Cultural Syllabus

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Cultural Syllabus

  1. 1. THE CULTURAL SYLLABUS<br />By John Ariza<br />
  2. 2. OVERVIEW<br />1. Concept of Culture<br />2. Brooks ´Concept<br />3. Chastain´s List<br />4. Nostrand´s Emergent Model <br />5. Hammerly´s Classification<br />6. Language and Culture/Society<br />7. Cultural Goals<br />8. Content of Culture Teaching<br />9. Techniques of Culture teaching<br />10. Cultural Syllabus Design<br />11. Summary<br />
  3. 3. CONCEPT OF CULTURE<br />Historically <br />Prior to World War I/Inter War Years)<br />Systematic understanding of the country and people<br />Useful background and complement (language and literature)<br />History, geography, institutions.<br />Accomplishments in arts, music, drama, scientific discovery, sports, other. (National Heritage)<br />After World War II<br />Anthropological studies of tribal cultures/applied to West<br />¨Way of life/Life Style¨ of a community<br />Typical daily behavior /shared social fabric <br />
  4. 4. CONCEPT OF CULTURE<br />1950s Component of Language teaching <br />Knowledge of a country<br />Emphasize way of life culture<br />1960s Theorists recognize both concepts as legitimate<br />Traditional Concept (Cultural achievements, artistic pursuits)<br />Brooks terms ¨formal culture¨<br />¨Culture with a capital C¨ <br />Way of life culture (Behavior in daily situations)<br />Brooks terms ¨deep culture¨<br />¨Culture with a ¨small c¨<br />
  5. 5. CONCEPT OF CULTURE<br />Approaches <br />Writers abandoned defining culture<br />¨a broad concept which embraces all aspects of the life of man¨(Seelye 1984)<br />
  6. 6. BROOKS´ CONCEPT<br /><ul><li>Culture imparted as a consequence or indispensable to the business of language learning (1964)
  7. 7. Sixty topics and questions (informal)
  8. 8. Childhood Literature
  9. 9. Discipline
  10. 10. Pets
  11. 11. Yards, Lawns and sidewalks
  12. 12. Everyday culture of young American based on:
  13. 13. Culture and values</li></ul>SOURCE OF INFORMATION? Teacher supplies data?<br />
  14. 14. CHASTAIN´S LIST<br /><ul><li>Forty-four topics (1976)
  15. 15. Student activities and education
  16. 16. Social and economic systems
  17. 17. The press
  18. 18. Good manners
  19. 19. Women´s liberation
  20. 20. Other general topics
  21. 21. Lists are not exhaustive
  22. 22. Language learners at secondary school or undergraduate courses</li></ul>Information on topics/Teachers supply data<br />
  23. 23. NOSTRAND´S EMERGENT MODEL<br /><ul><li>Classifies observations under a few broad headings (1978)
  24. 24. Culture
  25. 25. Society
  26. 26. Conflicts
  27. 27. Ecology and technology
  28. 28. Individual
  29. 29. Cross-cultural environment
  30. 30. Comprehensive and scholarly approach
  31. 31. Headings place observation in context
  32. 32. Derive basic themes/characterize a society and give it unity (leads to understanding a culture)</li></li></ul><li> HAMMERLY´S CLASSIFICATION<br /><ul><li>Three fold classification (1982)
  33. 33. Information (or factual) culture
  34. 34. Information/Facts
  35. 35. Society, geography and history, heroes and villains etc
  36. 36. Behavioral culture (most)
  37. 37. Interpretation of way of life culture
  38. 38. Typical/actual behavior (way of life) N
  39. 39. Physical and Psychological needs (S)
  40. 40. Achievement or accomplishment culture
  41. 41. Traditional (artistic & literary)</li></ul>Combines (T) and (A) geared to learning SL<br />
  42. 42. RELATIONSHIP BETWEEN LANGUAGE AND CULTURE/SOCIETY <br /><ul><li>Studied sociolinguistically
  43. 43. Specific contribution of cultural syllabus
  44. 44. Reality of people and places
  45. 45. People who use the language
  46. 46. The way they live
  47. 47. What they do, think and dream
  48. 48. Culture teaching (Cultural Syllabus)
  49. 49. Focus is people, places and actions
  50. 50. Linguistic phenomena is peripheral
  51. 51. Language Syllabus
  52. 52. Focus is on Linguistic phenomena
  53. 53. People, places and actions are peripheral</li></li></ul><li> CULTURAL GOALS <br /><ul><li>Seelye´s 7 Culture Teaching (Skills) 1984
  54. 54. The sense, or functionality, of culturally conditioned behavior
  55. 55. Options society allows to satisfy physical and psychological needs
  56. 56. Interaction of language and social variables
  57. 57. Age, sex, social class, place of residence
  58. 58. Conventional behavior in common situations (B)
  59. 59. The role conventions plays in how people act in mundane and crisis situations
  60. 60. Cultural connotations of words and phrases
  61. 61. Culturally conditioned images associated with even the most common target words and phrases</li></li></ul><li> CULTURAL GOALS <br /><ul><li>Evaluating statements about a culture
  62. 62. Make, evaluate and refine generalities
  63. 63. Researching another culture
  64. 64. Locate and organize (Library, mass media, people and personal observation)
  65. 65. Attitudes toward other societies (A)
  66. 66. Intellectual curiosity about empathy towards its people</li></ul>COGNITIVE GOALS OF CULTURE LEARNING<br />
  67. 67. CONTENT OF CULTURE TEACHING<br /><ul><li>Six Aspects of culture teaching
  68. 68. Places (country, region etc) as perceived by Native speakers
  69. 69. Individual persons and way of life (personal contact with a Native speaker)
  70. 70. People and society in general (view themselves, class, religion, social, racial or regional prejudices)
  71. 71. History (significant historical developments, events, personalities, critical issues)
  72. 72. Institutions (government, social welfare, military and police, religion, political parties, media)
  73. 73. Art, Music, Literature and other major achievements (artists, musicians and writers and their works, figures) </li></li></ul><li> TECHNIQUES OF CULTURE TEACHING<br /><ul><li>Creating an Authentic Classroom environment
  74. 74. Providing Cultural information
  75. 75. Cultural context ( a song, news, culture capsule)
  76. 76. The Concept of culture clusters
  77. 77. Related cultural capsules (then role play)
  78. 78. Cultural Problem Solving
  79. 79. Situations (Manners, customs)
  80. 80. Self Instructional program (Fielder, Mitchell and Triandis (1971)
  81. 81. Feedback explains right and wrong in context
  82. 82. Behavioral and affective aspects
  83. 83. Audio-motor unit (TPR)/Role play/Mini drama</li></li></ul><li> CULTURAL SYLLABUS DESIGN<br /><ul><li>Challenges of syllabus design
  84. 84. Culture taught as incidental not concerned with coherence/sequence in language program
  85. 85. Relationship between cultural syllabus within SL program and other curriculum areas may overlap
  86. 86. Importance to culture versus language
  87. 87. Culture embedded in Language
  88. 88. Place for six topics (Content of Culture Teaching)
  89. 89. No universal answer (emphasize or minimize)</li></li></ul><li>SUMMARY<br />1. Concept of Culture (Traditional and Anthropological)<br />2. Brooks ´Concept (Culture imparted as consequence)<br />3. Chastain´s List (Similar list of topics) <br />4. Nostrand´s Emergent Model (Overcome fragments) <br />5. Hammerly´s Classification (Combines Concepts/L2)<br />6. Language and Culture/Society (Reality, People, Places)<br />7. Cultural Goals (Seelye´s 7 skills develop in learners)<br />8. Content of Culture Teaching (6 Aspects) <br />9. Techniques of Culture teaching (class, info, role play, mini drama)<br />10. Cultural Syllabus Design (Challenges, role) <br />

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