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ANTOLOGÍA N°3                                    DCN: ASPECTOS ESPECÍFICOS - INGLES
                  ITEM 19                                         AULA VIRTUAL                                           2009




:                                             Teaching Culture
    Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transfor-
    mation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood.

    Traditionally, culture was understood in terms of formal or "high" culture (literature, art, music, and philosophy) and popular
    or "low" culture. From this perspective, one main reason for studying a language is to be able to understand and appreciate
    the high culture of the people who speak that language. The pop culture is regarded as inferior and not worthy of study.

    In this view, language learning comes first, and culture learning second. Students need to learn the language in order to truly
    appreciate the culture, but they do not need to learn about the culture in order to truly comprehend the language. This under-
    standing can lead language teachers to avoid teaching culture for several reasons:

     They may feel that students at lower proficiency levels are not ready for it yet

     They may feel that it is additional material that they simply do not have time to teach

     In the case of formal culture, they may feel that they do not know enough about it themselves to teach it adequately
    In the case of popular culture, they may feel that it is not worth teaching In contemporary language classrooms, however,
    teachers are expected to integrate cultural components because language teaching has been influenced by a significantly
    different perspective on culture itself. This perspective, which comes from the social sciences, defines culture in terms of the
    knowledge, values, beliefs, and behaviors that a group of people share. It is reflected in the following statement from the
    National Center for Cultural Competence:

    NCCC defines culture as an integrated pattern of human behavior that includes thoughts, communications, languages, prac-
    tices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of
    a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations. The NCCC em-
    braces the philosophy that culture influences all aspects of human behavior. (Goode et al., 2000, p. 1)
Teaching Culture

                 In this understanding of "deep culture," language and culture are inte-
                 gral to one another. The structure of language and the ways it is used
                 reflect the norms and values that members of a culture share. However,
                 they also determine how those norms and values are shared, because
                 language is the means through which culture is transmitted.
                 The communicative competence model is based on this understanding
                 of the relationship between language and culture. Linguistic, discourse,
                 sociolinguistic, and strategic competence each incorporate facets of cul-
                 ture, and the development of these competences is intertwined with
                 the development of cultural awareness. "The exquisite connection be-
                 tween the culture that is lived and the language that is spoken can only
                 be realized by those who possess a knowledge of both" (National Stan-
                 dards in Foreign Language Education Project, 1999, p. 47).
                 Material for this section was drawn from “The teaching of culture in for-
                 eign language courses” by Dale L. Lange, in Modules for the professional
                 preparation of teaching assistants in foreign languages (Grace Stovall
                 Burkart, ed.; Washington, DC: Center for Applied Linguistics, 1998)




                                                       TASK

           TASK

           After reading the article make a summary and send it by making a click in EDITAR ENVIO

           TAREA 2:             PLAN A LESSON ON CULTURE

           Plan a lesson about culture, it can be about a cultural aspect of your
           place or about an international aspect that you consider relevant in
           the learning process. Explain and give details on how you
           would design your session




Página 2                            ANTOLOGÍA N°3   DCN: ASPECTOS ESPECÍFICOS - INGLES
Teaching Culture

                             TAREA:             CONTESTA LAS SIGUIENTES PREGUNTAS

  Cuando los turistas o las personas tienen la inquietud por visitar la campiña de Moche, porqué lo
  hacen?
  ………………………………………………………………………………………………………………………………………………………………
  ………………………………………………………………………………………………………………………………………………………………
  ……………………………………………………………………………………………………………………...
  Estos usos y costumbres forman parte de qué?
  ………………………………………………………………………………………………………………………………………….………………….
  ¡Que es cultura?
  ………………………………………………………………………………………………………………………………………………………………
  …………………………………………………………………………………………………………………………………..




     Analice los diversos planteamientos del término cultura y relacione con el mundo actual.

          ………………………………………………………………………………………………………………………………
          ………………………………………………………………………………………………………………………………
          ………………………………………………………………………………………………………………………………
          …………………………………………………………………………………………………………


     Ejemplifique las expresiones culturales de su comunidad.

        …………………………………………………………………………………………………………………………………
        …………………………………………………………………………………………………………………………………
        …………………………………………………………………………………..…
     Explique ¿En qué medida el uso de un idioma extranjero contribuye al avance cultural de una sociedad?

        …………………………………………………………………………………………………………………………………
        …………………………………………………………………………………………………………………………………
        ……………………………………………………………………
      Presenta una lista de manifestaciones culturales que se pueden trabajar
      a través del área de Inglés.

  …………………………………………………………………………………………………………………………………………
  …………………………………………………………………………………………………………………………………………
  …………………………………………………………………………………………………………………………………………
  …………………………………………………………………………………………………………………………………………
  ………………………………………………………………………………




                                                                                                                 K
                                                                                                        GOOD LUC
ANTOLOGÍA N°3   DCN: ASPECTOS ESPECÍFICOS - INGLES                                        Página 3
Resources: Teaching Culture
                                        sroom. Reading, MA: Addison-Wesley.




Resources: Teaching Culture
Allen, W. W. (1985). Toward cultural proficiency. In Alice C. Omaggio (Ed.), Proficiency, curriculum, articulation: The ties
that bind . Reports of the Northeast Conference on the Teaching of Foreign Languages (pp. 137-166). Middlebury, VT: Nort-
heast Conference.

Allen, W., & Fouletier-Smith, N. (1995). Parallèles: Communication et culture. Englewood Cliffs, NJ: Prentice Hall.

American Association of Teachers of German. (1997). Focus on student standards. AATG Newsletter, 32(2): 9-15.

Birckbichler, D. W. (1995). Ohio's Collaborative Articulation and Assessment Project. ADFL Bulletin 26(3): 44-45.

Brooks, N. (1960). Language and language learning: Theory and practice. New York: Harcourt, Brace and World.

Brooks, N. (1983). Teaching culture in the foreign language classroom. Foreign Language Annals, 16.

Byram, M. (1989). Cultural studies in foreign language education. Philadelphia, PA: Multilingual Matters.

Clark, M. (1976). Second language acquisition as a clash of consciousness. Language Learning 26: 377-389.

Crawford-Lange, L. M., & Lange, D. L. (1984). Doing the unthinkable in the second language classroom: A process for the inte-
gration of language and culture. In T. V. Higgs (Ed.), Teaching for proficiency: The organizing principle. ACTFL Foreign Lan-
guage Education Series (pp. 139-177). Lincolnwood, IL: National Textbook Company.

Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Reading, MA: Addison-Wesley.

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Instructivo 4 Teaching Culture

  • 1. ANTOLOGÍA N°3 DCN: ASPECTOS ESPECÍFICOS - INGLES ITEM 19 AULA VIRTUAL 2009 : Teaching Culture Of all the changes that have affected language teaching theory and method in recent years, the greatest may be the transfor- mation in the role of culture. This change reflects a broader transformation in the way that culture itself is understood. Traditionally, culture was understood in terms of formal or "high" culture (literature, art, music, and philosophy) and popular or "low" culture. From this perspective, one main reason for studying a language is to be able to understand and appreciate the high culture of the people who speak that language. The pop culture is regarded as inferior and not worthy of study. In this view, language learning comes first, and culture learning second. Students need to learn the language in order to truly appreciate the culture, but they do not need to learn about the culture in order to truly comprehend the language. This under- standing can lead language teachers to avoid teaching culture for several reasons:  They may feel that students at lower proficiency levels are not ready for it yet  They may feel that it is additional material that they simply do not have time to teach  In the case of formal culture, they may feel that they do not know enough about it themselves to teach it adequately In the case of popular culture, they may feel that it is not worth teaching In contemporary language classrooms, however, teachers are expected to integrate cultural components because language teaching has been influenced by a significantly different perspective on culture itself. This perspective, which comes from the social sciences, defines culture in terms of the knowledge, values, beliefs, and behaviors that a group of people share. It is reflected in the following statement from the National Center for Cultural Competence: NCCC defines culture as an integrated pattern of human behavior that includes thoughts, communications, languages, prac- tices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations. The NCCC em- braces the philosophy that culture influences all aspects of human behavior. (Goode et al., 2000, p. 1)
  • 2. Teaching Culture In this understanding of "deep culture," language and culture are inte- gral to one another. The structure of language and the ways it is used reflect the norms and values that members of a culture share. However, they also determine how those norms and values are shared, because language is the means through which culture is transmitted. The communicative competence model is based on this understanding of the relationship between language and culture. Linguistic, discourse, sociolinguistic, and strategic competence each incorporate facets of cul- ture, and the development of these competences is intertwined with the development of cultural awareness. "The exquisite connection be- tween the culture that is lived and the language that is spoken can only be realized by those who possess a knowledge of both" (National Stan- dards in Foreign Language Education Project, 1999, p. 47). Material for this section was drawn from “The teaching of culture in for- eign language courses” by Dale L. Lange, in Modules for the professional preparation of teaching assistants in foreign languages (Grace Stovall Burkart, ed.; Washington, DC: Center for Applied Linguistics, 1998) TASK TASK After reading the article make a summary and send it by making a click in EDITAR ENVIO TAREA 2: PLAN A LESSON ON CULTURE Plan a lesson about culture, it can be about a cultural aspect of your place or about an international aspect that you consider relevant in the learning process. Explain and give details on how you would design your session Página 2 ANTOLOGÍA N°3 DCN: ASPECTOS ESPECÍFICOS - INGLES
  • 3. Teaching Culture TAREA: CONTESTA LAS SIGUIENTES PREGUNTAS Cuando los turistas o las personas tienen la inquietud por visitar la campiña de Moche, porqué lo hacen? ……………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………... Estos usos y costumbres forman parte de qué? ………………………………………………………………………………………………………………………………………….…………………. ¡Que es cultura? ……………………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………….. Analice los diversos planteamientos del término cultura y relacione con el mundo actual. ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Ejemplifique las expresiones culturales de su comunidad. ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………………………..… Explique ¿En qué medida el uso de un idioma extranjero contribuye al avance cultural de una sociedad? ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………… …………………………………………………………………… Presenta una lista de manifestaciones culturales que se pueden trabajar a través del área de Inglés. ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ……………………………………………………………………………… K GOOD LUC ANTOLOGÍA N°3 DCN: ASPECTOS ESPECÍFICOS - INGLES Página 3
  • 4. Resources: Teaching Culture sroom. Reading, MA: Addison-Wesley. Resources: Teaching Culture Allen, W. W. (1985). Toward cultural proficiency. In Alice C. Omaggio (Ed.), Proficiency, curriculum, articulation: The ties that bind . Reports of the Northeast Conference on the Teaching of Foreign Languages (pp. 137-166). Middlebury, VT: Nort- heast Conference. Allen, W., & Fouletier-Smith, N. (1995). Parallèles: Communication et culture. Englewood Cliffs, NJ: Prentice Hall. American Association of Teachers of German. (1997). Focus on student standards. AATG Newsletter, 32(2): 9-15. Birckbichler, D. W. (1995). Ohio's Collaborative Articulation and Assessment Project. ADFL Bulletin 26(3): 44-45. Brooks, N. (1960). Language and language learning: Theory and practice. New York: Harcourt, Brace and World. Brooks, N. (1983). Teaching culture in the foreign language classroom. Foreign Language Annals, 16. Byram, M. (1989). Cultural studies in foreign language education. Philadelphia, PA: Multilingual Matters. Clark, M. (1976). Second language acquisition as a clash of consciousness. Language Learning 26: 377-389. Crawford-Lange, L. M., & Lange, D. L. (1984). Doing the unthinkable in the second language classroom: A process for the inte- gration of language and culture. In T. V. Higgs (Ed.), Teaching for proficiency: The organizing principle. ACTFL Foreign Lan- guage Education Series (pp. 139-177). Lincolnwood, IL: National Textbook Company. Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Reading, MA: Addison-Wesley.