If you lead with culture, language will follow… Donna L. Clementi and Rongfen Sun Burford Concordia Language Villages
Imagine a map of the world….
 
 
 
 
 
Language and Culture “ Language is far more than a system to be explained.  It is our most important link to the world aro...
People Interacting With People
Cultural Intelligence Knowing  Oneself Motivation Motivation Motivation
Motivation <ul><li>Interest in other cultures and languages </li></ul><ul><ul><li>Desire to meet and get to know people fr...
Iceberg Concept of Culture
 
Culture = Products/Knowledge <ul><li>Objects/Symbols  People </li></ul><ul><li>Places/Monuments  Geography </li></ul><ul><...
Products – Practices - Perspectives
Culture = Practices/Behaviors Knowing how: Practices/ Behaviors Language    Courtesy  Facial expressions   Customs Gesture...
Products – Practices - Perspectives
Culture = Perspectives/Understandings Knowing why:  Perspectives/ Understandings Values – Unspoken rules – Unconscious rul...
Products – Practices - Perspectives
Creating a Thematic Unit [email_address]
“ The Master Said…” <ul><li>Unit Objectives: </li></ul><ul><li>Interpretive:  Understand selected portions of a contempora...
 
 
Leading with culture in a  unit plan <ul><li>Unit theme: Three Monks </li></ul><ul><li>Important question: </li></ul><ul><...
Standard Based Performance Assessment <ul><li>Language: Chinese </li></ul><ul><li>Level: 2 nd  Year  </li></ul><ul><li>The...
<ul><li>GOALS:  </li></ul><ul><ul><li>What should students know and be able to do by the end of the unit? </li></ul></ul>S...
Standard Based Performance Assessment <ul><li>Understand the importance of team work in daily life through an authentic Ch...
Standard Based Performance Assessment Communication Select one : Interpersonal task Interpretive task Presentational task ...
 
 
 
 
 
 
 
 
Activities
Activities
Activities
Activities
Interculturality… <ul><li>involves being open to, interested in, curious about and empathetic towards people from (any) ot...
Seeing the world with new eyes
Culture and Language <ul><li>“ Through learning language, we learn about culture. </li></ul><ul><li>Through learning about...
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D. Clementi, S. Burford: If You Lead with Culture, Language Will Follow (I5)

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Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.

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D. Clementi, S. Burford: If You Lead with Culture, Language Will Follow (I5)

  1. 1. If you lead with culture, language will follow… Donna L. Clementi and Rongfen Sun Burford Concordia Language Villages
  2. 2. Imagine a map of the world….
  3. 8. Language and Culture “ Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.” --Sandra Savignon
  4. 9. People Interacting With People
  5. 10. Cultural Intelligence Knowing Oneself Motivation Motivation Motivation
  6. 11. Motivation <ul><li>Interest in other cultures and languages </li></ul><ul><ul><li>Desire to meet and get to know people from other cultures </li></ul></ul><ul><ul><li>Desire to participate in a community within another culture </li></ul></ul><ul><ul><li>Desire to understand the culture </li></ul></ul><ul><li>Practical reasons </li></ul><ul><ul><li>Meet a requirement </li></ul></ul><ul><ul><li>Increased job opportunities </li></ul></ul>
  7. 12. Iceberg Concept of Culture
  8. 14. Culture = Products/Knowledge <ul><li>Objects/Symbols People </li></ul><ul><li>Places/Monuments Geography </li></ul><ul><li>History Art/Architecture </li></ul><ul><li>Music Literature/Theatre </li></ul><ul><li>Science Cuisine </li></ul>Knowing about: Products/Knowledge
  9. 15. Products – Practices - Perspectives
  10. 16. Culture = Practices/Behaviors Knowing how: Practices/ Behaviors Language Courtesy Facial expressions Customs Gestures Daily routines Body language Time Proxemics Appearance Eye contact
  11. 17. Products – Practices - Perspectives
  12. 18. Culture = Perspectives/Understandings Knowing why: Perspectives/ Understandings Values – Unspoken rules – Unconscious rules – Ethics – Traditions - History
  13. 19. Products – Practices - Perspectives
  14. 20. Creating a Thematic Unit [email_address]
  15. 21. “ The Master Said…” <ul><li>Unit Objectives: </li></ul><ul><li>Interpretive: Understand selected portions of a contemporary song abut the singer’s basic philosophy of life, and be able to explain and apply to everyday life </li></ul><ul><li>Presentational: Use spoken language to simply state Confucius’ basic philosophical tenets and how these are expressed in daily life and relations between people at home, school and work </li></ul><ul><li>Interpersonal: Share their own basic philosophy of life and how they ‘live’ it or express it in everyday life </li></ul><ul><li>Unit developed by Natasha Pierce, Madison, WI </li></ul>
  16. 24. Leading with culture in a unit plan <ul><li>Unit theme: Three Monks </li></ul><ul><li>Important question: </li></ul><ul><li>Unit goals: </li></ul><ul><ul><li>Culture: team work </li></ul></ul><ul><ul><li>Communication: </li></ul></ul><ul><ul><li>Comparisons: the concept of team work between Chinese and American culture </li></ul></ul><ul><ul><li>Connections: cartoon, authentic story, songs, poems, geography… </li></ul></ul><ul><ul><li>Communities: family, siblings, real life, </li></ul></ul>
  17. 25. Standard Based Performance Assessment <ul><li>Language: Chinese </li></ul><ul><li>Level: 2 nd Year </li></ul><ul><li>Theme/Important Question: </li></ul><ul><ul><li>Why is it important to work as a team? </li></ul></ul>
  18. 26. <ul><li>GOALS: </li></ul><ul><ul><li>What should students know and be able to do by the end of the unit? </li></ul></ul>Standard Based Performance Assessment
  19. 27. Standard Based Performance Assessment <ul><li>Understand the importance of team work in daily life through an authentic Chinese cartoon—Three Monks and related poem(s) and song(s). </li></ul><ul><li>Be able to describe three Monks’ appearance and characters in simple sentences. </li></ul><ul><li>Be able to retell the story of Three Monks in simple sentences, and be able to ask and answer related questions. </li></ul><ul><li>Discuss the differences between the Chinese and American culture regarding the concept of team work. </li></ul>
  20. 28. Standard Based Performance Assessment Communication Select one : Interpersonal task Interpretive task Presentational task Select one : Interpersonal task Interpretive task Presentational task Select one : Interpersonal task Interpretive task Presentational task Performance Assessment (Note: The performance assessment tasks are integrated throughout the instructional unit; they are not meant to be given as a whole at the end of the unit.) <ul><li>Viewing authentic cartoon Three Monks </li></ul><ul><li>Listen to authentic songs related to the story of Three Monks. </li></ul><ul><li>Conclude the main idea of Three Monk. </li></ul><ul><li>(To prepare for the following options--Make a word bank related to the story of Three Monk) </li></ul><ul><li>Make a PowerPoint to describe three monks. </li></ul><ul><li>Make PowerPoint to tell the story of the cartoon Three Monk. </li></ul><ul><li>Make posters based on the two songs/poems related to the story of Three Monk. </li></ul><ul><li>(To prepare for the following options): </li></ul><ul><li>Pair work, conversations for the first two monks: greeting, introduction, hobbies, arguments, Qs & As, etc. </li></ul><ul><li>Role play: Three students per team </li></ul><ul><li>Discuss a Real life situation indicating why it is important to work as a team. Use examples from the Three Monks story. </li></ul>Cultures (Products – Practices – Perspectives) Products : Cartoon story, a traditional Chinese story Practice : Telling the story to children and using it as metaphor. Perspective : the importance and value to team work. Comparisons (language and culture) The concept and practice of team work between Chinese and American cultures. Connections (to and from other disciplines) Literature, music, poetry, history, geography, religion? Communities (beyond the classroom; lifelong learning) Lifelong learner: Real life situations—team work among siblings, parents, schoolmates, any team in any situations
  21. 37. Activities
  22. 38. Activities
  23. 39. Activities
  24. 40. Activities
  25. 41. Interculturality… <ul><li>involves being open to, interested in, curious about and empathetic towards people from (any) other cultures. Interculturality is the capacity to experience cultural otherness and use it to: </li></ul><ul><ul><li>Reflect </li></ul></ul><ul><ul><li>Evaluate </li></ul></ul><ul><ul><li>Act </li></ul></ul>[email_address]
  26. 42. Seeing the world with new eyes
  27. 43. Culture and Language <ul><li>“ Through learning language, we learn about culture. </li></ul><ul><li>Through learning about culture, we learn respect for others. </li></ul><ul><li>Through learning respect for others, we can hope for peace.&quot; </li></ul><ul><li>---Claire Kramsch </li></ul>[email_address]
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