7. The bicultural

1. 1From the following statements, please choose the one that shows the lowest level of cultural awareness:

   1. A“She didn’t behave as a proper lady to me, but perhaps that’s the way ladies behave in her culture”.
   2. B“That encounter made me feel stressed and confused, but I guess for her it was also confusing”.
   3. C“I think that’s not the best way someone should behave in such a situation, perhaps she perceived my words as a threat.”
2. 2From the following statements, please choose the one that shows the highest level of meta-pragmatic awareness.

   1. ARespondido
      “well, it could be that this is the way people behave in his culture, even though that’s not the case at all in my culture, we are more polite”.
   2. B"perhaps is the way someone makes requests in his culture, does not mean that he behaved in a disrespectful manner”.
   3. C“It’s kinda weird how he behaves and it seems to me a bit arrogant”.
3. 3What is a real difference between cultural knowledge and cultural awareness?
   

   1. AWhile cultural awareness is dynamic and variable, cultural knowledge is static and words can mean more than what words express.
   2. BCultural knowledge focuses on internal information and cultural awareness relates to external information.
   3. CWhile cultural knowledge is typically reduced and omits information about variations and exceptions, cultural awareness has an interactive element corresponding to connecting with and informing each other.
4. 4One of the recommendations in order to achieve the objectives of bicultural competence acquisition is the following:

   1. Ato reflect on your personal interpretations taking them as definitive answers.
   2. Bfacilitate connections between the old and the new (e.g. by encouraging learners to constantly think of comparable personal experiences).
   3. Cto stimulate a uni-dimensional interpretation of cultural experiences (e.g. through textbook cultural knowledge activities).
5. 5Language instructional materials need to help the learners become communicatively competent, which involves the following elements:

   1. Acognitive, affective and behavioral
   2. Binnate and sociocultural
   3. Clinguistic, cultural and meta-cultural
6. 6Among the objectives to promote cultural awareness we can find:

   1. Areflecting on the relationship between culture and language.
   2. Bdeveloping empathy with other cultures.
   3. Cnoticing conflicts and analytically predicting the causes
7. 7One way to break down cultural barriers before any learning activity is:

   1. Ato emphasize similarities and dissimilarities and make the task neutral.
   2. Bto rehearse the cultural values of one’s own culture.
   3. Cto emphasize similarities between people from different cultures and make the task personally relevant.
8. 8What is an example of a pragmatic act when we talk about meta-pragmatic awareness?

   1. Aa general behavior
   2. Ban apology
   3. Ca habit
9. 9One of the critics that Krashen received related to his theory was that:

   1. Athe affective filter was not realistic enough to describe the way we humans feel
   2. Btoo much importance is given to the social element in input processing
   3. Clanguage acquisition with the two processes simultaneously was not possible
10. 10Properly introducing to students to cultural knowledge can provide:

    1. Aa decrease in cultural awareness
    2. Ban increase in perceived similarities between cultures
    3. CA reduction of stereotypes related to previous learning

11. 11The use of educational activities as a way to promote cultural comparisons by students should:

    1. Aunderestimate cultural differences
    2. Bhighlight that although some cultural elements are globalized, there is still diversity among cultures
    3. Coverestimate cultural differences
12. 12Please select what personal characteristic could be affected by the language we speak:

    1. Aemotions
    2. Bidentity
    3. Ccognitive processing styles
13. 13"Being competent in two cultures means that you are able to see the world from different cultural lenses, by accepting and sharing values, beliefs, traditions, etc." is the definition of:
    

    1. Aanti-bias curriculum
    2. BBicultural competence
    3. CBilingualism
14. 14The Shapir-Whorf hypothesis helps us understand:

    1. Athat there are different understandings of apparently dissimilar concepts
    2. Bthat our cultural understanding is so different that we use very different words
    3. Cthat there are different understandings of apparently the same concepts
15. 15Emotions are key indicators of what occurs in student presentations in a non-native language because they:
    

    1. Acreate a specific atmosphere in the audience.
    2. Benable predispositions to specific action tendencies (e.g. freeze or fly in the presence of a risk or threat).
    3. Cimpede performance and normal thinking processes.
16. 16Please indicate which of the following statements is correct:

    1. Avariation is similar within and between cultural groups
    2. Bthere is often more variation within a cultural group than between cultural groups.
    3. Cthere is more variation between cultural groups than within cultural groups.
17. 17Language can:

    1. Ahelp or hinder our thought and thus our performance
    2. Bhinder our thought and thus our performance
    3. Chelp our thought and thus our performance
18. 18There are two types of appraisals attached to each particular emotion:

    1. Acontrollability and chageability
    2. Buncertainty and confidence
    3. Ccontrollability and certainty
19. 19A student that feels anxious in class when learning a second language:

    1. Acan feel both state and trait anxiety depending on the mood
    2. Bfeels state anxiety and therefore has an appraisal of low controllability and certainty
    3. Cfeels trate anxiety and therefore has an appraisal of low controllability and certainty
20. 20Feeling anxious or rather confident in class (for instance, giving a presentation in a second language) can be affected by:

    1. Aconcrete events such as lacking vocabulary
    2. Bboth previous answers are correct
    3. Ca gesture from the teacher expressing a specific emotional response
21. 21Anxiety in students can promote:

    1. Aprevention of implicit biases and stereotypes
    2. Ba more analytical thinking and thus reduce stereotypes
    3. Cimplicit biases and stereotypes
22. 22When we act unfairly and therefore we create inequality in the way we treat our students, the following element is involved:

    1. Abiases
    2. Bdiscrimination
    3. Cstereotypes
23. 23A good and comprehensive approach to decrease cultural stereotypes would be:

    1. Ato promote equal-status contact with out-group members that behave in counter-stereotypic ways in many different contexts.
    2. Bto promote contact with out-group members that behave in stereotypic ways.
    3. Cto promote contact with out-group members based on unequal status
24. 24The benefits in reducing biases, prejudice and stereotypes triggered by mindfulness meditation:

    1. Aare exactly the same in short and long meditative practices.
    2. Beven quite short meditative practices can reduce discrimination and increase trust towards the out-group.
    3. Clong meditative practices have been shown to have superior beneficial effects.
25. 25One way in which mindfulness meditation helps reduce stereotypes and discrimination is by

    1. Apromoting positive emotional experiences and decreasing automatic responses
    2. Bpromoting positive emotional experiences and increasing kindness bias
    3. Cpromoting calming emotional experiences and reducing implicit bias.
26. 26We often activate stereotypes:

    1. Aunder controlled processing
    2. Bregardless the type of information processing
    3. Cunder automatic processing
27. 27Choose which of the following statements holds true:

    1. Astereotypes can be reduced, but only in specific type of people with specific traits
    2. Bstereotypes can be reduced, but is human and natural to have them as they allow adaptation
    3. CStereotypes lead inevitably to prejudices
28. 28It is difficult to reduce stereotypes as:

    1. Awe have unlimited cognitive capacity
    2. Bcognitive and affective systems can work in different and separate ways when affecting our behaviour
    3. Ccognitions is not subject to change
29. 29One way to reduce stereotypes in the classroom would be:

    1. Aboth previous answers are correct
    2. Bto create games or common tasks between dissimilar groups
    3. Cto promote a positive and relaxed atmosphere towards what is different
30. 30In order to be aware of our own biases and stereotypes:

    1. Awe need to try to see things from different perspective (cognitive flexibility)
    2. Bwe need to engage in calming positive emotions such as compassion
    3. Cboth previous answers are correct
31. 31Content competences differ from process competence in the following:

    1. Acontent competences relate to the way we interact and understand other people in different situations
    2. Bprocess competences relate to the way we interact and understand other people in different situations
    3. Cprocess competences relate to the way we interact and understand other people from the same cultural background
32. 32Regarding the processual competences of Intercultural Education, we can highlight the importance of the following element:

    1. Ainvolvement
    2. Bimmersion
    3. Cinteractive
33. 33What is diversity?

    1. AAll those cultural differences in values, beliefs, behaviors, etc. shared by groups when interacting with each other.
    2. BThe exclusion of different types of values but inclusion of different types of personalities
    3. Cthe condition of having or being composed of different cultural values
34. 34What is empathy in intercultural competence?

    1. Athe cognitive understanding and affective sharing of what is like to be on their shoes
    2. Bthe cognitive understanding of the other’s situation
    3. Cadopting the other’s points of views in regards to cultural norms
35. 35What is one of the advantages of CLIL?

    1. Ato increase people’s empathy
    2. BTo increase individuals’ creativity in language use and communication
    3. Cto incorporate a multicultural understanding through language and cultural lenses
36. 36Which are some of the benefits of Intercultural Education?

    1. Aboth previous answers are correct
    2. BCritical thinking, development of values such as tolerance and respect and appreciation of one’s own culture as well as the other culture/s.
    3. CEmpathy and the ability to improve social and emotional skills including the reduction or awareness of our stereotypes
37. 37Why is intercultural education so important?

    1. Aboth previous answers are correct
    2. Bbecause we need complex skills and knowledge to adapt to a changing job and be competitive in the job market.
    3. Cbecause we live in an increasingly globalized word
38. 38Why is it risky to rely on simple comparisons between cultures when teaching in intercultural education?

    1. Ait generates negative emotional reactions towards the target culture and positive ones towards one’s own culture.
    2. Bbecause they represent groups instead of individuals inside cultural groups
    3. Ccultural diversity is presented as something that is only evaluated from one’s own value system and cultural perspective.
39. 39A good educational resource to promote cultural awareness should consider:

    1. Aactive construction and competence-based resources that help us increase cognitive flexibility
    2. Bthe use of authentic resources with a reasonably high conceptual load
    3. Cthe use of authentic resources focused on objectives and a reasonably low cognitive load
40. 40Literature writing can promote:

    1. Adecreased critical thinking and increased emotional awareness
    2. Bincreased critical thinking and emotional awareness
    3. Can increased heuristic thinking as well as emotional awareness

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Test sobre 7. The bicultural, creado por Ainhoa Quilon el 12/02/2024.

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