Transcript Visit http://padlet.com/muirheap/actflstevenson 2. Introduce yourself. 3. Take a selfie to include as well. 1. @PabloMuirhead @ACTFL [email protected] http://losmuirhead.wikispaces.com FROM the PERSONAL Connection between CULTURE & LANGUAGE Conceptualization of culture to the PROFESSIONAL Global Competence ACTFL Standards Concept of Culture Break Reflection.

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http://padlet.com/muirheap/actflstevenson
2. Introduce yourself.
3. Take a selfie to include as well.
1.
@PabloMuirhead
@ACTFL
[email protected]
http://losmuirhead.wikispaces.com
FROM the PERSONAL
Connection between
CULTURE & LANGUAGE
Conceptualization
of culture
to the
PROFESSIONAL
Global
Competence
ACTFL Standards
Concept of Culture
Break
Reflection & Action
Lunch
Create atmosphere + examples
Break
Develop activities
MOTIVATION
Why do you teach?
How do you teach?
What do you want your
students to gain?
Text 761703 and
your message to 37607
C
U
L
T
U
R
LANGUAG E
Standards Project
COMMUNICATION
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and why
to say what to whom.
Communication
Communities
Comparisons
Cultures
Connections
Communication
Communicate
in Languages
Other Than English
Cultures
Gain Knowledge and
Understanding of
Other Cultures
Connections
Connect with Other
Disciplines and Acquire
Information
Comparisons
Develop Insight into
the Nature of
Language and Culture
Communities
Participate in
Multilingual Communities
at Home and
Around the World
and
What do you see?
now?
Place the following aspects of culture either above
or below the water
 Clothing
 Views on equality
 Religious beliefs
 Personal distance
 Works of art
 Rules of politeness
 Relationship with nature
 Degree of eye contact
 Time management
 Methods of worship
 Tipping customs
 Gestures
 Attitudes towards
sexuality
 Concept of beauty
 Food
Content prepared by Wendy W. Allen
… tantamount to perspective
… products and practices
… intertwined with issues of
power
“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.
Pablo Muirhead
THEN
NOW
Pure
focus on Recognition of
importance of culture
language
Struggle to make it
“Culture”
natural part at all
limited to
levels
upper-level
Moving toward
coursework
deeper understanding
(through
of culture
literature)
Subconsciously
infusing culture in
lessons
IDEAL
Inextricable
link
between culture
and language visible
in classrooms
Students gain
multiple
perspectives that
help them challenge
societal injustices
 Recognizes
this as a
gradual process
 Moves beyond viewing
“other” cultures from
the outside in, but
rather the inside out
Decenters dominant ways of viewing
the world
 Legitimizes traditionally dominated
cultures and nonstandard language
varieties
 Presents cultural perspectives from
traditionally marginalized groups

 Recognizes
political
nature of schooling
 Creates an environment
where discrimination is
challenged
C
Perspectives
U
L
T
POWER
U
R
E
Products
Practices
PERSPECTIVES
the 3 Ps
PRODUCTS
PRACTICES
Share your thoughts about what PERSPECTIVES can be gained
and PRODUCTS might exist from the PRACTICE below.
PRACTICE:
Extended conversation at table during and
after a meal
PRODUCTS:
What products
would you
associate with
this practice?
PERSPECTIVES:
What perspectives
would you
associate with this
practice?
PRACTICE:
Gemütlichkeit
PRODUCTS:
What products
do you associate
with this?
PERSPECTIVES:
What perspectives
do you associate
with this?
Share your thoughts about what PERSPECTIVES can be gained
from the PRODUCT and PRACTICE below.
PRACTICE:
Use of two last names
PRODUCTS:
Last names
PERSPECTIVES:
What cultural
perspectives can
we gain from this?
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.
PRACTICE
PRODUCTS
PERSPECTIVES

http://www.learner.org/workshops/tfl/sessio
n_05/analyze.html
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.
STRATEGIES TO DEVELOP INTERCULTURAL
COMMUNICATIVE COMPETENCE
at a NOVICE LEVEL
Situations
• Formal vs Familiar
Proximity activities
•Closer vs further
Greetings
• Compare & contrast
AVOID BEING
CULTURE BOUND
Having a single cultural
perspective.
Not being able to adopt
different points of view.
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.
Young or old
woman?
Man Playing Horn...
or Woman's
Silhouette?
Hint: woman's right
eye is the black speck
in front of horn
handle
Woman in vanity...
or Skull?
Hint: move farther
a bit from screen
and blink to see the
skull or the woman
(looking at the
mirror)
Two Faces... or One?
Hint: two faces side
profile or one face
front view
A Rabbit... or a Duck?
Hint: the duck is looking left, the
rabbit is looking right
Chances are…
Fact is…
…you and your partner
didn’t see the same
thing at first.
…impressions and
decisions are made
very quickly.
…you may have
struggled to see both
representations all
the time.
…we will gain a bigger
picture of issues if
we can first suspend
judgment.
Denial
Defense
ETHNOCENTRIC
STAGES
Minimization
Acceptance
Adaptation
Integration
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
I haven’t left
my little
bubble yet…
Individual does not perceive
cultural differences, or avoids
them.
ETHNOCENTRIC
STAGES
DEFENSE
There
“they” go
speaking
Spanish
again.
Individual demonstrates
intolerance toward differences.
ETHNOCENTRIC
STAGES
MINIMIZATION
I like to
think of
myself as
color blind.
I don’t see
a person’s
race.
Individual downplays
differences and takes on belief
that everyone is the same.
ETHNOCENTRIC
STAGES
I don’t
understand
but I’m okay
with that and
am open to
learning.
ACCEPTANCE
Individual begins to value the
richness that cultures offer.
ETHNORELATIVE
STAGES
I see things
differently
now and can
better
understand
why others
feel the way
they do.
ADAPTATION
Individual begins to develop
other perspectives and skills to
get along better with “others”.
ETHNORELATIVE
STAGES
I have
acquired
various lenses
 \
through
which
to understand
the world.
INTEGRATION
Individual is able to view the
world from multiple perspectives.
ETHNORELATIVE
STAGES
Denial
Defense
ETHNOCENTRIC
STAGES
Minimization
Acceptance
Adaptation
Integration
ETHNORELATIVE
STAGES
Pull out your phones and text your responses to...
Denial
Defense
Minimization
ETHNOCENTRIC
STAGES
And now respond to…
Acceptance
Adaptation
Integration
ETHNORELATIVE
STAGES
Excellent resource for selfreflection.
http://bit.ly/1frij5P
Multiple tests are available
to measure your
subconscious.
Find at
http://hvrd.me/Wgh2pm
High-Challenge
Content
Learner Leaves
Learner Acquires Knowledge
High-Challenge
Process
Low-Challenge
Process
Learner Develops Skills
Learner Rests
Low-Challenge
Content
The Bennett Model
(as cited by Lange, 1999, p. 76)
Consider the risk of disclosure / preparation time
Low challenge processes
– Lecture
– Films (in the dark)
– Working together, group or
paired
activities
– Songs, games, or TPR
– Cloze activities, X choice
– Research projects
– Routine activities
– Matching or sorting exercises
– Reading [silently]
High challenge processes =
Individual learners are on the spot
–
–
–
–
–
–
–
Performance on the stage
Simulations
Role plays
Oral presentations
Open-ended
Debates
Voicing an opinion
Content prepared by Wendy W. Allen
Consider the risk of disclosure / preparation time
Low challenge
–
–
–
–
–
–
–
–
–
–
Weather
Leisure activities
Food
Calendar
Numbers
Big C "products"
Courses of study
Travel
Colors
Family
High challenge
–
–
–
–
–
–
–
Politics
Religion
Sexuality
Diversity
Social class
Justice / fairness / inequalities
Xenophobia
Antes de leer. Select four words from the list
below that you might use in describing the
concept of “family” in your native culture. As a
class, tally the most cited descriptions by native
culture.
___ unidos
___ ayuda financiera
___ reuniones frecuentes ___ ayuda moral
___ celebraciones religiosas ___ familias grandes
___ fiestas familiares
___ familias extendidas
___ familias nucleares
___ ayuda médica
___ respetar la autoridad ___ inculcar buenos modales
EXAMPLE
Communication (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)
Reading Comprehension. With a classmate, indicate
whether the following statements are true or false, based
on the reading above. Then, underline the sentence in the
reading that supports your answers. Confirm your answers
with 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.
EJEMPLO: COMPARANDO PERSPECTIVAS
Experiencia personal. Each of the stressors that made the “Top 7 list”
in the Contextos reading selection received an average score of from
3.33 - 4. 37 on a scale of 1-5, indicating highly perceived stress on the
part of the students.
Which, if any, of the situations below cause stress for you? Rate each
from 1-5 (1 = least stress; 5 = most stress). Compare your answers with
those of a couple of classmates. How do your experiences of these
situations compare to the experiences of Spanish students?
1 2 3 4 5 1. Tomar un examen
1 2 3 4 5 2. Presentar trabajos en clase
1 2 3 4 5 3. Estar en los salones de 200+ personas
1 2 3 4 5 4. Excesivo número de créditos, trabajos obligatorios, etc.
1 2 3 4 5 5. Ir a la oficina del profesor en horas de tutorías
1 2 3 4 5 6. Tiempo insuficiente para hacer los trabajos académicos
1 2 3 4 5 7. Competitividad entre compañeros
1 2 3 4 5 8. Trabajar en grupo
EXAMPLE: Comparisons (cultural)
What situations produce the most stress in your native
culture? If similar to the Spanish students, can you
offer reasons for the similarities? If different,
investigate why. For example, in many university level
classes in Spain, many professors expect students to
take one sole exam at the end of the semester and their
performance on that exam determines their grade.
EXAMPLE: Culture (interpretive mode)
Resumir la idea principal. Read the following short excerpt
from another article titled «Trabajar para vivir». Then, select
the statement below that best summarizes the main idea of this
paragraph? Compare your response with a classmate and then
with the class.
a. Attitudes about work in Spain are different from those in
the U.S., Japan, and China.
b. People in Spain are becoming as “workaholic” as people in the
U.S., Japan, and China.
c. People in Spain are struggling to find a balance between work
and other aspects of their lives, just like people in the U.S.,
Japan, and China.
[AIE: Remind students of some of the reading strategies they
have practiced thus far (e.g. skimming, contextual clues, prior
knowledge, titles). Answer: A]
Trabajar para vivir
por Eneko
Vivir para trabajar o trabajar para vivir. Esa pregunta
nos la hemos hecho casi todos, y todos decimos sin pensar
la misma respuesta: trabajar para vivir. En eso, por
norma general, los españoles van delante de otros países
del mundo, como Japón, China o Estados Unidos donde la
gente está mucho más dedicada a su trabajo; es decir, su
trabajo se convierte en la parte fundamental de su vida.
http://ebeka.net/archives/872-Trabajar-para-vivir.html
¿Tú vives para trabajar? o ¿trabajas para vivir? Is the main idea
of the reading above true for you and your classmates? Ask the
questions to a classmate and based on his/her responses, determine if
your partner lives to work or works to live. Your instructor will poll
the class to see how many students in class live to work and how many
work to live. Record the findings in your Profile of my Spanish Class.
1.
¿Con qué frecuencia comes comida rápida? ¿cocinas?
2. ¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)?
3. ¿Comes en la mesa o en otro lugar; por ejemplo en tu coche, en tu
oficina, enfrente del televisor?
4. Aunque estés ocupado/a, ¿tomas tiempo para comer
tranquilamente?
5. ¿Pasas mucho o poco tiempo preparándote por la mañana?
6. ¿Vas de compras sólo por necesidad o también para relajarte?
http://bit.ly/1dR71dS
http://bit.ly/1hlrXKm
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
Objective: Create an opportunity for Spanishdominant 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
because of the realness factor and
perspectives can be gained from one another.
Write from a different perspective.
Weather from different parts.
Interview community members.
Activities in the community.
Listen to and work with music.
Reenact an event.
Noticias del mundo hispanohablante.
Thematic Units: Immigration, Chicano
Civil Rights, U.S. in Latin America,
Identity
 10 Chairs of Wealth








p. 13
Objective: Create an opportunity for Spanishdominant 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
because of the realness factor and
perspectives can be gained from one another.
We often inherently know the
difference between an A and a B-.
Do our students?
 Clear
rubrics help students target
their progress, and
 provide a roadmap to success.
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)
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…).
1.
2.
Look for examples of products,
practices and perspectives in
your text(s). What do you see
more of?
Consider the relationship
between content & process. How
would you describe the examples
in your text?
Period
Trends &
movements
Nature of culture
Role of culture in
FL classroom
1950s-60s
Grammar-translation
Big "C" facts
Cultural knowledge
for reading
literature
Late 1960s
Audio-lingual
movement
Little "c" facts,
differences that impede
TL communication
Knowledge of
culture necessary
for building
vocabulary
1970s-1980s
Advent of
sociolingualism,
communicative
competence, &
proficiency
Language pragmatics,
socio-linguistic facts
Knowledge of
culture to avoid
communication
faux-pas,
breakdown
1990spresent
"Riding the
intercultural wave,"
Teaching for
intercultural
competence
Process of culture
learning; essential
integration of language
and culture
Culture = core
Context and
purpose for
authentic language
instruction
Content prepared by Wendy W. Allen

Lack of stated goals and outcomes

Absence of curricular organization

Unfocused learning strategies

Deficient or non-existent assessment tools
Dale Lange, 1996
Content prepared by Wendy W. Allen
 Textbooks
treated as sacred
book and not as a resource.
Teachers that successfully
integrated culture and language
did so by following this advice:
“Use the text,
don’t be used by it.”
“If you lead with culture,
language will follow.
-Donna Clementi
Pair up with a colleague who teaches a
similar course as you. Begin developing
the framework for an upcoming unit.
FROM THE PERSONAL
“Connection between
culture & language”
“Conceptualization
of culture”
TO THE
PROFESSIONAL
“Global
Competence”
Now 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 or an
idea that you would like to
further develop..
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
[email protected]
https://losmuirhead.wikispaces.com/
Thank you for participating in the ACTFL
workshop with Pablo Muirhead today. Please go
to the link below and provide your feedback and
reflection from the workshop within the next
week. Your responses will help ACTFL continue to
provide high quality professional development that
meets the needs of world language teachers like
you.
https://www.surveymonkey.com/r/RSJLND5