These Slides explain about journal that entitled "Addressing Culture in EFL Classrooms: The Challenge of Shifting from a Traditional to an Intercultural Stance"
(Si Thang Kiet Ho--Victoria University of Wellington, New Zealand)
It is created by Group 11
CCU-A Class-2017
English Education Department
Yogyakarta State University
The Importance of Culture in Second and Foreign Language Learning.Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.
The Importance of Culture in Second and Foreign Language Learning.Bahram Kazemian
English has been designated as a source of intercultural communication among the people from diverse linguistic and cultural backgrounds. A range of linguistic and cultural theories contribute meaningful insights on the development of competence in intercultural communication. The speculations suggest the use of communicative strategies focusing on the development of learners’ efficiency in communicating language through cultural context. However, the teaching of culture in communication has not been paid due importance in a number of academic and language settings of Pakistan and Iran. This assignment study indicates problems in view of teaching English as a medium of instruction in public sector colleges of interior Sindh, Pakistan and prescribed textbooks in Iranian schools. It also aims to identify drawbacks and shortcoming in prescribed textbooks for intermediate students at college level and schools. Therefore, the assignment study recommends integration of cultural awareness into a language teaching programme for an overall achievement of competence in intercultural communication.
English language learning and teaching involves more factors than cognitive functioning or phonetic development. Cultural influence of both the native and target cultures impact learning styles. for more info https://voiceskills.org/
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
JALT 2012 How Bilingualism informs Language TeachingSteve McCarty
Converted from Keynote for iPad to PDF. Japan Association for Language Teaching JALT 2012 annual international conference. Photos are of my half-Japanese sons when they were 2-3 years old (now they are grown up). Click in the circle to hear the recorded presentation synchronized with the slides, so you just sit back. It includes a lively question-and-answer session at the end, a total of 42 minutes. Or click on the small triangles to just read the slides.
English language learning and teaching involves more factors than cognitive functioning or phonetic development. Cultural influence of both the native and target cultures impact learning styles. for more info https://voiceskills.org/
Practical Techniques for Teaching Culture in the Classroom NNETESOL 2011Joe McVeigh
Techniques for integrating the teaching of culture into the English language or ESL classroom. Handouts and bibliography available at www.joemcveigh.org/resources
JALT 2012 How Bilingualism informs Language TeachingSteve McCarty
Converted from Keynote for iPad to PDF. Japan Association for Language Teaching JALT 2012 annual international conference. Photos are of my half-Japanese sons when they were 2-3 years old (now they are grown up). Click in the circle to hear the recorded presentation synchronized with the slides, so you just sit back. It includes a lively question-and-answer session at the end, a total of 42 minutes. Or click on the small triangles to just read the slides.
Communicative language teaching must be intercultural. Cross-cultural
communication is not new: as long as people from different cultures have been
encountering one another there has been cross-cultural communication. Nowadays,
however, the growing globalisation of the world’s economic markets, increased
travel opportunities and better communication facilities have created a situation
in which people from different linguistic and cultural backgrounds need to
communicate with each other more often than ever. Although communication
across cultures has become very important in our age, only a few English teachers are aware of the fact that their task is not only to teach English, but they also have to increase their students’ cross-curricular awareness. The teachers of English as a
foreign language have to teach language with a strong wish of education
changing their students’ attitude towards different cultures and different nations.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Group Presentation 2 Economics.Ariana Buscigliopptx
Addressing Culture in EFL Classrooms
1. Addressing Culture in EFL Classrooms:
The Challenge of Shifting from
a Traditional to an Intercultural
Stance
Diasna Marta Siwi 16202241003
Adrian Bahri 16202241028
2. Our Topics :
1. Introduction
2. Background
3. Metodology
4. Discussion
5. Limitations and Future Directions
6. The Conclusion
3. INTRODUCTION
• Intercultural language learning is a stance on language teaching
and learning that emphasizes the interdependence of language
and culture and the importance of intercultural understanding as a
goal of language education.
• The importance of developing intercultural communicative
competence alongside linguistic competence has resulted from
learners’ needs for acquiring intercultural skills for cross-cultural
communication in which they may encounter linguistic and
cultural barriers.
4. BACKGROUND
1. Language and Culture
Language and culture have an inextricable and interdependent relationship.
5. 2. Intercultural Communicative Competence
Intercultural communicative
competence refers to the “ability to
ensure a shared understanding by
people of different social identities,
and [the] ability to interact with
people as complex human beings
with multiple identities and their
own individuality”
The
Components
Attitude/Affective
Capacities
Behavior
Cognitive
Capacities
6. 3. Intercultural Language Learning
The process of acquiring the culture-
specific and culture-general knowledge,
skills, attitudes required for effective
communication and interaction with
individuals from other cultures.
It is a dynamic, developmental, and
ongoing process which engages the
learner cognitively, behaviorally, and
affectively.
The Cultural Iceberg
7. A pathway for developing intercultural
competence (Liddicoat, 2002)
8. METHODOLOGY
1. Intercultural language learning
The intercultural com-municative tasks should then be designed
appropriately for each target group of students so that they can actively engage in
the discussion of cultural issues in the units that require both their knowledge of
home and target culture and skills of culture learning
2. Methodological considerations
The development of the cultural components is based on learners’
construction of own knowledge through cultural ex-ploration and an
understanding of their own and the target culture’s values and beliefs.
9. DISCUSSION
1. Methodological considerations
• Families (Speaking unit)
Learners need to be exposed to different family issues and de-velop an
understanding of the family values in their own and the target culture.
• Food and drinks (British Culture unit)
Learners also need to explore the target culture themselves and reflect on
the values of food and drinking norms in their own and the target culture in
order to develop an understanding of the shared meanings of these values for
culture learning.
10. 2. Developing the Cultural Component
Exploring
self
Noticing/
observation
Cultural
explora-
tion
Compari-
sons and
reflections
Mediation
between
cultures
11. Learners engage in group discussion activities about
the differences in ideas that make up a family in their own
family trees. This task can increase awareness of the
diversity within learners’ own culture as well as their
individual concepts of family.
Learners can also develop their cultural awareness
through cultural connotations of vocabulary which may
draw different pictures for people from different cultures.
Exploring
self
13. Cultural
exploration
Ethnographic interviews
Learners can conduct
ethnographic interviews with
native English speakers to
interpret and construct their
own model of cultural
learning through the
exploration of family values
or eat-ing and drinking
norms in the target culture.
Learners are then asked to
present an oral report about
what they have known about
the target culture from their
interviews.
Cultural simulations
Learners can participate in
an afternoon tea organized by
the teacher for socializing
with some native English
speakers invited to the
classroom. Students in the
class can be divided into small
groups to facilitate the
activity of socializing.
Dealing with cultural
stereotypes
Learners can engage in
tasks of cultural exploration
to identify any cultural
stereotypes that may exist.
For example, learners can
present their ideas about
British food through the post-
ers/pictures they bring to
class.
14. learners need to have an understanding of their own culture
first. learners can participate in group discussions and reflections
on cultural similarities and differences in family values between
English-speaking cultures and their home culture.
Comparisons
and
reflections
15. Learners can engage in problem-solving
activities as a way to mediate between cultures.
For example, students can discuss dilemmas
about par-ents’ decision on career choice or
eating norms.
Mediation
between
cultures
16. Limitations and future directions
The development of the cultural components in English language classes
in Vietnam may be influenced by a number of constraints. The Vietnamese
teacher has been considered the expert knower of the language.
Future research can look into the assessment of students’ acquisition of
cultural knowledge, skills and attitudes towards culture learning
Potential ways of assessment may include pre-tests and post-tests,
interviews or portfolios to measure students’ development of intercultural
communicative competence and the effect of intercultural language learning on
their EFL learning
17. Conclusions
A shift from a traditional to intercultural stance in EFL
classrooms will contribute to teachers’ professional development for a
long-term plan for language teaching. It enhances their awareness of
the inextricable and interdependent relationship between language
and culture and teaching culture as an integral component of language
teaching. It also helps to develop teachers’ intercul-tural perspectives
that may have an impact on their language teaching methodology and
syllabus design. This shift is a challenge that EFL teachers and learners
have to deal with to meet the goals of foreign language education in
our modern world.