Foreign language education & teaching of culture

Lorena Ruiz
Mind Map by Lorena Ruiz, updated more than 1 year ago
Lorena Ruiz
Created by Lorena Ruiz about 5 years ago
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Foreign language education & teaching of culture

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Foreign language education & teaching of culture
1 Different research dedicated to defining the nature importance and place of culture in foreign language study
1.1 School curricula
1.1.1 delineate quite strictly language classes taught in the foreign language from literature or culture classes that are teught in the L2 or in the students native language
1.1.1.1 Literature pedagogy
1.1.1.1.1 big c
1.1.1.1.1.1 analysis, interpretation and translate of texts of other languages
1.1.1.2 Language pedagogy
1.1.1.2.1 small c
1.1.1.2.1.1 communicative competence and acquisition of conversational skills
1.2 Language teachers
1.3 Language learners
2 Debates
2.1 What Culture should be taught:
2.1.1 specific lifestyle of specific speakers?
2.1.2 General humanistic fund of wisdom as transmitted through literature and arts?
2.2 Is the goal to raise students' awareness:
2.2.1 about Language in general?
2.2.2 to give them skills necessary to communicate with L2 speakers with global economy?
2.2.3 to enable them to travel abroad as tourists or to seek employment?
2.2.4 to become literary scholars and academics?
2.3 Issues of national and social identity in a world of rapidly changing; gap between generations
3 what is culture?
3.1 Dialogism
3.1.1 know our culture throught the eyes of the other culture
3.1.2 It is a differential relation. To perceive the world through the metaphors, the idioms and the grammatical patterns used by the Other. through dialogue., composed of utterances and responses, links not only two interlocutors in each other’s presence, but readers to distant writers, and present texts to past texts.
4 What’s in a language?
4.1 Language as symbolic system
4.1.1 represents
4.1.1.1 social reality by referring to the outside world
4.1.2 express
4.1.2.1 social reality by indexing social and cultural identities
4.1.3 is a metaphor for
4.1.3.1 reality as it stands for, or is iconic of, a world of beliefs and practices that we call ‘culture’
5 Teaching culture: Modernist perspectives
5.1 Big C
5.1.1 As a humanistic concept, culture is the product of a canonical print literacy acquired in school; it is synonymous with a general knowledge of literature and the arts.
5.2 Little c
5.2.1 It includes the native speakers’ ways of behaving, eating, talking, dwelling, their customs, their beliefs and values.
6 Teaching culture: Postmodernist perspectives
6.1 the relationality of self and other across multiple timescales in a decentered perspective, where the meaning of events emerges in a non-linear way in interactions with others, and social reality is constructed minuteby- minute in the ongoing discourse.
6.2 In a postmodernist perspective, culture has become a discourse, that is, a social semiotic construction.
7 Intercultural competence
7.1 In foreign language study, the concept of intercultural competence emerged in Europe alongside the concept of communicative competence, with a social and political orientation
7.1.1 knowledges
7.1.1.1 knowledge of self and Claire Kramsch/Culture in foreign language teaching 70 other; of interaction; individual and societal
7.1.1.2 skills to discover and/or interact
7.1.1.3 skills to interpret and relate
7.1.1.4 (critical cultural awareness, political education
7.1.1.5 attitudes: relativising self, valuing others
7.2 Intercultural communication online has been focused instead on participation in on-line communities
8 conclusion
8.1 The teaching of culture will always experience a tension between, on the one hand, the need to identify, explain, classify and categorize people and events according to modern objective criteria and, on the other hand, the desire to take into account the post-modern subjectivities and historicities of living speakers and writers who occupy changing subject positions in a decentered, globalized world.
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