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Culture can be defined in several ways: 1. Traditionally, culture referred to civilization as opposed to nature, including high art and intellectual achievements. 2. Anthropologists view culture as a worldview comprising the knowledge, beliefs, arts, and customs acquired by people as members of a society. 3. Cultural anthropologists see culture as systems of symbols people use to communicate and understand each other. Culture encompasses the distinctive spiritual, material, intellectual and emotional features of a society or group, including art, literature, lifestyles, beliefs and values.
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Teaching culture in a language class
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.
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The Culture Of The Word Culture
Cultural relativism is an important concept in anthropology that emerged in response to ethnocentrism. It argues that a culture should only be understood within the context of its own traditions and history, not by another cultural standard. Franz Boas is considered the founder of cultural relativism, arguing that cultures cannot be objectively ranked as superior or inferior. His student Ruth Benedict further developed these ideas in her works exploring different cultural practices in their own contexts. While cultural relativism aims to avoid ethnocentrism, some argue it can also hinder cross-cultural understanding if taken to an extreme. Finding the right balance is an ongoing discussion.
Culture and values
The document discusses how culture is expressed through communication and how it has fragmented in modern society. It defines culture as the mental system of individuals and the content of interpersonal communication. Culture is expressed through control, interaction, and expression. However, fragmentation has divided society into various domains, regions, and groups. While traditional close-knit communities have collapsed, individuals are still connected through both real and virtual spaces in modern society.
Assignment on culture
This is all about Motivation and motivation theory. if u further need any help you can contact with me . kcb.brurcse42@gmail,com
Anthropology and the Study of Culture - UCSP Week 1.2.pptx
This document provides an overview of anthropology and culture. It defines anthropology as the study of humanity that looks at biological and cultural variations. Culture is defined as the complex beliefs, practices, values and artifacts that people learn in society. The document outlines the subdisciplines of anthropology, including physical/biological anthropology and cultural anthropology. It also discusses characteristics of culture, explaining that culture consists of material and non-material aspects that are shared within a group.
culture defination and meaning
Culture refers to the shared behaviors, beliefs, and customs of a particular group. It includes knowledge, values, language, religion, and other habits learned and passed down through generations. Culture is defined as the complex whole of knowledge, beliefs, arts, morals, laws, and customs acquired by people as members of society. It consists of patterns of behaviors and symbols that are learned, transmitted, and provide meaning to a group of people. Some key characteristics of culture are that it is learned, social, shared, transmitted continuously and accumulatively over time in an integrated manner.
Culture
Culture can be defined in several ways. It encompasses the characteristics and knowledge of a group, including language, religion, cuisine, social habits, arts, beliefs, and institutions. Culture is shared within a society and provides traditions and practices that are learned and passed down between generations. It is dynamic and constantly changing as societies adapt over time to new ideas and conditions.
Diiferent approaches to culture
The document discusses different definitions and approaches to defining culture. It outlines key characteristics of culture such as being manifested at different depths and influencing behavior. Cultural standards as defined by Thomas Alexander are explored, including standards around task orientation and rules. The iceberg concept of culture is introduced, distinguishing between surface, folk, and deep levels of culture. Potential outcomes of understanding this model include greater cultural awareness and sensitivity in social exchange.
Culture definition, Meaning and Elements
Culture definition, characteristics, elements, functions and types.
Cultural Studies, Sociology of culture, Anthropology
values of world cultures.pdf
Culture is defined as the set of learned behaviors, beliefs, values, and ideals that are characteristic of a particular society or population. It includes both material and non-material aspects such as language, knowledge, norms, rituals, technologies, and arts. Culture is learned and shared within a group, and is transmitted through enculturation, acculturation, and assimilation. It provides important functions like helping individuals fulfill their potential, overcoming disadvantages through tools and knowledge, establishing rules of conduct, and forming concepts of identity.
Different Cultures of the World
Culture is defined as the set of learned behaviors, beliefs, values, and ideals that are characteristic of a particular society or population. It includes both material and non-material aspects such as language, ideas, knowledge, norms, rituals, technologies, and art. Culture is learned and shared within a group, and is transmitted through enculturation, acculturation, and assimilation. It provides important functions like helping individuals fulfill their potential, overcoming physical disadvantages through tools and shelter, and establishing rules for proper social conduct.
UCSP-Lesson-3 (2).pptx CULTURE, SOCIETY AND POLITICS
The document defines culture as the complex whole of beliefs, practices, values, attitudes, laws, norms, artifacts, symbols and knowledge that are learned and shared as part of a society, as defined by anthropologist Edward Tylor. It notes culture includes both material and non-material aspects, with material culture consisting of tangible human inventions and non-material culture referring to intangible ideas, beliefs, perceptions and traditions. The document also discusses subculture and counterculture, with subculture being a modified culture within a larger culture and counterculture opposing the dominant culture.
SOCIAL AND CULTURE UCSP-Lesson-3 (2).pptx
The document defines culture as the complex whole of beliefs, practices, values, attitudes, laws, norms, artifacts, symbols and knowledge that are learned and shared as part of a society, as defined by anthropologist Edward Tylor in 1871. It also provides definitions of culture from Leslie White and Richley Crapo emphasizing that culture is a system of ideas, feelings and survival strategies shared by a group that gives them a shared identity. The document outlines that culture is learned through socialization, requires communication, is dynamic and unstable, and consists of patterns of social interaction. It distinguishes between material culture (tangible inventions) and non-material culture (intangible ideas, beliefs, perceptions and traditions) and describes sub
DAY-15 CULTURE.pptx
This document discusses the concept of culture. It defines culture as the learned behaviors and beliefs that are shared by a society and passed down between generations. This includes both material aspects like food, art, and architecture as well as non-material aspects like values, social norms, and practices. The document emphasizes cultural relativism, which is the view that a culture should be understood based on its own context and not judged against other cultures. It provides definitions of culture from several anthropologists and discusses the importance of culture in binding groups together and enhancing well-being. Major elements of culture discussed include social structures, traditions, language, religion, government and economics. The document also covers subculture and cultural diversity.
What is cultural geography
This presentation provides a general description about the Broad theme of Cultural Geography, along with definitions on cultural geography
The Anthropology Of Cultural Anthropology
Cultural anthropology examines the role of music and dance in culture. These art forms reflect cultural values and social organization. For example, the BaMbuti people of Africa value their molimo instrument, while high school marching bands in the US spend hours practicing music and dance routines that receive little respect from other students despite reflecting American cultural traditions. Cultural anthropology seeks to understand the meaning and social functions of artistic expressions across societies.
understnding culture and society
This document discusses different definitions and aspects of culture. It defines culture as the beliefs, values, attitudes, knowledge and behaviors shared by a group. Culture includes both material aspects like objects and architecture, as well as non-material aspects like values and norms. Subcultures are groups within a culture that differentiate themselves while still being part of the larger society. Countercultures clash with the dominant culture. Ideal culture refers to how people describe their way of life, while real culture is how people actually behave. Norms and folkways are important elements of culture as they establish standards for acceptable behavior.
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Anthropology and the Study of Culture - UCSP Week 1.2.pptx
Anthropology and the Study of Culture - UCSP Week 1.2.pptx
UCSP-Lesson-3 (2).pptx CULTURE, SOCIETY AND POLITICS
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More from Jesús Ángel González López
7.1 assessment and the cefr (1)
This document discusses assessment in language learning. It defines assessment as collecting information about students' language development through various methods such as tests, portfolios, and observations. This information is then analyzed and used to make pedagogical decisions. For assessment to be effective, it should be valid, reliable, and feasible. Validity means the assessment accurately measures proficiency. Reliability means a student would achieve similar results on multiple attempts. Feasibility means the assessment is practical to implement. The document also discusses formative assessment, self-assessment, and the importance of feedback in the learning process.
7.2 assessment and the cefr (2)
This document summarizes key points about testing various language skills from Hughes' book on language testing. It discusses techniques for testing writing, oral abilities, reading, listening, grammar, vocabulary, and overall ability. Tips are provided for each skill area as well as for testing young learners. Common issues with indirect assessment are addressed. The importance of test design, task selection, task difficulty, and reliable scoring procedures are emphasized throughout.
7.1 assessment and the cefr (1)
This document discusses key concepts in language assessment including validity, reliability, and feasibility. It defines validity as the accuracy of a test in measuring the intended proficiency. There are different types of validity including content, criterion-related, and construct validity. Reliability refers to a test producing consistent results, which can be measured using methods like test-retest. Feasibility means a test is practical to administer. The document also discusses types of language tests, how to improve validity and reliability, and item analysis. Chapters from a book on language testing techniques are assigned for discussion.
Bilingual education at university uc policy plan
This document discusses bilingual education programs at higher education institutions that use English as the primary language of instruction, known as EMI programs. It notes the increasing trend of EMI programs in Europe and reasons for their growth, including internationalization, improving English skills, and prestige. Potential threats of EMI discussed include lack of English proficiency among students and teachers leading to ineffective teaching and learning, and EMI limiting classroom discourse. Solutions proposed include screening language levels, additional training, and bilingual degrees. Research on EMI programs found small improvements in students' English skills. Examples of EMI programs in Spanish universities are also provided.
Cambridge tkt assessment
This document outlines 3 modules for language teaching. Module 1 provides background information on language teaching. Module 2 covers lesson planning and use of resources. Module 3 focuses on managing the teaching and learning process in the classroom.
American Geography
The document provides an overview of the geography and regions of the United States. It describes the country's large scale and varied landscape and climate. The US is divided into several distinct regions, including New England, the Mid-Atlantic region, the South, the Midwest, the Southwest, the Rocky Mountain region, and Pacific states. Each region has its own history and culture, and the document profiles some of the major cities and landmarks within each one.
History of Britain
Early Britain saw the construction of Stonehenge and Celtic population during the Iron Age. The Romans invaded in 43 AD and built Hadrian's Wall to separate Roman and barbarian tribes. Anglo-Saxons then invaded in the 5th-6th centuries, establishing kingdoms and converting to Christianity under the influence of Celtic and Roman faiths. The Normans conquered England in 1066 under William the Conqueror, establishing French dominance. The Magna Carta limited royal power in 1215 and the Hundred Years' War with France began in 1337. The Tudors rose to power in 1485 and Henry VIII established the Church of England in the 1530s. Civil war erupted in 1642 over disputes
8 how to teach literature (and comics)
This document discusses how to teach English literature in the classroom. It defines literature and English literature, explaining that literature includes stories, poems, and plays considered to have artistic value. It recommends using a learner-centered approach that encourages personal growth and interaction with texts. Teachers should select texts that are appropriate for their students' ages, English levels, and learning objectives. A variety of activities are described to help students engage with texts both inside and outside the classroom, including using comics due to their motivational value and ease of understanding.
7.1 ealta guidelines
The European Association for Language Testing and Assessment (EALTA) aims to promote understanding of language testing principles and improve testing practices across Europe. EALTA's guidelines provide best practices for those involved in teacher training, classroom assessment, and test development. The guidelines stress respect, responsibility, fairness, reliability, and validity. They also recommend clarifying purposes and ensuring appropriateness, accuracy, feedback, and stakeholder involvement in the assessment process. EALTA encourages engagement with decision makers to enhance quality of assessment systems.
7 assessment and the cefr
This document discusses key concepts in language assessment including validity, reliability, and feasibility. It provides definitions and examples of different types of validity including construct, content, criterion-related, and face validity. Reliability is discussed in terms of test-retest, alternate forms, and split-half methods. The document also covers types of language assessment such as proficiency tests, achievement tests, and diagnostic tests. Specific techniques for assessing writing, speaking, reading, listening, grammar, and vocabulary are outlined. Guidelines are provided for developing valid and reliable language tests.
5 methodology
The document outlines an action-oriented language model used in Cantabria, Spain for teaching language. The model uses task-based learning principles including using authentic materials and real-life tasks to reproduce natural language acquisition. Some key methodological principles are integrating skills and contents through communicative tasks, using texts close to students' experiences, promoting student autonomy, and treating errors positively as part of the learning process. An example task is provided focusing on family topics, with associated learning goals and activities involving listening, reading, writing, and oral interaction.
4 european language portfolio
The document describes the European Language Portfolio (ELP), which aims to help language learners improve their learning process through self-assessment and reflection. It discusses the ELP's objectives, sections (passport, biography, dossier), and types for different age groups in Spain. It then details the implementation of ELPs at two Spanish schools, including developing activities, trials with students, and addressing problems like the difficulty of self-assessment and the ELP's bulkiness. Teachers found that ELPs increased student autonomy and awareness of language learning as a process. The document concludes by discussing ways ELP principles have been incorporated into language courses, and the impact of ELPs on teacher training.
ceftrain
This document provides instructions for a training program to familiarize users with the Common European Framework of Reference for Languages (CEF). The training involves 6 steps: 1) selecting a language skill, 2) choosing a communicative task, 3) reading the task description, 4) completing the task, 5) rating the task difficulty, and 6) checking the user's rating against the trainer's rating. The goal is to help users scale language skills and assess task and performance levels as defined by the CEF.
cefr introduction
The Common European Framework provides a common basis for language education across Europe by establishing common reference levels for languages. It aims to promote plurilingualism, lifelong learning, and greater mobility and cooperation through common standards. The Framework describes language ability through communicative competences and sets out descriptive levels from A1 for basic users up to C2 for mastery. It takes a comprehensive approach to language skills including reception, production, interaction and mediation.
Theoretical framework
This document outlines the theoretical frameworks and main schools of thought regarding the relationship between film and literature. It discusses the precursors to film theory from the avant-garde, Russian formalism, and early 20th century writers. It also summarizes the influential semiological and narratological studies from thinkers like Christian Metz, Umberto Eco and Roland Barthes. Finally, it examines some of the key linguistic differences between film and literature, such as their approaches to space, time, and point of view, as well as some extra-linguistic aspects like their modes of creation and reception.
1 popular fiction
This document discusses different perspectives for analyzing popular fiction, including Dashiell Hammett's hard-boiled detective novels. It covers views of the author, reader, social context, genre codes, and medium. Regarding Hammett's works specifically, it notes they were successful on both a casual and careful reading level, offering absorbing stories and rich language. The document also examines criteria for classifying crime fiction genres, such as detective, noir, and thriller.
2 dashiell hammett bio
Dashiell Hammett was an American author best known for hardboiled crime novels and short stories published in the 1920s and 1930s, which had a significant influence on subsequent crime writers. Some of his most famous works include The Maltese Falcon, The Thin Man, and Red Harvest. He pioneered the "hardboiled" school of detective fiction, featuring private detectives who are often more concerned with honor than obedience to the law.
European dimensions
This document discusses definitions of Europe's boundaries. It notes that Europe's eastern boundary is commonly defined as the Ural Mountains, while its southeastern boundary with Asia is less clearly defined, possibly being the Ural River, Emba River, or Caucasus Mountains. The Mediterranean Sea separates Europe from Africa, and the Atlantic Ocean separates Europe from North America. However, there are differing opinions on where boundaries fall. Some include parts of Western Asia like Turkey and the Caucasus region within Europe, while others define boundaries along geographic features. The document also lists some transcontinental countries located in both Europe and Asia.
language policy plan
The document discusses language proficiency levels based on the Common European Framework and strategies for improving English skills at a university. It outlines 6 proficiency levels from A1 to C2 and provides examples of certifications and exams. It then proposes 3 solutions for students to demonstrate an B2 level: taking additional English classes, having subjects taught in English, or obtaining other qualifications involving English study.
Pcic
El documento presenta un resumen del Plan Curricular del Instituto Cervantes de 2006. Establece tres objetivos generales centrados en el alumno como agente social, hablante intercultural y aprendiente autónomo. Además, describe los cinco componentes de la lengua que comprende el plan: gramatical, pragmático-discursivo, nocional, cultural y de aprendizaje. Finalmente, ofrece ejemplos de los inventarios de los componentes gramatical, pragmático-discursivo y cultural.
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6 teaching culture
- 2. What is Culture? 1. Traditionally Culture = Civilization (as opposed to nature) “High culture”, Mathew Arnold’s definition: “the result of the best that has been thought and said in the world” Elite view: indigenous peoples as 'noble savages’ Culture with capital C (as opposed to popular culture: culture with K)
- 3. What is Culture? 2. Social anthropology: Culture as world view. Edward Taylor: “It includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society” 3. Cultural anthropology: Culture as symbols. The universal human capacity and activities to classify, codify and communicate their experiences symbolically. People use common symbols to communicate and understand each other
- 4. What is Culture? UNESCO definition (Universal Declaration of Cultural Diversity, 2002): “the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, which encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs”
- 5. Sterotypes
- 6. Sterotypes
- 7. Sterotypes
- 8. Culture and Language Learning From a linguistic point of view, cultural competence is one of the competences which are part of communicative competence. 3 sets of contents (Plan Curricular Instituto Cervantes) Cultural references (Culture) General knowledge about the countries Past and present events and people Cultural creation and products Sociocultural behaviour (culture) Way of life Interpersonal relations Collective identity Intercultural attitudes and abilities (20th-21st century migrations: the need for Interculturality)
- 9. 9 Plan Curricular del Instituto Cervantes REFERENTES CULTURALES CATEGORÍA APROXIMACIÓN PROFUNDIZACIÓN CONSOLIDACIÓN • Televisión y radio • Canales de televisión de mayor audiencia • Programas históricos de la televisión (Un, dos tres…) • Periodistas de prestigio de televisión y radio SABERES Y COMPORTAMIENTOS SOCIOCULTURALES • Relaciones sentimentales, familiares y de amistad • Fórmulas para saludar (dar la mano, besar), tratamiento, tono empleado, registro, movimientos y posturas corporales, … • Horas a las que se puede llamar por teléfono, grado de permisividad con las visitas espontáneas • Convenciones sociales y fórmulas en el acto de halagar utilizando piropos (es frecuente que quien recibe el piropo minimice su valor)