This document discusses different approaches to teaching culture as part of language education. It outlines Brooks' concept of teaching "deep culture" through everyday topics. It also describes Chastain's list of cultural topics, Nostrand's model of organizing cultural observations under broad themes, and Hammerly's three-fold classification combining factual and behavioral culture. The relationship between language and culture is explored, along with goals for developing cultural skills in learners. Content areas and techniques for teaching culture are identified, and challenges of cultural syllabus design are noted.

1. THE CULTURAL SYLLABUS By John Ariza

2. OVERVIEW 1. Concept of Culture 2. Brooks ´Concept 3. Chastain´s List 4. Nostrand´s Emergent Model 5. Hammerly´s Classification 6. Language and Culture/Society 7. Cultural Goals 8. Content of Culture Teaching 9. Techniques of Culture teaching 10. Cultural Syllabus Design 11. Summary

3. CONCEPT OF CULTURE Historically Prior to World War I/Inter War Years) Systematic understanding of the country and people Useful background and complement (language and literature) History, geography, institutions. Accomplishments in arts, music, drama, scientific discovery, sports, other. (National Heritage) After World War II Anthropological studies of tribal cultures/applied to West ¨Way of life/Life Style¨ of a community Typical daily behavior /shared social fabric

4. CONCEPT OF CULTURE 1950s Component of Language teaching Knowledge of a country Emphasize way of life culture 1960s Theorists recognize both concepts as legitimate Traditional Concept (Cultural achievements, artistic pursuits) Brooks terms ¨formal culture¨ ¨Culture with a capital C¨ Way of life culture (Behavior in daily situations) Brooks terms ¨deep culture¨ ¨Culture with a ¨small c¨

5. CONCEPT OF CULTURE Approaches Writers abandoned defining culture ¨a broad concept which embraces all aspects of the life of man¨(Seelye 1984)

7. Sixty topics and questions (informal)

8. Childhood Literature

9. Discipline

10. Pets

11. Yards, Lawns and sidewalks

12. Everyday culture of young American based on:

13. Culture and valuesSOURCE OF INFORMATION? Teacher supplies data?

15. Student activities and education

16. Social and economic systems

17. The press

18. Good manners

19. Women´s liberation

20. Other general topics

21. Lists are not exhaustive

22. Language learners at secondary school or undergraduate coursesInformation on topics/Teachers supply data

24. Culture

25. Society

26. Conflicts

27. Ecology and technology

28. Individual

29. Cross-cultural environment

30. Comprehensive and scholarly approach

31. Headings place observation in context

33. Information (or factual) culture

34. Information/Facts

35. Society, geography and history, heroes and villains etc

36. Behavioral culture (most)

37. Interpretation of way of life culture

38. Typical/actual behavior (way of life) N

39. Physical and Psychological needs (S)

40. Achievement or accomplishment culture

41. Traditional (artistic & literary)Combines (T) and (A) geared to learning SL

43. Specific contribution of cultural syllabus

44. Reality of people and places

45. People who use the language

46. The way they live

47. What they do, think and dream

48. Culture teaching (Cultural Syllabus)

49. Focus is people, places and actions

50. Linguistic phenomena is peripheral

51. Language Syllabus

52. Focus is on Linguistic phenomena

54. The sense, or functionality, of culturally conditioned behavior

55. Options society allows to satisfy physical and psychological needs

56. Interaction of language and social variables

57. Age, sex, social class, place of residence

58. Conventional behavior in common situations (B)

59. The role conventions plays in how people act in mundane and crisis situations

60. Cultural connotations of words and phrases

62. Make, evaluate and refine generalities

63. Researching another culture

64. Locate and organize (Library, mass media, people and personal observation)

65. Attitudes toward other societies (A)

66. Intellectual curiosity about empathy towards its peopleCOGNITIVE GOALS OF CULTURE LEARNING

68. Places (country, region etc) as perceived by Native speakers

69. Individual persons and way of life (personal contact with a Native speaker)

70. People and society in general (view themselves, class, religion, social, racial or regional prejudices)

71. History (significant historical developments, events, personalities, critical issues)

72. Institutions (government, social welfare, military and police, religion, political parties, media)

74. Providing Cultural information

75. Cultural context ( a song, news, culture capsule)

76. The Concept of culture clusters

77. Related cultural capsules (then role play)

78. Cultural Problem Solving

79. Situations (Manners, customs)

80. Self Instructional program (Fielder, Mitchell and Triandis (1971)

81. Feedback explains right and wrong in context

82. Behavioral and affective aspects

84. Culture taught as incidental not concerned with coherence/sequence in language program

85. Relationship between cultural syllabus within SL program and other curriculum areas may overlap

86. Importance to culture versus language

87. Culture embedded in Language

88. Place for six topics (Content of Culture Teaching)