture stress

Teacher is dependent on:

global needs,

national needs,

textbook industry

institution`s curricular needs

local needs of classroom participants

Literature, Poems

Literature shapes the self-and-other perception

When choosing a tec:

Is the text for aesthetic or efferent kind of reading?

Is the narrative structure predictable or not?

Are the cultural allusions clear or not to foreign readers?

Are the silences in the text understandable to foreign readers?

Poems- new ways of forming sounds, shaping words, phrases, sentences.

Celebrating poetry- drawing consicous pleasure from poetry`s visual and prosodic features- without first analyzing their nature

Visual dimension, understanding, listening, creating

Understaning: lyrical, imaginery, sematic frames, structure and it`s relavance

CREATING POETRY:

Writing poetry gives students the opportunity to test limits of available meanings within their restricted language lingusitc resources

They change the memory of the meaning

Audio material

Main voice

Facors of difficulty

Modiefied speech

Sub-listening skills: buttom up, top down,

Written language

Field- what is being talked about

Tenor- relationship between the speakers

Mode- whether the language is written or spoken

Content based, Task-based teaching, Communicative approach, Desuggestopedia

Relavence to the language use

Langauge as a medium to convey infromational content of interests of students

Vocab is acquired easier if the textual clues help to convey meaning

Develop language skills at the same time when vital 'life-coping' skilss are developed

Top down principle- Understand meaning before working with language forms

Vygotsky- all learning happens in social interaction with others

Activities are designed to continue learning outside the classroom

Whatever language is necessary to have students comprehen the text

Overall focus is on meaning

Authentic language as it is spoken in real context is used

Part of being communicatively competent- being able to figure out the speakers or writers intentions

The emphasazis is on the process of communication

Games- purpose for exchange, immediate feedback, negotiating meaning, groups maximiza the amount of communication

Teacher has to establish situations likely to promote communication

Students need to learn language forms (chose the most appropriate form for the given context)

Whta they learn can be used immediately

Cheerful environmet to help the overcome barriers, respect for students` feelings

Fine arts reach subconscious

Students use the language instead of focusing on it

Voab. is emphasized, the brain will acquire the grammar itself

Multiple intelligences

Teaching is meaningful to all children

Question formulation-open questions, scaffolding questions, classroom discussion

Instant by instant decision-making

Student talk

Cooperative work

inteligences

interlanguage skills

learning styles- individuals, natural, habitual, visual, aural, kineasthetic

Learning styles- Field dependent/independent

Senses-

careful, reflective, impulse, interactive, analytic, holistic, visual

high motivation, positive team atmosphere creates a cintext withnih which maximum learning can occure, class goals, change of roles that teach cultural systematic

Kramsch- double voiced discourse- dialoguw e=with others helps the realize which ways of talking they share and which ways are unique to them

Dialogue-

language ad the use of language

sympathy, antipathy

empowering

unexpected (do not kill it)

sudden grasps of difference, instant understanding of the relatioships between self and the other

pleasure aof understading and being understood

Piaget- constructing knowledge by making sense of the environment (Classroom management)

Signs of learning

The experiential learning circe

Participation

Description

Interpretation

Response /kolb

Evaluation

Generative situations