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Sociocultural Factors
 

Sociocultural Factors

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    Sociocultural Factors Sociocultural Factors Presentation Transcript

    • SOCIOCULTURAL FACTORS Wilson Burgos Aroca José Luis Moreno Solano
    • INDEX
      • CULTURE
      • STEREOTYPES OR GENERALIZATIONS?
      • ATTITUDES
      • SECOND CULTURE ACQUISITION
      • SOCIAL DISTANCE
        • How to measure social distance ?
      • TEACHING INTERCULTURAL COMPETENCE
      • LANGUAGE POLICY AND POLITICS
        • ESL and EFL
        • Linguistic Imperialism and Language Rights
        • Language Policy and the “English Only” Debate
      • LANGUAGE, THOUGHT, AND CULTURE
        • The Whorfian Hypothesis
      • CULTURE IN THE LANGUAGE CLASSROOM
      • CONCLUSIONS
    • CULTURE TOOLS ARTS IDEAS KNOWLEDGE CUSTOMS TEACHING SKILLS SCIENCE LANGUAGE
    • CULTURE
      • According to
      • Jhon Donne: “ No man is an island, entire of itself; every man is a piece of the continent, a part of the main”
      • Larson and Smalley: a “blueprint” that “guides the behavior of people in a community and is incubated in family life”
    • CULTURE
      • Matsumoto:
      • Dynamic
      • System of rules
      • Established by groups and units
      • Survival
      • Attitudes, values, beliefs, norms, and behaviors
      • Shared by a group
      • Harbored differently by each specific unit
      • Communicated across generations
      • Potential to change across time
    • CULTURE ATKINSON Learners socially construct identities within learning communities and native cultural milieu.
    • STEREOTYPES OR GENERALIZATIONS?
      • Example: How do women drive?
      • An oversimplified manner of viewing a culture, using exaggerating categories.
      • Stereotypes form due to our own perception view to others (a closed-minded view of other cultures).
      • Culture differences must be learnt and accepted when learning an L2.
      • Turn individual perception into appreciation.
    • EXTENDED ACTIVITY
      • Brainstorming stereotypes in different countries and cultures.
    • ATTITUDES
      • Coming from stereotypes
      • Gardner and Lambert: “Motivation as a construct made up of certain attitudes”
      • Based on insufficient knowledge, misinformed stereotyping, and extreme ethnocentric thinking.
      • Ex. Better proficiency by students who did not want to stay in the USA.
      • Positive attitudes can help learning and L2.
      • The role of teachers to change negative attitudes.
    • SECOND CULTURE ACQUISITION
      • Learning a second language involves learning a second culture.
      • Robinson – Stuart and Nocon: Culture learning is a “magic carpet ride to another culture”
        • A foreign language could present culture as “a list of facts to be cognitively consumed” by the student. (No interaction with culture)
        • It is a “ process of perceiving, interpreting, feeling, being in the world… ”
        • Acculturation
        • A reorientation of thinking and feeling.
    • SECOND CULTURE ACQUISITION
      • Culture shock
        • 1st stage: excitement and euphoria of the new culture
        • 2nd stage: Intrusion of more and more cultural differences
        • 3rd stage: Acceptance of differences in thinking and feeling surround them
        • 4th stage: Assimilation, adaptation.
      • Anomie
    • EXTENDED ACTIVITY
      • Sharing with the class the process of second culture acquisition.
    • SOCIAL DISTANCE
      • Refers to the cognitive and affective proximity of two cultures that come into contact within an individual.
      • According to Jhon Schumann:
        • Dominance
        • Integration
        • Cohesiveness
        • Congruence
        • Permanence
    • HOW TO MEASURE SOCIAL DISTANCE?
      • Lack of objectivity.
      • Perceived Social Distance through the Professed Difference in Attitude Questionnaire (PDAQ).
      • Optimal distance model (at stage 3 of second culture acquisition).
      • Second culture acquisition in adults and children (differences).
    • TEACHING INTERCULTURAL COMPETENCE
      • The need of being sensitive to the fragility of students when promoting cultural understanding and self awareness.
      • Sociocultural competence: best model of L2 – C2 is to learn a language where culture in directly experienced.
    • TEACHING IMPLICATION
      • In your learning or teaching experiences, have you encountered situations where cultural classroom expectations have been misunderstood?
    • CULTURAL CATEGORIES TO STUDY CULTURAL NORMS
      • Individualism: a loosely integrated society. Opposed to collectivists, which are tightly integrated.
      • Power distance: Inequality between societies in a culture.
      • Uncertainty avoidance: Perceiving situations as unstructured, unclear, unpredictable…preference to avoid those situations.
      • Masculinity: Biological and social roles of sexes in a culture.
    • EXTENDED ACTIVITY
      • Creating a short sketch where the cultural categories to study cultural norms are evidenced.
    • LANGUAGE POLICY AND POLITICS
      • Teaching English as a way of homogeneity
      • World Englishes: Nativization of the language, from inner circle countries to outer ones.
      • English as a native language (ENL) a second (ESL) or as a foreign (EFL) has been attacked by more than sociolinguistic reasons.
      • English must be seen in terms of broad range of its functions and its penetration into the society.
      • Discussion between native English-Speaking teachers (NESTs) and non native English-Speaking teachers (non-NESTs).
      • Evaluating English proficiency in the four skills.
    • EXTENDED ACTIVITY
      • Discussing political issues on language policies in Colombia
      • National Bilingual Program Colombia Bilingüe 2019
      • Bilingual project in Huila
      • Bilingual project in your school
    • ESL AND EFL
      • ESL : English within a culture where it is spoken natively.
      • EFL: English within a culture where it is not spoken natively.
      • The contexts in which English is taught determines the ways to teach it.
    • LINGUISTIC IMPERIALISM AND LANGUAGE RIGHTS
      • Propagation of English in the world and implications on people’s linguistic and cultural aspects.
      • Reconstituting “cultural inequalities between English and other languages”.
      • The genocide of colonial language due to the spread of English.
      • Laws to promote native language development.
      • High respect of students’ culture and native language (diversity among human beings).
    • TEACHING IMPLICATIONS
      • Should schools, institutes, and universities refrain from teaching English so that heritage languages and cultures can be preserved?
      • In what way has your language learning or teaching experience valued home languages and cultures?
    • LANGUAGE POLICY AND THE “ENGLISH ONLY” DEBATE
      • Language policies: Sociopolitical domain of second language acquisition.
      • Language of the education: An entity decides to offer it in a designated language.
      • Discussions about the language of education: Linguistic and cultural imperialism and diversity.
      • The minority cultures and their suffering due to the “English only” policy.
    • LANGUAGE, THOUGHT AND CULTURE
      • Words shape our lives: The case of advertisements.
      • What a language can hide of reality.
      • A language frames the way people think: Political rhetoric, an example.
      • The structure of a question can affect its answer.
    • LANGUAGE, THOUGHT AND CULTURE
      • The discourse level of language, sometimes used for persuasion: influential in our cognitive and affective states.
      • Conversational discourse styles may be a factor of culture.
      • Lexical items used by a person shows the intersession of his culture and cognition.
    • LANGUAGE AND THOUGHT
    • THE WHORFIAN HYPOTHESIS
      • Does language reflect a culture?
      • VS
      • Does language shape a culture?
      • Linguistic relativity in the interaction of language and culture
      • The use of meta-languages
    • EXTENDED ACTIVITY
      • Creating an advertisement that persuades the client to buy it.
    • TEACHING IMPLICATIONS
      • To what extent have your foreign language learning or teaching experiences involved internalizing cultural thought patterns along with the language form themselves?
    • CULTURE IN THE LANGUAGE CLASSROOM
      • Cultural activities in the classroom must include:
      • Customs and belief systems.
      • Analysis of stereotypes.
      • Degrees of willingness to participate openly.
      • Analysis of linguistic imperialism.
      • Treatment of Students’ Uncertainty Avoidance.
      • Roles of males and females.
      • Connections between language features and cultural ways of thinking, feeling and acting.
      • Previous experiences on students’ native culture.
    • CONCLUSIONS
      • Culture is a big influence when learning a second and a foreign language in terms of cominucating, socializing and stereotyping.
      • The creation of a new culture identity when acquiring a language.
      • Culture shocks to overcome in the learning process.
      • Teachers as the support of stereotyping cultures.
      • The role of English in the world
    •