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Integrating the
Teaching of Culture
and Social Identity

Joe McVeigh
Ann Wintergerst

TESOL
Philadelphia, PA
March 30, 2012
1. Define a common
vocabulary to talk about
culture
Have students articulate their
   own definitions of culture
• Definitions of culture
Have students articulate their
    own definition of culture

• Products, practices, and perspectives
• Artifacts, actions, and meanings (Moran, 2001)
• A set of basic ideas, practices, and
   experiences that a group of people share
Have students articulate their
    own definition of culture

• The shared beliefs, norms, and attitudes that
  guide a group of people’s behavior and help
  explain their world (DeCapua & Wintergerst, 2004)

• “A complex frame of reference that consists of
  patterns of traditions, beliefs, values, norms,
  symbols, and meanings that are shared to
  varying degrees by interacting members of a
  community” (Ting-Toomey, 1999)
Have students             articulate
their own definition of culture (3)
Have students articulate their
  own definition of culture
Culture = an integrated system of
learned behavior patterns that are
characteristic of the members of any
given society. Culture refers to the total
way of life of particular groups of people.
It includes everything that a group of
people thinks, says, does and makes—
its systems of attitudes and feelings.
Culture is learned and transmitted from
generation to generation (Kohls, 1996)
2. Explore
concepts
of personal
identity
What is identity?

• Our sense of self

• The way we see ourselves as individuals

• The way we interact with others

• Within our first culture and other cultures
Ways to categorize identity
• Primary identities and secondary identities
  (Ting-Toomey, 1999)


• Primary identities impact our lives ongoing

• Secondary identities are changeable

• Primary: personal identity, gender identity,
  cultural identity, and ethnic identity

• Their formation and communication is
  interconnected with our culture
Personal identity?
• Exists in each human being

• Influences the ways in which we interact

• Affected by our experiences, background, and
  personality traits

• Family plays a key role in defining who we are

• Sets us apart from other individuals
Age

• Plays out differently in each culture

• High status of the old and respect from the
  young in collectivistic cultures

• Age has no status in individualistic cultures
   (Gudykunst & Kim, 2003)
Social class
• We each belong to one and identify with one

• How viewed depends on one’s place on the
  social scale

• Social class structures differ from one society
  to another

• Factors of social class identity are similar
  across cultures
Religion
• Helps define a sense of self and a world view

• Religious beliefs give a sense of place in the
  universe

• Interacting with “sacred wisdom” (Samovar & Porter,
  2004)


• Gives rise to moral and ethical beliefs and
  behaviors
Personal identity linkage
• To cultural and social identities

• Threatened cultural identity is an affront to our
  sense of self

• People stand up for their country when it’s
  disparaged

• Language difficulties threaten personal identity
What the teacher can do
• Must have a good sense of their own identity

• Achieved by self-reflection, journaling, talking

• Makes them good models for students

• Use questionnaires, discussions, journaling,
  writing assignments, reading/discussion of
  essays, stories, biographical writings of others

• Use Activity 2 for student self-exploration
Activity 2: Exploring Personal Identity
1.   The goal is for students to create a collage to represent their personal
     identities. A simple form of collage involves selecting, cutting, and pasting
     photographs, printed text, hand-written texts, drawings, digital images
     and text onto paper.
2.   Prepare a model of the type of collage that you would like to see your
     students produce. Show students your collage to introduce the activity.
3.   Two weeks before the start of the project, ask the class to bring in
     magazines and newspapers with photographs. Encourage students to
     bring all types of magazines so that there will be a variety of photographs
     and text to choose from.
4.   Decide if you want to devote class time to this activity or ask students to
     do their collages as homework. Instruct students accordingly.
5.   Tell students the project is to make a collage that represents their
     personal identity. They should include information they feel represents
     who they are, their interests, their views, etc. Point out that they can use
     photos, bits of text, their own drawings or writings – anything that helps
     portray how they see themselves.
6.   Have students bring their completed collages to class. Display them
     around the classroom. Ask students to walk around the room and enjoy
     the collages. Give the class an opportunity to ask any questions about
     their classmates’ collages
3. Explore gender
identity and roles
Gender and Identity

• Influence of individual
• Influence of society
• Women and power -- expectations
Gender and Identity

• Fundamental aspects
• Roles expectations can be learned and
  unlearned
• Differences across cultures
Gender and Identity

• Expectations across cultures
• Expressions of sexual identity
• Use of language and nonverbal
  communication
Activity 3: Exploring gender identity

•   Create a poster
•   Brainstorm characteristics
•   Collect visual images
•   One poster each for men and women
•   Discussion
4 Build awareness of social
identity and roles
Build awareness of social identities & roles

• “Show me who your friends are and I’ll tell you
  who you are.”

• People around us, groups we belong to, roles we
  have

• Social identity: commonalities with others and
  how they see us

• Social roles: the socially expected behavior
  patterns we hold
Social identity

• Linked to our roles in life: student, teacher,
  parent, sibling

• To our physical features: ethnicity, gender, age

• To memberships we hold: organization, club,
  political party
Social identity
• Children view themselves initially as family
  members

• With awareness of social groups, they form
  social identities

• Growing older, group memberships expand
  based on interests

• In-group membership is key to our identity (Lustig &
  Koester, 2003)
Social Identity
• Belonging to a cultural group adds to our social
  identity
• Learning about our traditions, language, religion,
  social structures
• Internalizing our culture’s beliefs we connect and
  identify with it
• Groups related to work, religion, or others mold
  our social identity
Social Roles
• Social structure includes formal rules, behaviors,
  social roles
• The roles played contribute to our social identity
• Cultural expectations of how people in a social
  position are to behave (DeCapua & Wintergerst, 2004)

• Some social roles are given to us: gender, age,
  social status
• Others depend on actions gained by: education,
  hard work, marriage
Aspects of social role identity
• Differences in the level of formality

• Degree of hierarchy in role relationships

• Status or relative position of importance

• Certain forms of address make roles explicit
What the teacher can do
• Call attention to the many groups to which
  students belong
• Point out the function of roles as part of social
  identity
• Use Activity 4 to help students recognize what
  social identity is
• Role play allows students to get a sense of the
  concept
Activity 4
• Activity 4                Exploring social identity and roles
•   Make copies of the handout. Pass them out to the class.
•   Explain the concept of a role play. Students choose a character and role-play how
    this person would act in the situation. Remind students that they are taking on the
    character's social identity and social role. Have them think about any differences in
    social status of the characters, etc. Provide a model by demonstrating one of the role
    plays with a student in front of the class.
•   Form pairs and assign role plays. Ask students to imagine what the character is like
    based on her social identity and role. They might invent the name and age of the
    character, where she is from, and what she looks like.
•   Give the class time to practice. Walk around and provide feedback as needed.
•   Have students act out their role plays in front of the class.
•   To finish the activity, ask the class to discuss the following questions:
     –   How did you feel about taking on the role of another person? What was easy about the
         role? What was difficult?
     –   How was it different when you switched roles?
•   What ideas or thoughts do you have about culture and identity after role-playing your
    character(s)?
5.
Recognize
differences
among
cultural
identities
              www.flickr.com/photos/varun/4294741565/
Cultural identity
• Relation to social identity and personal
  identity
• Strength varies
• Positive and negative perceptions
Cultural identity
•   Sense of self
•   Strength of identification
•   Individualism vs.collectivism
•   Multiple identities
•   Social distance
Activity 5: Dimensions of cross cultural
                 identity
• Make copies of the handouts for Activity 5
• Review with students that a critical incident is a cross-
  cultural problematic situation. The incidents are concerned
  with various dimensions of culture. Inform the students that
  there is no right or wrong answer, but that there are
  solutions.
• Ask students to work in groups of 3-4. Pass out the
  handouts. Assign each group one critical incident. Have
  students read the critical incidents and questions and
  discuss what they think caused the conflict.
• If a group finishes early, assign them another critical
  incident.
• As a class, discuss each critical incident, the solutions from
  each group, and the area of cultural conflict manifested.
  Share possible interpretations with the class if none of the
  groups have already suggested them.
6. Identify cultures as either
individualistic or collectivistic




www.flickr.com/photos/elvire-r/2451784799/
Individualistic / Collectivistic
• Cultural identity deals with the nature of the
  culture in which we find our identity
• Individualism – primary importance is on the
  individual
• Collectivism - the well-being of the group
  takes priority
• Implications for how students learn
• Relationship between the individual and the
  group at the heart of identity (Hofstede, et al., 2002)
Individualism-collectivism index
Highly Individualistic ---------------------- Highly
Cultures                                       Collectivistic Cultures
 Individuals take care of                      Individuals work for the
 themselves and their                          good of the group and
 immediate family first.                       suppress their identity for
                            Characteristics
 The autonomy of the                           the benefit of the group.
 individual and the self                       The needs of the group
 are most important.                           come before the needs of
                                               the individual.

 United States, Australia,                     Guatemala, Ecuador,
 Great Britain, Canada,    Example             Panama, Venezuela,
 Hungary, the                 cultures         Colombia, Pakistán,
 Netherlands, New                              Indonesia, and Costa Rica
 Zealand, and Italy

                                              (Hofstede et al., 2002)
Predictors of individualism-
             collectivism
• Economic development:
  – Wealthy cultures tend to be individualistic
  – Poor cultures tend to be collectivistic

• Climate:
  – Cultures in colder climates tend to be
     individualistic
  – Cultures in warmer climates tend to be
     collectivistic
Effects on student learning
• learning style preferences - (Ehrman & Oxford, 1990)

• English speakers rated individual learning highest; ESL
  students did not (Reid, 1987)

• American students studying a foreign language preferred
  individual work; ESL counterparts preferred group work
  (Wintergerst, et al., 2002)

• Russian ESL/EFL students and Asian (Chinese, Korean,
  and Japanese) ESL students preferred group work over
  individual work (Wintergerst, et al., 2003)

• Chinese learning is characterized by cooperation       (Nelson,
  1995)
What the teacher can do
• Ask students to think about their own culture
  and identify their cultural characteristics

• Bring in readings illustrative of individualism
  and collectivism, i.e., short stories or articles

• Refer advanced students to Lustig and Koester’s
   Intercultural competence: Interpersonal communication
   across cultures, pg. 125, which gives 69 country
   ratings on the individualism-collectivism
   dimension adapted from Hofstede
Activity 6: Alone or with others?
• Present the concept of individualistic and collectivistic
  cultures. Draw a continuum showing the characteristics
  of each type culture.

• Write the students' home countries on the board. Ask
  students if they think their own culture is more
  individualistic or collectivistic.

• Ask students to think of examples of phrases,
  expressions, situations, or proverbs that illustrate either
  the collectivistic or individualistic nature of their culture.
  Write examples on the board: The nail that stands up will
  be hammered down. The squeaky wheel gets the
  grease. All for one and one for all.

• To finish the activity, have volunteers share their ideas
  with the class.
Examples

• Strongly Individualistic   United States

•Somewhat Individualistic    Switzerland

• Neutral                    Japan, Russia

• Somewhat Collectivistic    China

• Strongly Collectivistic    Guatemala
Individualistic or collectivistic?
Guess where these countries fall on the chart:

  Two are neutral
  Two are strongly collectivistic
  Two are strongly individualistic

  Indonesia, Netherlands, New Zealand,
  Pakistan, Spain, Turkey
Answers
Strongly Individualistic:   New Zealand,
                            Netherlands

Neutral                     Spain, Turkey

Strongly Collectivistic     Indonesia,
                            Pakistan
7. Show how
ethnic identity
influences social
identity
Ethnic identity

• Categorization based on ethnicity

• Cultural, social, psychological, physical

• Members vs. non-members
U. S. historical perspective

• Assimilation: melting pot

• Pluralism: salad bowl / mosaic
Ethnicity and language

• Emotional connection = solidarity

• Level of identification

• Strength of identity and content may
  differ
Activity 7 – Ethnic identity in film
• Make copies of the handout. Pass them out to the class.
• Choose a film that highlights ethnic roles within a culture.
  Some suggestions are: My Big Fat Greek Wedding
  (2002), Guess Who’s Coming to Dinner (1967), Bend it
  Like Beckham (2003), Pleasantville (1998), and Witness
  (1985).
• Discuss the questions with the class before watching the
  movie.
• During the movie, stop as often as necessary to explain
  any key plot or language points that may be difficult for
  students.
• Form pairs. Have students answer the questions.
• To finish the activity, discuss the answers with the class.
Questions




www.flickr.com/photos/eleaf/2536358399/
Check out
 our book at
the Pearson
    booth or
     online !
Download copies of the handout
       and PowerPoint slides at
www.joemcveigh.org/presentations




                               Thank you
                              Thank you !



        www.flickr.com/photos/tacitrequiem/2970523639/

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Culture and social identity

  • 1. Integrating the Teaching of Culture and Social Identity Joe McVeigh Ann Wintergerst TESOL Philadelphia, PA March 30, 2012
  • 2. 1. Define a common vocabulary to talk about culture
  • 3. Have students articulate their own definitions of culture • Definitions of culture
  • 4. Have students articulate their own definition of culture • Products, practices, and perspectives • Artifacts, actions, and meanings (Moran, 2001) • A set of basic ideas, practices, and experiences that a group of people share
  • 5. Have students articulate their own definition of culture • The shared beliefs, norms, and attitudes that guide a group of people’s behavior and help explain their world (DeCapua & Wintergerst, 2004) • “A complex frame of reference that consists of patterns of traditions, beliefs, values, norms, symbols, and meanings that are shared to varying degrees by interacting members of a community” (Ting-Toomey, 1999)
  • 6. Have students articulate their own definition of culture (3)
  • 7. Have students articulate their own definition of culture Culture = an integrated system of learned behavior patterns that are characteristic of the members of any given society. Culture refers to the total way of life of particular groups of people. It includes everything that a group of people thinks, says, does and makes— its systems of attitudes and feelings. Culture is learned and transmitted from generation to generation (Kohls, 1996)
  • 9. What is identity? • Our sense of self • The way we see ourselves as individuals • The way we interact with others • Within our first culture and other cultures
  • 10. Ways to categorize identity • Primary identities and secondary identities (Ting-Toomey, 1999) • Primary identities impact our lives ongoing • Secondary identities are changeable • Primary: personal identity, gender identity, cultural identity, and ethnic identity • Their formation and communication is interconnected with our culture
  • 11. Personal identity? • Exists in each human being • Influences the ways in which we interact • Affected by our experiences, background, and personality traits • Family plays a key role in defining who we are • Sets us apart from other individuals
  • 12. Age • Plays out differently in each culture • High status of the old and respect from the young in collectivistic cultures • Age has no status in individualistic cultures (Gudykunst & Kim, 2003)
  • 13. Social class • We each belong to one and identify with one • How viewed depends on one’s place on the social scale • Social class structures differ from one society to another • Factors of social class identity are similar across cultures
  • 14. Religion • Helps define a sense of self and a world view • Religious beliefs give a sense of place in the universe • Interacting with “sacred wisdom” (Samovar & Porter, 2004) • Gives rise to moral and ethical beliefs and behaviors
  • 15. Personal identity linkage • To cultural and social identities • Threatened cultural identity is an affront to our sense of self • People stand up for their country when it’s disparaged • Language difficulties threaten personal identity
  • 16. What the teacher can do • Must have a good sense of their own identity • Achieved by self-reflection, journaling, talking • Makes them good models for students • Use questionnaires, discussions, journaling, writing assignments, reading/discussion of essays, stories, biographical writings of others • Use Activity 2 for student self-exploration
  • 17. Activity 2: Exploring Personal Identity 1. The goal is for students to create a collage to represent their personal identities. A simple form of collage involves selecting, cutting, and pasting photographs, printed text, hand-written texts, drawings, digital images and text onto paper. 2. Prepare a model of the type of collage that you would like to see your students produce. Show students your collage to introduce the activity. 3. Two weeks before the start of the project, ask the class to bring in magazines and newspapers with photographs. Encourage students to bring all types of magazines so that there will be a variety of photographs and text to choose from. 4. Decide if you want to devote class time to this activity or ask students to do their collages as homework. Instruct students accordingly. 5. Tell students the project is to make a collage that represents their personal identity. They should include information they feel represents who they are, their interests, their views, etc. Point out that they can use photos, bits of text, their own drawings or writings – anything that helps portray how they see themselves. 6. Have students bring their completed collages to class. Display them around the classroom. Ask students to walk around the room and enjoy the collages. Give the class an opportunity to ask any questions about their classmates’ collages
  • 19. Gender and Identity • Influence of individual • Influence of society • Women and power -- expectations
  • 20. Gender and Identity • Fundamental aspects • Roles expectations can be learned and unlearned • Differences across cultures
  • 21. Gender and Identity • Expectations across cultures • Expressions of sexual identity • Use of language and nonverbal communication
  • 22. Activity 3: Exploring gender identity • Create a poster • Brainstorm characteristics • Collect visual images • One poster each for men and women • Discussion
  • 23. 4 Build awareness of social identity and roles
  • 24. Build awareness of social identities & roles • “Show me who your friends are and I’ll tell you who you are.” • People around us, groups we belong to, roles we have • Social identity: commonalities with others and how they see us • Social roles: the socially expected behavior patterns we hold
  • 25. Social identity • Linked to our roles in life: student, teacher, parent, sibling • To our physical features: ethnicity, gender, age • To memberships we hold: organization, club, political party
  • 26. Social identity • Children view themselves initially as family members • With awareness of social groups, they form social identities • Growing older, group memberships expand based on interests • In-group membership is key to our identity (Lustig & Koester, 2003)
  • 27. Social Identity • Belonging to a cultural group adds to our social identity • Learning about our traditions, language, religion, social structures • Internalizing our culture’s beliefs we connect and identify with it • Groups related to work, religion, or others mold our social identity
  • 28. Social Roles • Social structure includes formal rules, behaviors, social roles • The roles played contribute to our social identity • Cultural expectations of how people in a social position are to behave (DeCapua & Wintergerst, 2004) • Some social roles are given to us: gender, age, social status • Others depend on actions gained by: education, hard work, marriage
  • 29. Aspects of social role identity • Differences in the level of formality • Degree of hierarchy in role relationships • Status or relative position of importance • Certain forms of address make roles explicit
  • 30. What the teacher can do • Call attention to the many groups to which students belong • Point out the function of roles as part of social identity • Use Activity 4 to help students recognize what social identity is • Role play allows students to get a sense of the concept
  • 31. Activity 4 • Activity 4 Exploring social identity and roles • Make copies of the handout. Pass them out to the class. • Explain the concept of a role play. Students choose a character and role-play how this person would act in the situation. Remind students that they are taking on the character's social identity and social role. Have them think about any differences in social status of the characters, etc. Provide a model by demonstrating one of the role plays with a student in front of the class. • Form pairs and assign role plays. Ask students to imagine what the character is like based on her social identity and role. They might invent the name and age of the character, where she is from, and what she looks like. • Give the class time to practice. Walk around and provide feedback as needed. • Have students act out their role plays in front of the class. • To finish the activity, ask the class to discuss the following questions: – How did you feel about taking on the role of another person? What was easy about the role? What was difficult? – How was it different when you switched roles? • What ideas or thoughts do you have about culture and identity after role-playing your character(s)?
  • 32. 5. Recognize differences among cultural identities www.flickr.com/photos/varun/4294741565/
  • 33. Cultural identity • Relation to social identity and personal identity • Strength varies • Positive and negative perceptions
  • 34. Cultural identity • Sense of self • Strength of identification • Individualism vs.collectivism • Multiple identities • Social distance
  • 35. Activity 5: Dimensions of cross cultural identity • Make copies of the handouts for Activity 5 • Review with students that a critical incident is a cross- cultural problematic situation. The incidents are concerned with various dimensions of culture. Inform the students that there is no right or wrong answer, but that there are solutions. • Ask students to work in groups of 3-4. Pass out the handouts. Assign each group one critical incident. Have students read the critical incidents and questions and discuss what they think caused the conflict. • If a group finishes early, assign them another critical incident. • As a class, discuss each critical incident, the solutions from each group, and the area of cultural conflict manifested. Share possible interpretations with the class if none of the groups have already suggested them.
  • 36. 6. Identify cultures as either individualistic or collectivistic www.flickr.com/photos/elvire-r/2451784799/
  • 37. Individualistic / Collectivistic • Cultural identity deals with the nature of the culture in which we find our identity • Individualism – primary importance is on the individual • Collectivism - the well-being of the group takes priority • Implications for how students learn • Relationship between the individual and the group at the heart of identity (Hofstede, et al., 2002)
  • 38. Individualism-collectivism index Highly Individualistic ---------------------- Highly Cultures Collectivistic Cultures Individuals take care of Individuals work for the themselves and their good of the group and immediate family first. suppress their identity for Characteristics The autonomy of the the benefit of the group. individual and the self The needs of the group are most important. come before the needs of the individual. United States, Australia, Guatemala, Ecuador, Great Britain, Canada, Example Panama, Venezuela, Hungary, the cultures Colombia, Pakistán, Netherlands, New Indonesia, and Costa Rica Zealand, and Italy (Hofstede et al., 2002)
  • 39. Predictors of individualism- collectivism • Economic development: – Wealthy cultures tend to be individualistic – Poor cultures tend to be collectivistic • Climate: – Cultures in colder climates tend to be individualistic – Cultures in warmer climates tend to be collectivistic
  • 40. Effects on student learning • learning style preferences - (Ehrman & Oxford, 1990) • English speakers rated individual learning highest; ESL students did not (Reid, 1987) • American students studying a foreign language preferred individual work; ESL counterparts preferred group work (Wintergerst, et al., 2002) • Russian ESL/EFL students and Asian (Chinese, Korean, and Japanese) ESL students preferred group work over individual work (Wintergerst, et al., 2003) • Chinese learning is characterized by cooperation (Nelson, 1995)
  • 41. What the teacher can do • Ask students to think about their own culture and identify their cultural characteristics • Bring in readings illustrative of individualism and collectivism, i.e., short stories or articles • Refer advanced students to Lustig and Koester’s Intercultural competence: Interpersonal communication across cultures, pg. 125, which gives 69 country ratings on the individualism-collectivism dimension adapted from Hofstede
  • 42. Activity 6: Alone or with others? • Present the concept of individualistic and collectivistic cultures. Draw a continuum showing the characteristics of each type culture. • Write the students' home countries on the board. Ask students if they think their own culture is more individualistic or collectivistic. • Ask students to think of examples of phrases, expressions, situations, or proverbs that illustrate either the collectivistic or individualistic nature of their culture. Write examples on the board: The nail that stands up will be hammered down. The squeaky wheel gets the grease. All for one and one for all. • To finish the activity, have volunteers share their ideas with the class.
  • 43. Examples • Strongly Individualistic United States •Somewhat Individualistic Switzerland • Neutral Japan, Russia • Somewhat Collectivistic China • Strongly Collectivistic Guatemala
  • 44. Individualistic or collectivistic? Guess where these countries fall on the chart: Two are neutral Two are strongly collectivistic Two are strongly individualistic Indonesia, Netherlands, New Zealand, Pakistan, Spain, Turkey
  • 45. Answers Strongly Individualistic: New Zealand, Netherlands Neutral Spain, Turkey Strongly Collectivistic Indonesia, Pakistan
  • 46. 7. Show how ethnic identity influences social identity
  • 47. Ethnic identity • Categorization based on ethnicity • Cultural, social, psychological, physical • Members vs. non-members
  • 48. U. S. historical perspective • Assimilation: melting pot • Pluralism: salad bowl / mosaic
  • 49. Ethnicity and language • Emotional connection = solidarity • Level of identification • Strength of identity and content may differ
  • 50. Activity 7 – Ethnic identity in film • Make copies of the handout. Pass them out to the class. • Choose a film that highlights ethnic roles within a culture. Some suggestions are: My Big Fat Greek Wedding (2002), Guess Who’s Coming to Dinner (1967), Bend it Like Beckham (2003), Pleasantville (1998), and Witness (1985). • Discuss the questions with the class before watching the movie. • During the movie, stop as often as necessary to explain any key plot or language points that may be difficult for students. • Form pairs. Have students answer the questions. • To finish the activity, discuss the answers with the class.
  • 52. Check out our book at the Pearson booth or online !
  • 53. Download copies of the handout and PowerPoint slides at www.joemcveigh.org/presentations Thank you Thank you ! www.flickr.com/photos/tacitrequiem/2970523639/