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Cultural Awareness
 

Cultural Awareness

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Cultural Awareness in the EFL Classroom

Cultural Awareness in the EFL Classroom

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    Cultural Awareness Cultural Awareness Presentation Transcript

    • Cultural Awareness in the EFL Classroom APRIL 23th Prof. Consuelo Páez [email_address]
    • O U T L I N E
      • CULTURAL ELEMENTS OF THE TARGET LANGUAGE
      • STUDENTS’ OWN CULTURAL BACKGROUND
      • INTERCULTURAL AWARENESS
      • RESOURCES
      • WORKSHOP
    • DEFINITION OF CULTURE
      • Culture is the set of values and assumptions that people learn as they grow up. These come from parents, relatives, their teachers, their books, newspapers and television programs.
      •  
      • Values include ideas about what is right and wrong, desirable and undesirable, normal and abnormal, proper and improper.
      •  
      • Assumptions include unquestioned givens about people, life and the “way things are.”
      • By Gary Althen
    • ELEMENTS OF CULTURE
    • CULTURAL COMMON DENOMATORS
      • Numerals
      • Greetings
      • Etiquette
      • Kinship
      • Music
      • Feasting
      • Family
      • Kin-groups
      • Dating
      • Mourning
      • Education
      • Land use
      • Trade / economy
      • Goverment
      • Calendars
      • Gestures
      • Mealtimes
      • Games
      • Dancing
      • Folklore
      • Marriage
      • Housing
      • Joking
      • Medicine
      • Law
      • Mobility
      • Residence rules
      • Religious practices
      • Hospitality / visiting
      • Personal names
      • Friendship customs
      • Athletic sports
      • Leisure activities
      • Bodily adornment
      • Luck / supertitions
      • Cooking and food
      • Gift-giving
      • Funeral customs
      • Attitude toward animals
      • Community organization
      • Racial and ethnic groups
      • Patriotism / nationalism
    • CULTURAL ELEMENTS OF THE TARGET LANGUAGE
    • POP CULTURE
    • TEFL EVOLUTION 1
      • Up until the 1950s
      • Literature gave insight to culture of the target language. (Translation Method)
      1. Based on Michael Lessard-Clouston: Towards an Understanding of Culture in L2/FL Education ) The 1960s Development of social sciences created concern for understanding culture. Importance of the spoken rather than written language. (Audiolingual method)
      • The 1970s
      • Emphasis on sociolinguistics resulted in greater emphasis on the context and situation.
      • (Communicative Approach)
      The 1980s A “cultural syllabus” is included to the FL curriculum. Subjects like “Cultural Studies” appear.
    • The 1990s on
      • Culture education leads to linguistic competence.
      • “ Globalization” demands intercultural competence.
      • Develop knowledge of and about the target culture.
      • Master skills in culturally appropriate communication and behavior of the target culture.
      • Awareness of own culture to understand the dynamics of the target culture.
    • GLOBALIZATION BUSINESS POLITICS POLITICS TECHNOLOGY COMMUNICATION SCIENCE AVIATION ENTERTAINMENT DIPLOMACY ENGLISH LANGUAGE Prof. Consuelo Páez Salvador de Campuzano
    • Teachers' Role
      • “ Teachers should make the learners learn about the cultures and why certain things happen in other cultures. They should not try to make their learners think or become like people in the cultures presented. They should not give the idea that one's own culture is better than the target culture or vice versa. They should point out that cultures differ. “ 2
      2. By Prof. Ferit Kilickaya: “Guidelines to Evaluate Cultural Content in Textbooks”
    •  
    • “ Culture is not a question of Disneyfication or McDonaldization” 3 3. “The ESL Culture Issue Again” by Brenda Townsend Hall, PhD (www.esl-school.com)
    • STUDENTS’ OWN CULTURAL AWARENESS
    • ENGLISH AS AN INTERNATIONAL LANGUAGE 5
      • Now that English is the language of globalization, English is no longer viewed as the property of the English-speaking world but as an international commodity.
      • The aim of intercultural training is to study the language first but then to identify points of cultural interest that illustrate differences in what people think, what they do and what they say.
      • This approach raises cultural awareness but cultural personal development comes from another sequence of questions. They are, “What have I learned about the target culture?
      5. By Prof. Jack Richards 30 Years of TEFL/TESL: A Personal Reflection
    • INTERCULTURAL AWARENESS
      • Cultural Awareness is consciousness of one's personal cultural background.
      • Intercultural Awareness is the consciousness of relating one’s culture with another culture or other cultures.
      • Cultural Awareness is the foundation of communication and it involves the ability of standing back from ourselves and becoming aware of our cultural values, beliefs and perceptions. Why do we do things in that way? How do we see the world? Why do we react in that particular way?
      • Cultural awareness becomes central when we have to interact with people from other cultures. People see, interpret and evaluate things in a different ways. 6
      6. By Stephanie Quappe and Giovanna Cantatore
    • I NTERCULTURAL AWARENESS
      • Professor Alvino Fantini proposes four principles to develop Intercultural Awareness: awareness, attitude, skill and knowledge. Here is THE KASA PARADIGM whose central part is “awareness of oneself, awareness of one’s culture, and the target language. The four dimensions are interrelated and indispensable for intercultural competence.
    • Intercultural Communicative Competence 7. By: Ferit Kilickaya Guidelines to Evaluate Cultural Content in Textbooks
    • RESOURCES
      • Material helps the teacher create a productive classroom environment. Authentic material brings immediacy and relevance to the proposed tasks. At the same time, meaningful learning tasks engage students in developing their own learning styles. Projects are ideal scenarios for the class to promote the Intercultural competence.
    • SUGGESTED COMPLEMENT MATERIAL OF THE REGULAR LANGUAGE TEXTBOOK
      • TEXTB OOKS
      • Getting to Know Ecuador
      • Ecuador Insight
      • Designed on Ecuador’s Social Studies
      • Based on the Multiple Intelligences and Learning Styles
      • Project-based evaluation
      • Promotes the communicative competence
    •  
    •  
    •  
    • COMMENT TO THE NEW EDITION
      • “ I must confess that the textbook GETTING TO KNOW ECUADOR, written in English by Lic. Consuelo Páez Salvador, is a most fascinating adventure into the intriguing reality of Ecuador for Ecuadorian Social Studies students and other interested people, both national and foreign. It reflects a modern tendency in which EFL teachers are motivated to express themselves regarding subject matter that they understand extremely well and wish to communicate to others in another language (here, English) for all to enjoy and learn about. Warmest congratulations to Consuelo in her endeavours to motivate us to delve more into this exciting study.” Donald Stewart, M.Sc.,
    •  
    •  
    •  
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    •  
    • ORAL TRADITION “GETTING TO KNOW ECUADOR”
    •  
    • A TOUCH OF IDENTITY “ECUADOR INSIGHT”
      • The Northern Coast: gastronomy “Shrimp Ceviche”
      • The Southern Coast: song “El alma en los labios”
      • The Northern Highlands: art: “Guayasamin’s Congress Mural”
      • The Central Highlands: folklore: “Mama Negra”
      • The Southern Highlands: athletes: “marching practice”
      • The Northern Ecuadorian Amazon: legend: “Jumandi”
      • The Southern Ecuadorian Amazon:
      • civics: “Oriente’s Hymn”
      • The Insular Region: song “Beautiful Ecuador”
    •  
    •  
    •  
    •  
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    •  
    •  
    •  
    • Declaration: “November, month of the Ecuadorian legend and tradition”
    • SECOND FESTIVAL
    • MULTIMEDIA
      • www.consuelopaez.com
      • www.turismo.gov.ec
      • www.thissecuador.com
      • www.wikipedia.org
      • HCJB’s “Spotlight” radio program
    • VIDEOS
    • FINAL PRODUCT 8
      • Competent bilingual students able to interact in a globalized context with a strong sense of identity; true ambassadors of Ecuador’s rich cultural heritage.
      • “ Once the students know how to talk about their culture, they are ready to discuss the values, expectations, and traditions of others with a higher degree of intellectual objectivity.”
      8. By Hans Straub - College Preparatory Center
    • CULTURAL PARALELISMS
    • Ecuador, a Cultural Power
      • Si no podemos, ni debemos, ser una potencia militar, política, diplomática o económica; podemos ser, en cambio, una potencia cultural nutrida de nuestras más ricas tradiciones. Carrión citaba el ejemplo de naciones pequeñas como Grecia e Israel capaces, no obstante, de figurar entre las más civilizadas y cultas de toda la historia.
      Prof. Consuelo Páez Salvador de Campuzano   “ If we cannot, and must not, be a power in politics, diplomacy, economy or, much less, in the military; let us be a cultural power because or history empowers us to.”   Benjamín Carrión, 1945
      • “ THANKS”
      • “ GRACIAS”
      • “ DIOS PAGARACHU”
      • “ MERCI”
      • “ D ziękuje”
              • Professor Consuelo Páez Salvador
              • Telephone numbers: 2509 332
              • 09 2 66 90 61
              • [email_address]
              • www.consuelopaez.com
    • Avecilla (albazo)
      • Ya ves canora avecilla
      • que cogida prisionera;
      • será preciso que sepas
      • que desde hoy en adelante
      • vas a ser mi compañera.
      • Cantando como cantabas,
      • perdida entre la maleza,
      • a orillas de un arroyuelo
      • y en el fondo de una arboleda
      • Don’t you let oh avecilla....
      • Be distressed by any sadness. (x2)
      • I will make sure that you never
      • lack anything that you need
      • You’ll have sparkling pure water
      • and the freshest of all seeds
      • (Repet everything )
    • WORKSHOP
      • “ Students own culture should be discussed together with the target culture. In other words, home and target culture should be integrated.”
      9. Scarcella & Oxford: The Tapestry of Language LearningApproach