LANGUAGE & CULTUREWhy,What & How toTeach? Prof. GULNAR HUSEYNZADE
Language does not exist without a cultural context.
• Cultural context and communication are closely interrelated.• “Cultural awareness” means a sensitivity to the impact the culturally affected behaviour has on using the language in the process of communication.
·Culture permeates every aspect ofcommunication ▪Çulture is considered to be based on socially-shared set of normative beliefs & valuesgenerating certain types of behaviour-includingall sorts of linguistic behaviour
WOW!!!WE”LL CREATE A VIRTUAL SOCIETYWHERE ENGLISH LANGUAGELEARNERS WILL GET A CHANCE TOCOMMUNICATE ON A GLOBAL LEVEL
5 conclusions:1.Communication is a cultural act.2.Cultural misunderstandings might bring to breakdown incommunication3.Intercultural competence is defined as the general linguistic,social & psychological abilities that makes a successfulinteraction with individuals from other cultures possible4.We have to admit openly that not everyone in the world is ”justlike me”& accept that cultures & people are not better or worse,but they are different.5.If communication is to be successful at any level of significance eachof us must cross the cultural divide,& the internal divide. Develop, grow & enjoy yourselves!
We interviewed50 teachers & 50 students:“Should cross-cultural training be incorporated in foreign language teaching & learning ?” 45 40 35 30 25 20 15 10 5 students 0 teachers Yes No TAKING INTO ACCOUNT THE RESULTS OF THE INTERVIEW WE DECIDED TO ASK THE RECTOR OF OUR UNIVERSITY TO INCORPORATE CROSS- CULTURAL TRAINING IN FL TEACHING & LEARNING
• Activity 1• What foreign language did you study at secondary school?• Why did you study these languages (or this language) and not others?• Were your reasons for taking the foreign language any different from the general aims stated above? (5-7 minutes)
• Activity 2• If you were in a position to advise on measures to prevent problems occurring between a group of people in a multicultural setting, what would you advise? (5-7)
• Activity 3.• Make a list of all the things that were different, that you found threatening when you visited a foreign country.• Then decide which caused the most anxiety beforehand, and which in fact turned out to have been the biggest problem. (8-10 minutes)
• Activity 4• In 1899 Earl Grey remarked:• Probably everyone would agree that an Englishman would be right in considering his way of looking at the world and at life better that that of Maori or the Hottentot, and no one will object in the abstract to England doing her best to impose her better and higher view on these savages… Can there be any doubt that the white man must, and will, impose his superior civilization on the coloured races?• (quoted in Phillipson 1992 p.45)• What arguments would you use to refuse the point of view expresses here? (5-7 minutes)
• Activity 5.• In the context of language learning and teaching three terms are frequently used: mother tongue, language and dialect. How have definitions of these changed if they have?
• Activity 6.• A linguistic community does not only share a code of language, it also shared a code of behaviour. Many clashes between parents and children originate from differences between the system of norms and values at home and the one valid among their friends.
• Activity 7.• You have made friends with someone whose background is different. You have been invited to visit your friend’s family for the weekend. What do you need to know about your friend’s cultural background to avoid social misdemeanours while you are with them? Make a list points you need to know about. If possible, find out the answers from “your friend”.
• Act 8. Have you personally, or has anyone you know, experienced a setting where a member of the company committed a social misdemeanour that on reflection may have been caused by a difference in cultural background?• Make a note of any such occurrence and establish the possible cultural rules which may have given rise to the behaviour leading to the “mistake” committed.