This document discusses cultural stereotyping and othering. It includes discussion prompts on stereotypes people bring to their profession, how stereotypes lead to disadvantage or inferior treatment, and the fine line between stereotyping and making informed opinions. There are also examples of people falling into culturist traps by reducing others based on stereotypes, and strategies for avoiding perpetuating destructive discourse through greater self-awareness and consideration of complexity and individuality.
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy:
1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded.
2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives.
3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating.
Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious
This document outlines the syllabus for an English course on cross-cultural issues in teaching English as a second language. The course will examine cross-cultural practices and perspectives in TESOL and help students develop a culturally sensitive approach to language teaching. Topics will include language ideologies, multilingualism, and addressing issues of culture, power, and representation in the classroom.
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
1) The document discusses approaches to teaching culture as part of language learning. It emphasizes that culture is not just knowledge about a place and people, but a framework for how they live and communicate.
2) Two main approaches to teaching culture are outlined: a static approach focusing on facts about artifacts and institutions, and a dynamic approach involving active engagement and understanding processes and practices.
3) An intercultural framework is recommended that combines cultural content, learning as an active process, and developing intercultural competence and identity. This moves beyond just learning about another culture to making choices in real communication.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
This document summarizes a class discussion on language and identity from English 343. It includes comments from three students - Amy, Jasmine, and Jennifer - discussing how learning a second language has impacted their identity. The document also outlines the goals and agenda for the class, including discussing critical incidents in intercultural communication, key concepts around language and identity, and analyzing immigrant narratives. Students are asked to read an assigned novel and prepare questions for a guest speaker connecting to related research.
Here are 3 potential classroom activities that could reflect Ibrahim's pedagogical philosophy:
1. Have students do research projects on influential figures from marginalized communities and present their findings to the class. This elevates voices that are often excluded.
2. Incorporate texts, music, films etc. from diverse cultures and communities into lesson plans to expose students to a variety of perspectives.
3. Facilitate open discussions where students are encouraged to respectfully share their own cultural experiences and backgrounds. This values multiple identities and ways of communicating.
Ibrahim is pointing out that the assumed "norm" in schools often reflects the dominant white culture and experience by default. As teachers, we need to be conscious
This document outlines the syllabus for an English course on cross-cultural issues in teaching English as a second language. The course will examine cross-cultural practices and perspectives in TESOL and help students develop a culturally sensitive approach to language teaching. Topics will include language ideologies, multilingualism, and addressing issues of culture, power, and representation in the classroom.
This document discusses proposals for organizing a book club discussion on ethnographic research methods. It provides four components for analyzing books discussed in the club: 1) a summary of main arguments, 2) context, research questions, methodology and findings, 3) contributions to the relevant discipline, and 4) remaining critical questions. Students then share their thoughts on issues from the readings, including generalizing results, negotiating subject positions, and representing culture in analysis.
Here are some suggestions for characters you could choose from and their perspectives:
- Young Ju - Reflect on her experiences adjusting to life in America and balancing two cultures.
- Uhmma - Express her worries for her family and desire to maintain their Korean traditions and identity.
- Apa - Share his struggles providing for his family in a new country and coping with stress and alcoholism.
- Joon - Describe his childhood experiences and relationship with his demanding father.
- Halmoni - Tell the story from her perspective in Korea before passing and her hopes for her family.
- Teacher/classmate - Offer an outsider's view of Young Ju's challenges fitting in at school and expressing
1) The document discusses approaches to teaching culture as part of language learning. It emphasizes that culture is not just knowledge about a place and people, but a framework for how they live and communicate.
2) Two main approaches to teaching culture are outlined: a static approach focusing on facts about artifacts and institutions, and a dynamic approach involving active engagement and understanding processes and practices.
3) An intercultural framework is recommended that combines cultural content, learning as an active process, and developing intercultural competence and identity. This moves beyond just learning about another culture to making choices in real communication.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
The document discusses cultural authenticity in American Indian children's literature. It provides guidelines for evaluating books to ensure they are respectful and accurate in their portrayal of Indigenous peoples, including looking at illustrations, language, history, and the author's background. Examples are given of both culturally appropriate and inappropriate books. Assessment tools from Native organizations are also listed.
Multicultural Literature: Overview and AssignmentK.C. Boyd
The document discusses multicultural literature and its importance in education. It defines multicultural literature as works that portray non-white racial and ethnic groups in the US. It highlights four major ethnic groups represented in multicultural literature and explains how such works can enhance understanding of diversity, provide varied perspectives, and affirm cultural identities for minority students. The document also provides guidance on evaluating the cultural authenticity of multicultural literature.
Practical Techniques for Teaching Culture in the ClassroomJoe McVeigh
As English language teachers we naturally focus on language itself and how we can help our students learn it better. But research has shown that intercultural competence can be just as important as language ability. How can we become more aware of cultural differences and how can we-and our students-bridge cultural gaps? In this interactive webinar, we will examine some key concepts of intercultural communication and look at some practical ways to help learners communicate more effectively when they interact with those from different cultural backgrounds.
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.
1. Taylor-Mendes studied how racial stereotypes are constructed through images in English as a Foreign Language (EFL) textbooks.
2. Interviews with Brazilian students and teachers found that images in EFL textbooks often portrayed Americans as wealthy and problem-free, and depicted people of color as poor or powerless.
3. The study concluded that EFL images do not truly represent diverse cultures, but rather construct racial identities by reinforcing stereotypes. Teachers must engage students in critically examining images to address issues of race and power.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
This document discusses managing intercultural conflict flexibly. [1] It explores cultural background factors that influence conflict such as individualism vs collectivism and power distance. [2] Intercultural conflict process factors are examined, like different conflict styles across cultures. [3] Flexible skills for managing intercultural conflict include facework, mindful listening, cultural empathy, and reframing.
The document discusses culture shock, defining it as a stressful transitional period when individuals move from a familiar to an unfamiliar cultural environment. It explores the characteristics, factors, and developmental patterns of culture shock using models like the U-curve and W-curve. Finally, it provides tips for managing culture shock by maintaining an open mindset, seeking support, and prioritizing self-care during the adjustment process.
This document discusses issues related to cultural awareness and learning styles in language teaching. It summarizes an article by Cem Alptekin that argues the field of language teaching needs to move beyond a "color-blind" approach and be more sensitive to diverse cultures. The document also discusses differences in communication styles across cultures, such as how Germans and Americans approach apologies differently, and how perceptions can be influenced by cultural norms. It stresses the importance of understanding these cultural differences in order to avoid making incorrect judgments and having a more effective approach to teaching language and culture.
The document presents an English Only Kritik arguing that requiring debates to be conducted solely in English marginalizes non-English speakers and destroys cultural identity. It claims that debate formats systematically discriminate against those who do not speak English by not allowing for translators. The document provides background on the link between language and identity and argues the judge should vote for the opposition team to punish the government for complying with discriminatory norms.
This document discusses the issues facing global identity in communication. It covers how the internet and technology have transformed identities from local to global, influenced by television, music, fashion and social media. It introduces the concept of an "e-netizen" as someone with a hybrid local and global identity due to being wired to the internet. E-netizens experience spatial and temporal dialectics online. Gadgets and social media have changed communication patterns to be faster, more truncated via text, and have allowed people to be social change agents. Developing identity takes time but can now transform quickly online, for better or worse.
This document provides an overview of intercultural communication and key concepts related to culture. It defines culture as the learned characteristics common to a group, differentiating between patterns of thought, behavior, artifacts, and impacts on nature. Intercultural communication is defined as the sharing of information between people with different cultural backgrounds. The document warns of stereotyping cultures and emphasizes examining communication within specific activities to avoid overgeneralization. It also discusses the concepts of ethnicity, social identity, and how people construct their identity through cultural characteristics.
This document discusses context and culture in applied linguistics. It covers several key topics:
1. Discourse analysis examines language use in context, taking into account paralanguage, pragmatics, and genres. Paralanguage includes tone of voice and body language. Pragmatics studies implied meaning. Genres are categories of language use.
2. Culture refers to shared practices, values and beliefs that affect communication between groups. Differences in cultural norms can easily lead to misunderstandings.
3. Teaching culture and language rights in linguistics raises complex issues. When teaching English as a global language, what cultural content should be included? Linguistic minorities also seek rights to preserve their own languages.
This document discusses key concepts in intercultural communication. It defines intercultural communication as occurring when individuals from different cultural communities negotiate shared meanings. It notes there are varying definitions of what constitutes a culture. The document also discusses how interactions exist on a continuum from highly intercultural to highly interpersonal. It outlines theories of ascribed and avowed group identity and the communication theory of identity. Elements of intercultural communication competence are identified, including language proficiency, sensitivity to nonverbal communication, flexibility, and avoiding ethnocentrism. A developmental model of intercultural sensitivity is presented that progresses from denial to integration of cultural differences.
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
This document discusses different conceptions of literacy and illiteracy from various perspectives including:
1. Literacy and illiteracy are social constructs that label and categorize people based on their educational attainment. Illiteracy implies political and intellectual ignorance.
2. Literacy must be understood from cross-disciplinary lenses including language, education, anthropology, sociology, history, and psychology. It is as much a socio-political construct as a linguistic one.
3. A critical theory of language views it as a social process and social practice used within different contexts, as opposed to just a set of skills. Critical pedagogy aims to give students a language of empowerment to interrogate dominant discour
The document discusses several key points about the nature of signs and language:
- Signs have no natural connection to the real world and are arbitrary, which allows them to be appropriated by discourse communities. Native speakers may feel signs have natural meanings due to cultural immersion.
- Political and historical symbols take on simplified meanings through repeated use over time, shaping users' memories and conferring mythical weight. Cultural stereotypes also become frozen signs that affect both users and subjects.
- Signs establish semantic and pragmatic relationships with other signs based on direct exchanges and broader discourse contexts. Coherence is created through inferences between speakers rather than being inherent.
- The arbitrariness of signs gives language its power as
This document discusses key ideas from Lisa Delpit's work on the differences in approaches to teaching and learning between white and black cultures. It poses a series of questions about how the "culture of power" manifests in schools and the implications for literacy and teacher expectations. It challenges the reader to consider whether black and white students learn differently and whether their ways of knowing the world differ. Delpit argues that an overemphasis on "child-centered" and "process-oriented" approaches fails to teach important skills that students need to succeed. The document examines differing perspectives on language, culture and power in education.
This document discusses culture in teaching English. It defines culture as including information or factual culture, behavioral culture, and achievement or accomplishment culture. There are three domains of culture: cognitive, pragmatic, and attitudinal. Teachers of English as a foreign language should teach both "big C" culture, which includes historical and artistic achievements, and "small c" culture, which is everyday behavioral culture important for students to understand when in the target country. The goals of teaching culture are to help students understand culturally conditioned behaviors and develop cultural awareness, competence, and empathy. Teachers should integrate cultural learning throughout lessons and recognize that cultural teaching aims to develop understanding, not demand behavior change.
This document provides an overview and introduction to an ENGL 725/825 graduate course on second language literacy. The summary includes:
- Examining dominant theories in L2 reading and writing pedagogy, current research on L2 literacy acquisition, and how literacy functions in a globalized world.
- Developing understanding of literacies and their importance, critically analyzing ideas, and engaging in scholarly discussion.
- Becoming more aware of critical L2 literacy and seeing diversity as a strength.
- Improving L2 teaching skills in reading, writing, speaking and other media.
This document provides an agenda and announcements for an English research writing class. It discusses finding sources for literature reviews, evaluating sources, and directions for writing literature reviews. Students are instructed to find at least six sources related to their research topics and read sample literature reviews. They are also given guidelines for evaluating sources based on authority, accuracy, comprehensiveness, and validity. The document provides directions for introducing topics, summarizing and synthesizing articles, and concluding literature reviews.
Multicultural Literature: Overview and AssignmentK.C. Boyd
The document discusses multicultural literature and its importance in education. It defines multicultural literature as works that portray non-white racial and ethnic groups in the US. It highlights four major ethnic groups represented in multicultural literature and explains how such works can enhance understanding of diversity, provide varied perspectives, and affirm cultural identities for minority students. The document also provides guidance on evaluating the cultural authenticity of multicultural literature.
Practical Techniques for Teaching Culture in the ClassroomJoe McVeigh
As English language teachers we naturally focus on language itself and how we can help our students learn it better. But research has shown that intercultural competence can be just as important as language ability. How can we become more aware of cultural differences and how can we-and our students-bridge cultural gaps? In this interactive webinar, we will examine some key concepts of intercultural communication and look at some practical ways to help learners communicate more effectively when they interact with those from different cultural backgrounds.
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.
1. Taylor-Mendes studied how racial stereotypes are constructed through images in English as a Foreign Language (EFL) textbooks.
2. Interviews with Brazilian students and teachers found that images in EFL textbooks often portrayed Americans as wealthy and problem-free, and depicted people of color as poor or powerless.
3. The study concluded that EFL images do not truly represent diverse cultures, but rather construct racial identities by reinforcing stereotypes. Teachers must engage students in critically examining images to address issues of race and power.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
This document discusses managing intercultural conflict flexibly. [1] It explores cultural background factors that influence conflict such as individualism vs collectivism and power distance. [2] Intercultural conflict process factors are examined, like different conflict styles across cultures. [3] Flexible skills for managing intercultural conflict include facework, mindful listening, cultural empathy, and reframing.
The document discusses culture shock, defining it as a stressful transitional period when individuals move from a familiar to an unfamiliar cultural environment. It explores the characteristics, factors, and developmental patterns of culture shock using models like the U-curve and W-curve. Finally, it provides tips for managing culture shock by maintaining an open mindset, seeking support, and prioritizing self-care during the adjustment process.
This document discusses issues related to cultural awareness and learning styles in language teaching. It summarizes an article by Cem Alptekin that argues the field of language teaching needs to move beyond a "color-blind" approach and be more sensitive to diverse cultures. The document also discusses differences in communication styles across cultures, such as how Germans and Americans approach apologies differently, and how perceptions can be influenced by cultural norms. It stresses the importance of understanding these cultural differences in order to avoid making incorrect judgments and having a more effective approach to teaching language and culture.
The document presents an English Only Kritik arguing that requiring debates to be conducted solely in English marginalizes non-English speakers and destroys cultural identity. It claims that debate formats systematically discriminate against those who do not speak English by not allowing for translators. The document provides background on the link between language and identity and argues the judge should vote for the opposition team to punish the government for complying with discriminatory norms.
This document discusses the issues facing global identity in communication. It covers how the internet and technology have transformed identities from local to global, influenced by television, music, fashion and social media. It introduces the concept of an "e-netizen" as someone with a hybrid local and global identity due to being wired to the internet. E-netizens experience spatial and temporal dialectics online. Gadgets and social media have changed communication patterns to be faster, more truncated via text, and have allowed people to be social change agents. Developing identity takes time but can now transform quickly online, for better or worse.
This document provides an overview of intercultural communication and key concepts related to culture. It defines culture as the learned characteristics common to a group, differentiating between patterns of thought, behavior, artifacts, and impacts on nature. Intercultural communication is defined as the sharing of information between people with different cultural backgrounds. The document warns of stereotyping cultures and emphasizes examining communication within specific activities to avoid overgeneralization. It also discusses the concepts of ethnicity, social identity, and how people construct their identity through cultural characteristics.
This document discusses context and culture in applied linguistics. It covers several key topics:
1. Discourse analysis examines language use in context, taking into account paralanguage, pragmatics, and genres. Paralanguage includes tone of voice and body language. Pragmatics studies implied meaning. Genres are categories of language use.
2. Culture refers to shared practices, values and beliefs that affect communication between groups. Differences in cultural norms can easily lead to misunderstandings.
3. Teaching culture and language rights in linguistics raises complex issues. When teaching English as a global language, what cultural content should be included? Linguistic minorities also seek rights to preserve their own languages.
This document discusses key concepts in intercultural communication. It defines intercultural communication as occurring when individuals from different cultural communities negotiate shared meanings. It notes there are varying definitions of what constitutes a culture. The document also discusses how interactions exist on a continuum from highly intercultural to highly interpersonal. It outlines theories of ascribed and avowed group identity and the communication theory of identity. Elements of intercultural communication competence are identified, including language proficiency, sensitivity to nonverbal communication, flexibility, and avoiding ethnocentrism. A developmental model of intercultural sensitivity is presented that progresses from denial to integration of cultural differences.
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
This document discusses different conceptions of literacy and illiteracy from various perspectives including:
1. Literacy and illiteracy are social constructs that label and categorize people based on their educational attainment. Illiteracy implies political and intellectual ignorance.
2. Literacy must be understood from cross-disciplinary lenses including language, education, anthropology, sociology, history, and psychology. It is as much a socio-political construct as a linguistic one.
3. A critical theory of language views it as a social process and social practice used within different contexts, as opposed to just a set of skills. Critical pedagogy aims to give students a language of empowerment to interrogate dominant discour
The document discusses several key points about the nature of signs and language:
- Signs have no natural connection to the real world and are arbitrary, which allows them to be appropriated by discourse communities. Native speakers may feel signs have natural meanings due to cultural immersion.
- Political and historical symbols take on simplified meanings through repeated use over time, shaping users' memories and conferring mythical weight. Cultural stereotypes also become frozen signs that affect both users and subjects.
- Signs establish semantic and pragmatic relationships with other signs based on direct exchanges and broader discourse contexts. Coherence is created through inferences between speakers rather than being inherent.
- The arbitrariness of signs gives language its power as
This document discusses key ideas from Lisa Delpit's work on the differences in approaches to teaching and learning between white and black cultures. It poses a series of questions about how the "culture of power" manifests in schools and the implications for literacy and teacher expectations. It challenges the reader to consider whether black and white students learn differently and whether their ways of knowing the world differ. Delpit argues that an overemphasis on "child-centered" and "process-oriented" approaches fails to teach important skills that students need to succeed. The document examines differing perspectives on language, culture and power in education.
This document discusses culture in teaching English. It defines culture as including information or factual culture, behavioral culture, and achievement or accomplishment culture. There are three domains of culture: cognitive, pragmatic, and attitudinal. Teachers of English as a foreign language should teach both "big C" culture, which includes historical and artistic achievements, and "small c" culture, which is everyday behavioral culture important for students to understand when in the target country. The goals of teaching culture are to help students understand culturally conditioned behaviors and develop cultural awareness, competence, and empathy. Teachers should integrate cultural learning throughout lessons and recognize that cultural teaching aims to develop understanding, not demand behavior change.
This document provides an overview and introduction to an ENGL 725/825 graduate course on second language literacy. The summary includes:
- Examining dominant theories in L2 reading and writing pedagogy, current research on L2 literacy acquisition, and how literacy functions in a globalized world.
- Developing understanding of literacies and their importance, critically analyzing ideas, and engaging in scholarly discussion.
- Becoming more aware of critical L2 literacy and seeing diversity as a strength.
- Improving L2 teaching skills in reading, writing, speaking and other media.
This document provides an agenda and announcements for an English research writing class. It discusses finding sources for literature reviews, evaluating sources, and directions for writing literature reviews. Students are instructed to find at least six sources related to their research topics and read sample literature reviews. They are also given guidelines for evaluating sources based on authority, accuracy, comprehensiveness, and validity. The document provides directions for introducing topics, summarizing and synthesizing articles, and concluding literature reviews.
This document outlines the agenda for an English 101 class on visual texts and linguistic landscapes. It discusses exploring street art, political cartoons, and the linguistic landscape of the local community. Students will work in groups to identify issues in their campus or city, and create a visual text addressing one of these issues. The project aims to examine how different visual genres like graffiti, signs and murals are used in public spaces, and what social meanings they convey. Students are asked to find and analyze examples of different visual genres, considering aspects like who produced them, their purpose and intended audience.
1. The document outlines the agenda for an ENG 202 research writing class, including discussions on literature reviews, research methodologies, qualitative and quantitative data collection methods like interviews and surveys.
2. Guidance is provided on how to conduct effective interviews for research purposes, including generating relevant questions, selecting participants, preparation, and best practices.
3. An overview of Kenji Yoshino's book "Covering" is given, exploring the concept of "covering" one's identities to blend into the mainstream and discussing experiences with pressure to downplay marginalized traits.
This document summarizes the key points from an English language teaching methods class. It discusses several historical approaches to language teaching such as grammar translation, direct method, reading approach, and audiolingualism. It then covers cognitive, silent way, and communicative language teaching approaches. The document contrasts language-centered methods focused on structures versus learner-centered methods focused on communication and meaning. It prompts students to write a blog entry reflecting on their experiences with different language teaching approaches.
This document contains discussion posts from students in an English 344 "Dialogic approaches to TESOL" class. The posts discuss topics from the class like defining dialogism in TESOL, the purpose of education, accent addition vs reduction, and linguistic racism. It also includes the class agenda which will involve student voices on dialogic approaches, a discussion facilitation, and presenting project proposals. The document provides context and ideas for students' final TESOL project proposals which are due on March 1st and should be 2-3 pages exploring an SLA topic of importance to their future teaching.
This document provides an agenda and discussion for a class on analyzing genres and conducting language awareness projects. It includes discussions on writing personal essays, conducting genre analysis, interviewing participants for language awareness projects, and information literacy. Students shared ideas for their proposed language awareness projects, discussed tips for interviewing and collecting data through interviews, and were assigned homework to conduct interviews and gather more information about languages.
Teaching English Through English I Class #3lisyaseloni
This document provides an agenda for an English teaching session that focuses on developing critical reading and writing skills. It includes discussions on evaluating academic sources, creating lesson plans based on readings, and techniques for active reading such as annotating texts, asking questions, and connecting information to prior knowledge. Sample activities involve reflecting on and peer-editing essays about English villages in South Korea. Guidelines are provided for evaluating sources based on authority, accuracy, comprehensiveness, validity and ease of use. The session will conclude with a teaching demonstration of a reading and writing lesson plan developed from academic texts.
This document contains the agenda and notes for an English class discussing identity and culture. It includes reminders about assignments, an overview of concepts from last week's readings, and a discussion of key terms and concepts from the readings for this week, including Holliday et al.'s views on essentialist vs non-essentialist perspectives of culture, and Pavlenko's work on identity narratives. The class will analyze identity narratives in small groups and discuss how language and narratives relate to notions of identity.
This document discusses language, culture and identity. It defines culture and lists some cultural parameters like individualism, power distance, uncertainty avoidance, gender roles, time orientation and tightness. It discusses stereotypes and how language shapes thought and frames our conceptual universe. It also discusses communities of practice, identity and language learning, linguistic relativity, acculturation, culture shock, social distance, attitudes, ideology, language policy, English as a lingua franca, linguistic imperialism and teaching intercultural competence.
The document provides tips for teachers to help students explore culture in their language learning. It discusses defining culture, making students aware of how culture impacts their lives, highlighting visible and hidden aspects of culture, showing how cultures can value the same things differently, explaining how culture works using dimensions like individualism/collectivism, and building awareness of cultural adjustment stress. The overall goal is for students to develop cultural understanding and competence.
This document contains the agenda and notes for an English 343 class discussing identity and immigration narratives. The topics covered include reminders, a video on using immigration stories in class, reviewing concepts from the previous week like identity and representation, analyzing identity narratives in groups, and discussing a documentary on the Chinese immigrant experience. Key concepts are defined, such as otherization, orientalism, linguistic relativity, habitus, and cultural capital. Students then share their thoughts on identity narratives and the experiences of immigrants feeling pressured to abandon their original culture to assimilate into American culture. One student shares her personal narrative of feeling caught between cultures as the daughter of immigrants.
Parisa, an Iranian woman studying in the UK, was told by her colleagues that she did not seem very Iranian because she did not fit their stereotypes of Iranian women being passive and submissive. This example highlights the problem of deep-seated cultural essentialism, where complex individual identities are reduced to simplistic stereotypes based on perceived cultural attributes.
1) The document discusses contrastive rhetoric and approaches to teaching English as a second language.
2) It summarizes Kubota's 1999 article which argues that cultural representations are constructed through discourse rather than existing inherently. It critiques essentialist views of cultures like Japanese culture.
3) Barbara's story is discussed as an example of moving from a relativist view of culture to a critical understanding of how cultures are discursively constructed and issues of power. Barbara learns to teach in a way that acknowledges students' cultures while helping them acquire new conventions.
This document provides tips for teachers to help students explore culture in the classroom. It discusses two responsibilities of teachers regarding culture and language. It then lists tips such as having students define culture, raising culture to a conscious level, pointing out hidden aspects of culture, showing how cultures value things differently, and helping students understand how culture works. The document provides research and examples to support each tip. The overall goal is to help students learn about their own and other cultures.
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
This document discusses various sociocultural factors related to second language acquisition, including culture, stereotypes, attitudes, social distance, intercultural competence, language policy, and the relationship between language and thought. It addresses concepts like second culture acquisition, cultural categories, linguistic imperialism, and implications for teaching English as a second or foreign language. The role of students' native cultures and addressing stereotypes in the language classroom are emphasized.
This document discusses intercultural communication and cultural differences. It begins by defining intercultural communication as understanding one another without sharing a common culture. It then discusses how historically, cultures have dealt with differences by avoiding, converting, or killing those unlike themselves. The document emphasizes that understanding subjective culture, or shared patterns of thinking and behavior, is key to developing intercultural competence. It also discusses how stereotypes can arise from cultural generalizations but can be avoided by recognizing that all cultures contain diversity and no generalization applies to all individuals.
Jonathan Rosa Pa Lante Looking Like A Language And Sounding Like A Race ...Luis Alejandro Molina
1. The document discusses how Latin@ student identity is negotiated in a Chicago high school, involving paradoxes around language use and embracing ethnic identity.
2. Students use multiple language varieties not captured by concepts like bilingualism, while the school seeks to validate and transform Latin@ identity only if it leads to institutional success.
3. The negotiation of identity is shaped by ideologies that languages should be separate and that stereotypes about people are mapped onto their language.
This document provides an agenda and materials for an English 343 culture class. The agenda includes an overview of key concepts and theories of culture, including recent approaches like interpretivism, socio-cognitive perspectives, and critical approaches involving otherization and orientalism. It discusses terms from readings by Hinkel and Kumar and shares student reflections on culture. The document aims
This document discusses ways to incorporate cultural awareness and knowledge into English language classes. It suggests examining one's own culture first to understand how it shapes perspectives. Teachers can then explore elements of other cultures using frameworks like the 3P model of culture (perspectives, practices, products). Intercultural phenomena like acculturation are also important to understand. Focusing on particular cultures involves studying their history, values and communication styles. Developing strategies for ongoing culture learning includes developing curiosity and critical thinking about different cultural practices. The document provides examples of culturally-aware classroom activities.
Language influences culture in multiple ways according to the document. Different languages shape how cultures view the world as each has different words and concepts, and some even view time differently. The document argues that language affects a culture's social reality and provides examples of how languages influence cultures.
This document discusses defining and understanding multiculturalism for librarianship as a cultural profession. It begins by defining key terms like race, culture, ethnicity and explores how they differ. It then examines aspects of culture within dominant American norms versus various subcultures. It emphasizes that all institutions, including libraries, have a dominant culture as well as subcultures within. The document concludes by discussing the importance of cultural diversity and inclusion in libraries based on the American Library Association's Library Bill of Rights.
Workshop Cross Cultural Communication Skills For Life, Study Andzulemar
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This document discusses concepts related to multicultural advising. It includes exercises that would help advisors understand diversity and cultural differences in advising. It also provides models of racial/cultural identity development and questions for advisors to reflect on their own cultural competence when working with students from diverse backgrounds. Key factors that can impact the success of minority students are identified as well as the importance of advising in retention.
This document discusses cultural considerations when providing support for families affected by intellectual and developmental disabilities (IDD). It notes that professionals need to understand the cultural systems families exist within to offer effective support. Cultural factors can positively or negatively impact support systems for these families. Beliefs about disability vary across cultures and sometimes act as barriers to support. Systemic changes may help shift beliefs from segregationist to more inclusive views. Interventions also need to differ based on cultural beliefs, values, and languages between cultures. Measuring family quality of life considers how the construct is viewed differently across cultures.
This document discusses intercultural communication. It defines intercultural communication as studying how people understand each other across group boundaries like nationality, ethnicity, gender, etc. Some key aspects of human interaction that intercultural communication examines are the communication situation, nonverbal behavior, how discourse structures goals, and how different groups perform speech acts. Intercultural communication aims to improve understanding across cultural differences but faces challenges from differing message interpretations and finding shared understanding.
Name Professor CourseDateNonverbal barriers in intercu.docxroushhsiu
Name:
Professor:
Course:
Date:
Nonverbal barriers in intercultural communication
Summary
Different culture facilitates intercultural communication. These differences are identified in terms of language, type of food consumed, cultural practices, and dressing styles. The communication barrier thus sets in due to these language differences. Apart from the language mode of communication, we have body language, which is referred to as nonverbal communication. This form varies from community to community. As seen in the case of Americans and Chinese, they have varied nonverbal communication, thus making the two communities incoherent. Different meaning is usually attached to common nonverbal communication leading to misinterpretation of information. Since we cannot avoid communication, it is advised that we get to understand each other's cultural differences. This could be possible by watching movies, TV plays, reading newspapers and novels. Lastly, to minimize this effect, we are encouraged to use communication skills more frequently.
What I like about the paper
This paper has identified the specific nonverbal problems, and it has gone a further step in suggesting possible recommendations for the identified problem.
Do the authors establish the problem the paper will address?
Yes, the author is addressing what causes nonverbal communication breakdown and what are the possible solutions to these barriers.
Is there a clear, proactive thesis?
No, the paper only emphasized on the general problem facing nonverbal communication.
Is there a clear argument that defends the thesis?
No. In this paper, there is no specific thesis; hence, we cannot have a defending thesis on what does not exist.
Is the argument at any point weak or unconvincing?
Some arguments are weak since they are not supported by any evidence such as similar research done by other authors
What questions does the paper raise without answering?
This is concerning the sender of the message and the receiver. The author does not explain how this difference of misunderstanding takes place
Is the methodology clearly described?
The paper has not clearly described the methodology of the paper. There is no basis of information provided, such as the author has mentioned 55% without giving any credibility source.
Is it adequate to make the argument the authors want to make?
It is not adequate because the entire information provided is not supported by evidence
Are any problems spelled out and discussed?
Several problems have been identified and discussed. Non-understanding between communities, for instance, could be addressed by having to read newspapers and listen to TV plays.
Do the writers sufficiently establish the setting/context of the study?
The context has been established. Through giving a personal experience of what he uncounted in the United States and how fellow Chinese and American students interact gives a vivid image of what is happening.
Are all the peoples described treated respe ...
The document summarizes key points from two sessions of an English language teaching foundations course. It outlines the agenda, course objectives, materials and assignments. Regarding first language acquisition, it discusses the typical developmental stages children progress through, from babbling to one-word sentences and eventually two to three word sentences by ages 3 to 5. It also briefly covers different theories of first language acquisition from behaviorist, innatist and interactionist perspectives.
The document discusses a class that focuses on understanding the influence of culture on writing. It introduces contrastive rhetoric, which examines differences in writing across cultures. While Kaplan's early work in this area made broad generalizations, later scholars recognized that writing is influenced by many factors beyond just one's native language and culture. The class considers how to apply contrastive rhetoric insights to teaching English as a second language in a way that is critically aware of issues of power and discourse. It also discusses responding effectively and sensitively to international students' writing assignments in English.
The document discusses the need for a pluralistic approach to composition and world Englishes that embraces linguistic diversity. It critiques earlier approaches that promoted a monolingual model and segregated language codes. Scholars like Canagarajah argue students should learn communicative strategies for negotiating diverse language contexts, and that composition pedagogy should legitimize the use of vernacular varieties and code-meshing in academic writing. This represents a shift toward a translingual approach that prepares students for linguistic flexibility and pluralism in a globalized world.
The document outlines the schedule and content for Week 2 of a course on transgressive theories and performativity around language. Part I includes a blog discussion and introduces theories of language and ideology from Gee and issues of English and globalization from Pennycook. Part II focuses on transgressive theories of language as performance from Pennycook and includes a sign-up for student presentations. Reflection questions are provided asking students to discuss their evolving theories of language and literacy.
The document outlines the agenda and materials for an English seminar on intercultural rhetoric and discourse, including three modules covering topics like translingualism, global Englishes, contrastive rhetoric, and ethnographic approaches to literacy. Key concepts to be discussed in the first module include issues around standard English, standard language ideology, and world Englishes.
The document discusses task-based instruction and the shortcomings of communicative language teaching (CLT). It includes an agenda for the class that focuses on task-based instruction in the first half and the shortcomings of CLT in the second half. Several students provide their perspectives on task-based instruction and focus on form versus content in tasks. The roles of teachers, researchers, and testers in task-based instruction are discussed. Approaches to task-based instruction and issues arising from task adaptability are also covered. Finally, students voice their perspectives on the shortcomings of CLT as discussed in related readings.
The document discusses shifts in approaches to teaching English as a second language, including moving from a focus on communicative language teaching and methods to post-method pedagogy and task-based language teaching, as well as incorporating critical discourse. It also provides discussion prompts and instructions for an activity analyzing these shifts and their implications for language education.
This document discusses post-method pedagogy in TESOL education. It covers three key topics:
1. Understanding the limitations of traditional "method-based" pedagogy and the need to move towards a "post-method condition" that empowers teachers.
2. The three parameters of post-method pedagogy: particularity, practicality, and possibility. This emphasizes developing context-sensitive and location-specific practices.
3. Critical approaches to TESOL, which aim to question the status quo through transformative pedagogy and greater inclusiveness. This involves issues like power relations, marginalization, and ensuring access to discourse for all students.
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on these topics, classroom observation perspectives, an overview of language teaching terms and history, and examining the idea of "best methods" through an article by Prabhu. It also includes students' reflections on the readings and group work analyzing the theories and techniques of various methods. The document provides context and guidance for the week's class discussions and activities.
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on the history of language teaching methods and an overview of terms like Grammar Translation Method, Direct Method, Audiolingual Method, and others. It will also involve problematizing the idea of there being a "best method" through an article by Prabhu. The document provides context for discussions in the week's class meetings.
Week 2 goals for English 345 include developing an understanding of language teaching methodology history, major method characteristics, and theoretical backgrounds. The readings discuss that no single best method exists, and the importance is how to develop activities enabling program objectives. Teachers should operate based on their own sense of plausibility and update approaches over time based on research and experience. A variety of methods were discussed, highlighting that different contexts require flexible approaches tailored to student needs.
This document provides an overview of the syllabus and first week agenda for an English TESOL Methods and Materials course. It introduces the course objectives, assignments, topics to be covered, and expectations. Some key areas of focus include critical pedagogy, sociocultural theory, moving beyond the concept of "method" in language teaching, and preparing teachers to develop culturally appropriate practices.
This document discusses a class session about cultural representations in teaching materials like textbooks and media. It includes discussions on how cultural representations can promote stereotypes and essentialize other groups. Students share experiences with how their home countries portrayed other cultures in textbooks and media growing up. They discuss the need to raise awareness of unequal power dynamics and representations to transform society and empower marginalized groups. The goal is for educators to examine their own cultural assumptions and representations of other cultures critically.
002 week 4 identity, investment and language learning copylisyaseloni
This document contains the agenda and discussion topics for an English class on identity, investment, and language learning. The class will discuss key concepts from readings by Norton, Hall, and Holliday. Students will share ideas and questions from the readings. There will also be a discussion of social identity with Bonny Norton and of language and culture projects. The document outlines the agenda, provides summaries of student comments on the readings, and highlights ideas from Norton's research on how relations of power and identity affect second language acquisition.
Here are some key points the groups may discuss about the statements on page 74:
- The essentialist view that cultures have clear boundaries and people exclusively belong to one culture is an oversimplification. Cultures are fluid and dynamic, with blurred boundaries.
- People have multiple, overlapping cultural identities that change over time based on their experiences and interactions. They cannot be reduced to a single cultural label.
- Understanding someone from another culture requires seeing them as a complex individual, not just as a representative of their presumed culture. Stereotypes are limiting and often inaccurate.
- Culture is a verb - it's something societies and groups do and display through complex, evolving characteristics. It can't be pinned down or essentialized
This document outlines the agenda for an English 101 narrative writing class. It includes discussions on narrative genres, personal charts about an important person, writing about family languages, and blogging. Students will summarize an article in groups and answer discussion questions. They will learn about personal, fictional, and biographical narratives. The class will also discuss a reading titled "Outside, In" and watch a documentary on languages in America. For an assignment, students will blog about the languages in their families and brainstorm topics for a language awareness project.
This document discusses the shift from method-based to post-method pedagogy in teaching English as a second language. It provides an agenda for a class that includes initial thoughts on readings, group work discussing articles on the topic, and principles of post-method teaching. Student responses are included that discuss issues like the need to understand student backgrounds and experiences, periods of awareness and awakening in language teaching approaches, problems with communicative language teaching methods, and the constant evolution of theories. The class will discuss shifts from CLT to task-based and systemic discovery to critical discourse approaches. Key aspects of post-method pedagogy are developing teachers' sense of what works best for their students and focusing on local needs rather than set
This summary provides an overview of a discussion on conceptualizing teacher roles and post-method pedagogy in TESOL:
1) The discussion focuses on three roles for teachers: passive technicians who follow methods strictly, reflective practitioners who adapt methods, and transformative intellectuals who challenge sociopolitical assumptions.
2) Post-method pedagogy is presented as a more flexible framework than rigid language teaching methods, allowing teachers to develop context-sensitive approaches based on guiding principles.
3) While some argue methods are irrelevant concerns for practicing teachers, others note teachers have long blended techniques from different methods based on their expertise and classroom needs.
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3. Discussion of your identity narrative
Unpacking our stereotypes
Your voices on this week’s readings
Panel Discussion by Lisa and Chris
Kumar Chapter 5
Kumar article on stereotyping
Interview with Edward Said on Orientalism
P.S: PLEASE WATCH YOUR EMAILS FOR NEXT WEEK’S
READING SET. I MAY CHANGE A FEW THINGS.
4. Take about 10 minutes to discuss what you found out
about yourself as a language educator as you worked
on your identity narrative. What are some of the cross-
cultural concepts you have mentioned in your
narrative?
5. We all fall into the culturist trap of reducing people. It
is important that we are aware of our stereotypes and
can monitor how we let them influence our teacher
behaviors (e.g. assessing L2 student writing, evaluating
classroom participation, creating culturally relevant
assignments). With this in mind, comment on the
followings:
1. What are some of the stereotypes you bring to your
profession? Be specific.
2. How do you/did you pass through this stereotype
and look for a deeper understanding/full complexity
of a group of people (or, have you?)
6. In what ways our expectations of stigmatized social
group’s (e.g. stereotypes)lead to inferior service or
disadvantage?
8. When do people have enough? When does othering
go too far and when is it appropriate to act on or claim
that someone is othering you?
9. What is the fine line between stereotyping and
gathering information to make an informed opinion
about a person from a particular culture?
10. In my opinion, people tend to judge foreigners based
on the stereotypes. Is it really their culture? Or is it the
fact that the students feel uncomfortable in the
classrooms that make them passive?
11. Further on, the author talks about historical accounts
from Confucius which do not support the Asian
stereotype of complete and unconditional obedience
to authority. So where does this generalization come
from?
12. Even though I’ve based my assumptions on working
with East Asian students and interacting with Asian
friends, they may still be faulty ideas and would not
prove true in every case. Even though it’s good to have
a frame of reference for relating to students, I agree
with Kumaravadivelu that I must more fully develop a
“critical awareness of the complex nature of
cultural understanding” (717).
Question: I wonder what kind of cultural stereotypes
Asian students might have about North American
teachers…
13.
14. The smith family
Summarize the scenario. What does this example show
about prescribed stereotypes? What mistake did John
make with the the Smiths?
15. A religious culture characterized by
-- clothing
--disdain for modernity
These stereotypes led John’s behaviours and explained
whatever the Smiths do from this “filter” He fell into
various culturist traps.
Any similar situations you experienced?
16. Stereotyping: Ideal characterization of the Other
Prejudice: Judgment made on the basis of interest
rather than emergent evidence
Culturism: Reducing the members of a group to the
pre-defined characteristics of a cultural label.
17. An understanding supervisor?
Summarize the case. What are some of the culturist
language/behavior Jeremy displays? How does Jeremy
think he is acting? How does Jabu interprets Jerremy’s
behavior? How could Jeremy appropriate his language
and behaviors not to fall into culturist trap? What would
you do if you were in Jabu’s shoes?
18. Culturism: Jerremy assumes that he is being supportive and
understanding when in fact he is being patronizing
according to Jabu
False Sharing: Jeremy is sharing an image of Jabu which he
constructed based on his previous experiences.
*** Avoid being seduced by previous experience of the exotic.
*** Monitor your own language and be aware of the
destructive, culturist discourse we might be conforming to or
perpetuating (p. 38)
19. Is it natural to form stereotypes?
“Many argue that it is natural to form stereotypes, and
that they indeed help us to understand “foreign
cultures”—that they act as a template, or as an ideal
type, against with we can measure the unknown”—Do
you agree with this? Is stereotyping a natural act?
20. 1. Averse Racism
Stereotypes are ingrained in the racist system and are
perpetuated in popular culture
2. Social Identity
We stereotype, when we see others as a threat to our self-
esteem. A need to maintain a positive distinction between
our own group and others. We might be biased in favor of
our own group
3. Orientalism: Western representation of Other. Legitimized
by power relationships/colonialism
“colonized people are stereotyped and treated not as
communities of individuals but as an indistinguishable mass”
21. Read the interviews by Mallison and Brewster on page
149. In your groups, write an analysis of what strategies
of “othering” Nate uses when he talks about
Blacks, Latinos and rednecks. How does he create a
“discourse of difference” (Wodak, 1997 see p. 152) in his
narrative?
Then, compare your analysis with Mallinson and
Brewster’s analysis. Do you agree with their analysis?
Why? Why not?
22. Avoid being seduced by the previous experience of the
exotic.
Monitor of our own language and be aware of the
destructive, culturist, sexist, racist discourse we might be
conforming to or perpetuating
Know that maintenance of students ethnic language and
culture is a fundamental right of all members of the
community.
Be sensitive to subtle cultural meanings that children with
a different view of social reality bring to the class
Move beyond taken-for-granted assumptions when
interpreting student behavior.
23. …should be performed through the practice of
everyday life rather than through the practice of
merely reading texts or including “culture
celebrations”—Avoid “boutique multiculturalism”
(Stanley Fish)
ALL students should be encouraged and enabled to
engage critically with various ethnic and cultural
backgrounds so that they can recognize and explore
complex interconnections, gaps that occur between
their own and other ethnic and cultural identities and
how these identities are situated in the wider
framework of power relations
24. Assimilation vs acculturation (p. 68)
What’s wrong with the melting pot theory?
25. In Hungtington’s words all immigrants should commit
themselves to Anglo-Protestant culture of the
founding settlers—which is the center of the American
Identity. Key elements of American identity according
to him:
The English language
Christianity
Religious commitment
Protestant values of individualism
The work ethnic
26. Salin says immigrants would be welcome as full
members of American family if they accept English as
their primary language, take pride in American
identity, and live by protestant ethic
27. Assimilation: Newcomers leaving their their ethnic
backgrounds and cultural resources behind and
embrace the host societies’ values (characterized by
the mainstream segment of the adopted society)
Acculturation: newcomers adaptation of the culture-
the behaviors, norms, practices, symbols, rules of the
target/host culture.
28. NATIVISM (19th and early
IDEALISM 20th century)
The fusion of all races “Early Americans”
Religious amalgamation Core culture should be: WASPs
Native language and cultural
Shedding previous ethnic traits are seen as impediments to
identities and construct an the construction of American
American identity. identity
Emerging American Cultural assimilation was a one-
identity can be “blend of way process.
sociocultural beliefs and Linguistic assimilation is
practices drawn from many essential by discarding the home
languages: Monolingualism and
different ethnic groups”(p. monoculturalism.
77)
29. Who is doing the assimilation?
From what to what?
For what?
What does it make to people?
30. Finding traces of nativism in second language theory
construction and language policies in the U.S. Examples:
The legacy of nativist philosophy: ENGLISH-ONLY
POLICIES
Theory Construction:
1) Robert Kaplan’s Cultural thought patterns
2) Schumann's acculturation model of second language
acquisition
31. Contrastive Rhetoric: Cultural thought
patterns in intercultural education
(Kaplan, 1966; the doodle article)
Explored the links between the
culturally specific logic/thought
patterns and paragraph structures in
English essays written by NNES
students.
“The patterns of paragraphs in other
languages are not so well
established, or perhaps only not so
well known to speakers of English”
Came up with five lingua-cultural
groups in rhetorical structures of a
piece of writing in students’ cultures.
31
32. Essays were collected as class exercise, students did nto have
comparable language skills
Rhetorical deviations he found in NNES students were similar to
the rhetorical errors made by NS students
The generalizations about student’s culture based on the
rhetorical and cultural through patterns has been contested by
many scholars. Kaplan did not take into account linguistic and
cultural variations in each group.
Faulty argumentations: making assertions about one’s L1 writing
rhetoric and thought patterns based on a general L2 essay
structure. Other factors such as topic knowledge, language
proficiency, educational background also influences students
paragraph development
Considering standard English speaking NSs as the norm-
overlooks the plurality within language groups! Native English
speakers do not all write in linear, straight line paragraph
development. Members of different discourse communities write
in different genres.
33. Ethnocentric view of culture:
The worldview of a group of people using the same
language is determined by that single language and
culture? (strong version of Sapir-Whorf Hypothesis)
Even though he himself modified some of his
arguments two decades after he wrote the original
1966 article, some English teachers still associate the
rhetorical deviations in NNES students’ English essays
to their linguistic and cultural traits (see pg. 88)
34. Ten-month longitudinal study to investigate untutored English
acquisition by Spanish speaking adults. Alberto makes little
progress. Schuman connects this to the social distance between
him and the members of the mainstream community. According
to Schumann psychological and social contact with the TL group
“is the essential component in acculturation” (1978, p. 29)
The greater one’s cultural integration with the mainstream
group, the more successful would be one’s attempt to learn the
target language
“Any learner can be placed on a continuum that ranges from social
and psychological distance to social and psychological proximity
with speakers of the target language, and that the learner will
acquire the language only to the extent that he acculturates” (p.
29)—this argument dismisses various outside factors.
35. Inequitable power relations between the second language
speakers and the target language speakers.
Norton (2000) says “It may be because the dominant power
structures within the society had relegated Alberto to a
marginalized status and then blamed him for his inability to
acculturate”
Target language community’s responsibility to maximize
opportunities for cultural assimilation
Schumann’s social distance theory carries traces of nativist
philosophy as it minimizes the importance of the immigrants'
own language and culture.
More recent studies argue that “maintenance of the mother
tongue among immigrant children can in fact facilitate their
successful learning of the target language” (Cummins, 2000)
36. Be aware of the dominant discourses which are easily
perpetuated by the media, and which lead us to “think-as-
usual” that familiar images of the foreign Other as normal
Seek a deeper and a complex understanding of the
representation of the foreign Other which are perpetuated
by society
Monitor your language and be aware of the
destructive, culturist discourses we might be perpetuating.
Avoid readily explaining student behavior in terms of
culture and cultural stereotypes—avoid binary categories
such as NS-NNS
37. 1. Averse Racism
Stereotypes are ingrained in the racist system and are
perpetuated in popular culture
2. Social Identity
We stereotype, when we see others as a threat to our self-
esteem. A need to maintain a positive distinction between
our own group and others. We might be biased in favor of
our own group
3. Orientalism: Western representation of Other. Legitimized
by power relationships/colonialism
“colonized people are stereotyped and treated not as
communities of individuals but as an indistinguishable mass”
38. Otherization
Reductive process that ascribe an imagined superior identity to the Self
and an imagined inferior identity to the Other. “Colonizers
systematically devalue the colonized and how develuation expends to
every aspect of life. See Memi’s The Colonizer and the colonized.
Orientalism (coined by Edward Said)
Western representation of the Other (i.e. East). “Orientalism is a
systematically constructed discourse by which the West “ was able to
manage—and produce—the Orient
politically, sociologically, ideologically, scientifically, and
imaginatively” (Said, 1978). Eg. Accents of Arabs in Aladdin. Aladdin is
also Arab bur speaks English in Standard English.
Produces an essentialist and static Other.
Cultures, just like people, are not islands by themselves. They are all
interconnected, making every culture, in effect, a hybrid culture.
John didn’t want to reach out to his neighbors, the Smiths (Amish) because he was afraid of offending them. He assumed that they wouldn’t want to watch the broadcast of Princess Diana’s funeral. However, when John invited them over to his house to watch the procession, they were greatly pleased.
Jeremy an Australian lecturer is excited to be supervising Jabu, a black student from South Africa. Previously, Jeremy had been involved in an education project in South Africa for three years. Jeremy introduces Jabu to the rest of the class on the first day and states that he knows her “context” very well. In their private meetings, Jeremy talks in a slow tone of voice and tells her that he will be able to help her understand concepts that might be alien to her. This greatly offends Jabu because she knows that Jeremy is also supervising a German student and he does not treat him the same way.
We still see linguisitic assimilation largely in langaugepolicioes and the ESL classrooms. Nativism philosophy unfortunately still shapes the American psyche.—Rhhetoric of nativism?