Field Study #1 Presentation
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Culture and Language
This document discusses the relationship between culture and language. It defines culture as the distinctive spiritual, material, intellectual and emotional features of a society or social group. Language is seen as a fundamental part of culture from philosophical, communicative and pragmatic points of view. As the world becomes more globalized, learning about culture through language is becoming a central part of language education. Teaching foreign languages using elements of the target culture, such as British culture, helps develop cultural awareness, intercultural skills, empathy and tolerance. Real-life cultural artifacts like music, food, clothing and texts can be incorporated into language lessons.
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This document provides tips for teaching culture and language. It discusses the relationship between culture, language and thought. Some key points made are that language expresses, embodies and symbolizes cultural reality. It also discusses identifying different speech communities, the influence of gender on language, differences between spoken and written language, understanding meaning in context, identifying speech acts, understanding the concept of "face", and recognizing communication styles and registers. The document provides research and suggestions for what teachers can do to help students understand these concepts.
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The document outlines guidelines for setting up a high-quality book center in a preschool classroom. It recommends including 5 categories of books (realistic, factual, fantasy, cultural, animals) as well as additional materials like posters, pictures, puppets. Diversity should be represented through books in other languages, about other cultures, disabilities, and families. The book center should be accessible for most of the day and include books related to classroom themes. The teacher's role is to make activities meaningful and help children connect language and symbols.
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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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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.
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This document discusses teaching culture as part of foreign language education. It provides quotes emphasizing the importance of learning other languages and cultures to gain new perspectives. Learning a new language allows students to become members of a linguistic community and opens their minds to different worldviews. The document also lists various sources of cultural input that can be incorporated into language lessons, such as authentic texts, songs, films and visits from foreign language assistants or exchanges. It suggests using both the first language and target language as mediums for cultural discussion and transmission, depending on the age and level of students. Special events like food tastings, guest speakers and project-based learning are highlighted as memorable ways to teach culture. The document concludes with questions about the motivational
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Personal value of literature for children
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1) Cultural identity is complex and defined by relationships with other individuals and groups. Understanding other cultures helps people better understand their own identity.
2) Valuing cultural diversity and allowing cultural expression are important for countering racism. Denying cultural expression limits the sharing of unique perspectives.
3) After living in multiple cultures, people broaden their perceptions and begin to feel part of a multicultural identity rather than only their original culture. Returning to their original culture can make them feel like outsiders.
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The document discusses the relationship between language and identity. It explains that identity is multifaceted and expressed through factors like accent, vocabulary, and naming practices. How people address each other and what pronouns they use can indicate social relationships and group membership. Language use helps people both construct their own identities and categorize others as belonging to certain social groups or not. Identity involves complex interactions between individual, social, and political identities shaped by language.
Linda McCullough PPT
The document discusses how traditional tales can be used to motivate students and improve literacy by incorporating digital tools and online resources, noting that these tales introduce students to different cultures while promoting values like honesty and kindness. It provides examples of how traditional tales can be adapted or extended using parallel, deconstructed, or illustrated versions and how this can help develop students' multi-literate skills in understanding various text types and technologies.
Hirschpresentation
The document discusses Eric Hirsch and his views on cultural literacy and education standards. Hirsch believes that a lack of shared cultural knowledge among generations has contributed to declining literacy in America. He argues that education standards should ensure students learn important dates, people and facts to build strong background knowledge. While math standards are specific, Hirsch criticizes language arts and social studies standards for being too vague. He advocates for standards that explicitly list core literary works and facts to teach cultural literacy.
Language and culture expo 1
Culture refers to what has been grown and groomed by humanity, in contrast to nature which refers to what grows organically. Language, culture, and humanity's relationship with nature are inextricably linked. As human cranial capacity increased over 200,000 years ago, it allowed for greater developments in technology, language, and social organization. Language was a crucial development that enabled humans to conceptualize, acquire knowledge, develop meaning, and express ideas, which in turn fed the development of culture through learning and transmission between individuals and groups. Culture represents humanity's way of constructing meaning and reality through our relationship with the natural world.
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This document summarizes a lecture about language and identity. It discusses how structuralism cannot address context, style, and identity considerations. It also discusses how language ideologies view languages as emblems of national identity but that languages are actually more complex, with multiple codes and practices woven into cultural life. Finally, it provides examples of the political histories relating to marginalized languages like Welsh and Mexican Spanish in the contexts of Wales and the United States.
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This document discusses multicultural literature and its importance. It defines multicultural literature as books about the experiences of people from different cultures, including mainstream cultures. It notes that multicultural literature can help reduce prejudice by fostering understanding of other cultures and bringing their histories and traditions to life. It also acknowledges that multicultural literature develops cultural pride while also finding common ground between all people. The document outlines some types of multicultural literature and issues to consider when selecting books, such as avoiding stereotypes and ensuring authentic perspectives.
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This document summarizes an article by Bonny Norton titled "Language, Identity, and the Ownership of English". The summary outlines Norton's examination of the relationship between language, identity, culture and ownership of language. It discusses several key points made in the article, including how identity relates to theories of subjectivity, an example of how language and identity interact in practice through Mai's story, and how research on topics like native/nonnative English teachers and categorization of learners relate to questions of ownership over the English language internationally. In conclusion, the summary restates Norton's argument that English cannot be owned by any one group, but rather belongs to all of its speakers globally.
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This document outlines a project between schools in 5 countries to share and compare myths, legends, and folktales. Students will collect stories from their home countries and exchange them virtually. They will explore the cultural and historical context of the stories. The students will choose a story from another country, dramatize it or set it to music. They will then illustrate the stories and compile them into books. The project aims to foster collaboration and cultural understanding between the students from different countries.
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This document provides the weekly schedule for a preschool classroom for the week of December 15-19. The schedule focuses on holiday traditions of Christmas and Hanukkah. Each day includes activities in different interest areas like art, dramatic play, shared discussions and read-alouds related to the holidays. The schedule also notes a Santa visit on Tuesday and special events like a Polar Express day and a visit to the library.
Personal value of literature for children
Reading literature provides both personal and academic benefits for children. Personally, literature cultivates children's enjoyment, imagination, knowledge, empathy, cultural identity, moral reasoning, and artistic preferences. Academically, literature improves reading, writing, performance in other subjects like history and science, and art appreciation. It develops important reading skills like phonemic awareness, phonics, comprehension, fluency, and vocabulary. Literature allows children to gain insights into life and understand different perspectives.
TRRC Presentation - Multicultural Children's Literature
This is the talk I gave to the Tar River Reading Council of Pitt County, NC, about multicultural children's literature. The main idea is that all texts send messages, so as teachers we should be sure those messages are as inclusive as possible of our students and our world. Using Rudine Sims Bishop's definition of multicultural children's literature and her concept of how books can be both windows into the lives of others and mirrors to reflect back our own stories, I share information, recommendations, and arts-based instructional approaches with multicultural children's literature that teachers can use in their classrooms.
Language and Cultureal Identity
1) Cultural identity is complex and defined by relationships with other individuals and groups. Understanding other cultures helps people better understand their own identity.
2) Valuing cultural diversity and allowing cultural expression are important for countering racism. Denying cultural expression limits the sharing of unique perspectives.
3) After living in multiple cultures, people broaden their perceptions and begin to feel part of a multicultural identity rather than only their original culture. Returning to their original culture can make them feel like outsiders.
Cultural Literacy
The document discusses cultural literacy and the importance of shared knowledge about mainstream culture. It argues that real literacy depends on familiarity with one's national culture, allowing people to understand references and communicate efficiently. Cultural literacy provides a common language and background knowledge across the country. It means having knowledge of important people, events, concepts etc. in history, literature, science, and other domains to participate fully in society.
Language identity.
The document discusses language identity, power, and politics. It defines identity as something that is constantly negotiated through interactions. There are four types of identity: master, interactive, personal, and relational. Language plays a role in national and cultural identity. Power can be exercised through language by elevating some varieties and suppressing others. Language is also used politically through techniques like presupposition, implicature, metaphors, and euphemisms. Historically, English emerged as the language of power in India under British rule and eventually became a global language with technological advancement.
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The Beauty of Story, Multicultural Literature and its Connection to Social Ju...Beth Herman-Davis, EdD
Explores US education statistics and student engagement, multicultural and diverse literature, social justice, and culturally responsive teaching.Analyzing Multicultural Literature
This document discusses frameworks for analyzing diversity and inclusion in multicultural literature featuring dragons. It presents two continuums: one measuring diversity to homogeneity, and another measuring "something" to "nothing". "Something" refers to culturally unique, locally meaningful content, while "nothing" means shallow, impersonal content. A matrix crosses these, with examples like folktales in the "something for somebody" quadrant versus generic stories in the "nothing for nobody" quadrant. The document cautions against absolute judgments and encourages considering diverse elements even in otherwise homogeneous texts.
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Tell me a story: Myths and traditional tales from all over Europe
Tell me a story: Myths and traditional tales from all over Europe
TRRC Presentation - Multicultural Children's Literature
TRRC Presentation - Multicultural Children's Literature
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This document discusses Native American myths and their importance in Native American culture. It begins by defining what myths are - traditional stories that involve supernatural elements and attempt to explain natural phenomena or teach moral lessons. It notes that myths were an important part of oral tradition for Native Americans. The document then discusses some common characteristics and purposes of Native American myths, such as explaining origins or cultural values. Students are then assigned to study examples of Native American origin myths in small groups and present their myth to the class. They are also given a writing assignment to either create their own myth or interview an elder about an oral tradition passed down through generations.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Field Study #1 Presentation
- 2. 3 stories on the path to one proposal
- 3. Story #1 On a road to nowhere
- 4. Helen Keller • “ Once I knew only darkness and stillness. My life was without past or future. But a little word from the fingers of another fell into my hand that clutched at emptiness and my heart leaped to the rapture of living.”
- 5. Learning Statements Group #1 • People have an inherent need to communicate, to have a “voice”, and to share their stories • The forms of communication vary from person to person, and era to era • Historic forms of communicating include art (drawings, statues, paintings), written word (letters, journals, poetry) and spoken word (legends, plays, family history, song) • Recently developed forms include, texting, emailing, social networks sites (facebook/twitter), video (youtube), podcasting, blogging, etc.
- 6. Story #2 The Heart of Darkness
- 7. Chimamanda Adichie The danger of the “single” story, the power of the story teller, and the necessity of sharing the multitude of overlapping stories to understand our lives, our culture, and each other.
- 9. Learning Statements group 2 • “single stories” over simplify a confusing complex world • these stereotypes are easily controlled by the storyteller • the storyteller is often an “outsider” looking in • I have far too many “single stories” • “Africa” and Autism have a lot in common • I cannot understand, relate to, or effectively teach a student with autism if I feel pity for them
- 10. Story #3 The Ghosts
- 11. Amanda Baggs • A new “voice” sharing a new story about autism, communication, and the trap that is the “single” story.
- 14. Learning Statements Group #3 • My understandings of language, words, and communication are not the only understandings of these things • The educational systems attempts to communicate with cognitively disabled students revolves around teaching them our language • Without mastery of our language, students are left without a “voice”, limiting their power, value, relationships, motivation, and joy • As the teacher, and the “non-disabled” person, perhaps I should spend more time learning student languages
- 15. Learning to Spoke again The Troubles and Joys of Exploring New Forms of Communication
- 16. Field Study Plan • Use digital images and media to have students with special needs share their stories and perspective • Build a class wiki to store favorite photos and start conversations between students, teachers, and parents • Bring in a media artist to help with photography and story telling • Look, listen, reflect, discuss, look, listen, reflect, discuss (repeat until the end of time) • Attempt to interpret media, find hidden voices, build connections and foster communication
- 17. Brandon
- 30. Nolan
- 41. So what now?