Cultural issues in ELT Máster 2008-2009 Inglés para la cualificación profesional Módulo: Inglés para profesores ESL Profesor: Dr. Antonio R. Roldán Tapia

culture cultures diversity stereotypes languages

You identify your own culture with these… … two people … two objects/machines/tools … two places/monuments

Stereotypes I have heard Example: All americans eat hamburgers. A national’s opinion A nation’s stereotype

Culture vs. culture

vs.

culture

Hamlet and Otello Beans on toast The Cavern Queue Haydn Adrian’s Wall 8:30-12:30 y 13:30-16:30 A jumble sale

Hamlet and Otello [C] Beans on toast [c] The Cavern [c] Queue [c] Haydn [C] Adrian’s Wall [C] 8:30-12:30 y 13:30-16:30 [c] A jumble sale [c]

The place of culture in ELT Culture Ø culture intercultural awareness

Culture

Ø culture

intercultural awareness

Culture … … is not an object of study but a question of competence

Acceptance of DIVERSITY Intercultural awareness “ In fact, the diversity within cultures probably exceeds the difference between cultures” (Camilleri 2002:23)

Diversity: Languages and users Hoy vacunamos la carpeta Favor entre su número Me llevo la troca de picar El sitio estaba nublado de gente Enclucha y acelera En la bolsa tengo la lonchera

Hoy vacunamos la carpeta

Favor entre su número

Me llevo la troca de picar

El sitio estaba nublado de gente

Enclucha y acelera

En la bolsa tengo la lonchera

Hoy vacunamos la carpeta Today we are vacuuming the carpet Favor entre su número Please enter your code number Me llevo la troca de picar I’m driving the pick-up truck El sitio estaba nublado de gente The place was crowded Enclucha y acelera Put the clutch in and accelerate En la bolsa tengo la lonchera I got the lunch box in the bag

Hoy vacunamos la carpeta

Today we are vacuuming the carpet

Favor entre su número

Please enter your code number

Me llevo la troca de picar

I’m driving the pick-up truck

El sitio estaba nublado de gente

The place was crowded

Enclucha y acelera

Put the clutch in and accelerate

En la bolsa tengo la lonchera

I got the lunch box in the bag

Which culture do I share? Man, 35 years old Married, non-religious wedding Lives in a mid-size town in Andalucía A bisexual. Speaks two foreign languages and has travelled around Europe. Born a catholic, but he does not practise. Woman, 78 years old Widow Lives in a small town in C. y León Sexuality is a taboo. Has never travelled abroad. A practising Catholic.

Man, 35 years old

Married, non-religious wedding

Lives in a mid-size town in Andalucía

A bisexual.

Speaks two foreign languages and has travelled around Europe.

Born a catholic, but he does not practise.

Woman, 78 years old

Widow

Lives in a small town in C. y León

Sexuality is a taboo.

Has never travelled abroad.

A practising Catholic.

Which culture do I share? Man, 35 years old Married, non-religious wedding Lives in a mid-size town in Andalucía A bisexual. Speaks two foreign languages and has travelled around Europe. Born a catholic, but he does not practise. Man, 28 years old Lives with his partner Lives in the outskirts of Amsterdam. Admits his homosexuality. Has lived in three different countries. Born in a protestant family.

Man, 35 years old

Married, non-religious wedding

Lives in a mid-size town in Andalucía

A bisexual.

Speaks two foreign languages and has travelled around Europe.

Born a catholic, but he does not practise.

Man, 28 years old

Lives with his partner

Lives in the outskirts of Amsterdam.

Admits his homosexuality.

Has lived in three different countries.

Born in a protestant family.

“ The word white conceals more than it reveals ” (Banks 1999: 26) In our case, ethnicity is not as important as nationality.Other variables: Age Sex and sexual orientation Religion Political ideas Residence Economical status

In our case, ethnicity is not as important as nationality.Other variables:

Age

Sex and sexual orientation

Religion

Political ideas

Residence

Economical status

Your skin colour 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Who am I ? 



Who am I ? 

Who am I ? 

Who am I ? 



Politeness and social behaviour Do you… … clap for an applause? … cheer up for an applause? … take off your shoes in public? … tickle your nose? … burp after a meal? … wait in a line for the bus? … keep a short personal distance? … move your hands when talking? … touch young children’s heads to show love and care?

Do you…

… clap for an applause?

… cheer up for an applause?

… take off your shoes in public?

… tickle your nose?

… burp after a meal?

… wait in a line for the bus?

… keep a short personal distance?

… move your hands when talking?

… touch young children’s heads to show love and care?

Non verbal communication. Do you… ? … speak with a high pitch ? … raise your eyebrows when talking? … maintain a social distance when talking to another person? … stablish a prolonged eye contact? … shake hands with a firm grip? … usually arrive on time? … usually wear a tie? … have a tanned skin? … sweat when speaking in public?

… speak with a high pitch ?

… raise your eyebrows when talking?

… maintain a social distance when talking to another person?

… stablish a prolonged eye contact?

… shake hands with a firm grip?

… usually arrive on time?

… usually wear a tie?

… have a tanned skin?

… sweat when speaking in public?

Non-verbal communication modes affecting cultural diversity

affecting

cultural diversity

   Paralanguage: the vocal language that accompanies verbal communication. Kinesics: the language of gestures. Proxemics: how space communicates. Oculesics: eye communication. Haptics: tactile communication. Chronemics: the importance of time. Body coverings: dressed to communicate. Physiological responses: communication out of control. Physical appearance: the way we look.

Paralanguage: the vocal language that accompanies verbal communication.

Kinesics: the language of gestures.

Proxemics: how space communicates.

Oculesics: eye communication.

Haptics: tactile communication.

Chronemics: the importance of time.

Body coverings: dressed to communicate.

Physiological responses: communication out of control.

Physical appearance: the way we look.

Black or white?

Black or white?

Black or white?

Black or white?

Black or white?

Black or white?

Black or white?

Black or white?

Are you… … black or white?

… black or white?

Your skin colour 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

Who are they? Mary Peter Betty Philip Aadi Alvaro Tiffany Hallie Danny Payton Greg Paul Denis Aliska Jennifer Sarah Mia

Mary

Peter

Betty

Philip

Aadi

Alvaro

Tiffany

Hallie

Danny

Payton

Greg

Paul

Denis

Aliska

Jennifer

Sarah

Mia

What’s the name? ? Men Mamen Menchu Meli Mari Carmen Carmeli Carmina Carmuca Carmela Carmelita Mariuca Carmenchu

Metaphors Melting pot Salad bowl

Melting pot

Salad bowl

3 steps Assimilation Multiculturalism Interculturalism

Assimilation

Multiculturalism

Interculturalism

Assimilation (melting pot)

Mutlticulturalism (salad bowl)

Interculturalism

Citizen of the world Mouth open: you were born in this country. Mouth closed: you were born outside this country. Triangle nose: your parents speak more than one language. Round nose: your parents speak one language. Number of freckless: number of languages in which you can say Hello.

Mouth open: you were born in this country.

Mouth closed: you were born outside this country.

Triangle nose: your parents speak more than one language.

Round nose: your parents speak one language.

Number of freckless: number of languages in which you can say Hello.

Citizen of the world Long sleeves: you are a Catholic. Short sleeves: you are a non Catholic. Shorts: you have friends from other countries. Trousers: you have no friends from other countries. Colours of clothing: colours of the flag of your family’s origin. Sandals: you are a boy. Sneakers: you are a girl.

Long sleeves: you are a Catholic.

Short sleeves: you are a non Catholic.

Shorts: you have friends from other countries.

Trousers: you have no friends from other countries.

Colours of clothing: colours of the flag of your family’s origin.

Sandals: you are a boy.

Sneakers: you are a girl.

!!?? Mentonia has produced the finest works of art in the world. Mentonia is a superior country becuase it produces the greatest technology in the world. Non-mentonians do everything the wrong way round. The Mentonian language is the best language for poetry. The Mentonian people have been very generous in teaching people in other countries how to do things the right way.

Mentonia has produced the finest works of art in the world.

Mentonia is a superior country becuase it produces the greatest technology in the world.

Non-mentonians do everything the wrong way round.

The Mentonian language is the best language for poetry.

The Mentonian people have been very generous in teaching people in other countries how to do things the right way.

Ethnothentric attitude

Ethnothentric attitude

What is it?

It is… A scalator A reception desk Information (a kind of hidden “i”) A park (child going down a slide) The perceptions of ESL Vietnamese students in the UK (Hewings 1991)

A scalator

A reception desk

Information (a kind of hidden “i”)

A park (child going down a slide)

The perceptions of ESL Vietnamese students in the UK (Hewings 1991)

Culture from very simplistic stereotypes to an elaborated cultural awareness Awareness of one’s own cultural behaviour Awareness of the cultural behaviour of others Ability to explain one’s own cultural standpoint Ability to accomodate new behaviours into one’s own schemas

Awareness of one’s own cultural behaviour

Awareness of the cultural behaviour of others

Ability to explain one’s own cultural standpoint

Ability to accomodate new behaviours into one’s own schemas

Schema theory Intercultural awareness

Intercultural awareness

You identify your own culture with these… … two people … two objects/machines/tools … two places/monuments

Stereotypes I have heard Sometimes I do, but I also eat vegetarian food. Example: All americans eat hamburgers A national’s opinion A nation’s stereotype

For your students, what is the most important issue? … to learn about the Big Ben? … to learn about the Empire Sate? … to know what Yorkshire pudding is? … to learn about American football? … to be able to expalin what salmorejo is? … none of the above.

References Banks, J. A. (1999). An introduction to multicultural education. Boston: Allyn & Bacon. Camilleri, A. G. (2002). How strange! The use of anecdotes in the development of intercultural competence. Comme c’est bizarre! L’utilisation d’anecdotes dans le developpment de la compétence interculturelle. Strasbourg: Council of Europe. Gill, S. & Canková (2002). Intercultural activities. Oxford: Oxford University Press. Hewings, M. (1991). “The interpretation of illustrations in ELT materials”, in ELT Journal 45/3: 237-244. Roldán Tapia, A. R. (2001). “Moving into multiculturalism”, in English Teaching Professional 21: 40-41. Tomalin, B. & Stempleski, S. (1993/2003). Cultural awareness. Oxford: Oxford University Press. Vez, J. M. & González Piñeiro, M. (2004). “Intercultural competence and the European dimension”, in Madrid, D. & McLaren, N. (eds.) TEFL in Primary Education . Granada: Editorial Universidad de Granada: 341-383. Zarate, G. (ed.) (2004). Cultural mediation in language learning and teaching. Strasbourg: Council of Europe.

Banks, J. A. (1999). An introduction to multicultural education. Boston: Allyn & Bacon.

Camilleri, A. G. (2002). How strange! The use of anecdotes in the development of intercultural competence. Comme c’est bizarre! L’utilisation d’anecdotes dans le developpment de la compétence interculturelle. Strasbourg: Council of Europe.

Gill, S. & Canková (2002). Intercultural activities. Oxford: Oxford University Press.

Hewings, M. (1991). “The interpretation of illustrations in ELT materials”, in ELT Journal 45/3: 237-244.

Roldán Tapia, A. R. (2001). “Moving into multiculturalism”, in English Teaching Professional 21: 40-41.

Tomalin, B. & Stempleski, S. (1993/2003). Cultural awareness. Oxford: Oxford University Press.

Vez, J. M. & González Piñeiro, M. (2004). “Intercultural competence and the European dimension”, in Madrid, D. & McLaren, N. (eds.) TEFL in Primary Education . Granada: Editorial Universidad de Granada: 341-383.

Zarate, G. (ed.) (2004). Cultural mediation in language learning and teaching. Strasbourg: Council of Europe.