Intercultural
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This document discusses teaching intercultural awareness through English as a foreign language (EFL). It argues that language and culture are intertwined and both need to be taught for effective intercultural communication. Teaching should enhance awareness of one's own culture as well as respect for other cultures. The goal is to develop communicative competence involving understanding between people from different cultures. Intercultural communication requires internalizing other cultural values while adapting to those cultures.
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This document discusses strategies for teaching listening skills to language learners. It begins by explaining the importance of listening as a fundamental skill for language acquisition. It then describes different types of listening, such as listening for gists, specific details, and implied meanings. The document outlines bottom-up and top-down listening strategies and explains that effective learners use both. It also presents Oxford's six strategy groups for language learning and provides steps and formats for organizing listening lessons, including pre-listening, extensive listening, and post-listening activities.
Teaching Grammar & Vocabulary
This document discusses various topics related to teaching English to adult learners, including the Pygmalion effect, teaching grammar, the learning process, the teaching process, teaching vocabulary, and strategies for teaching vocabulary. It notes that teaching grammar is a skill, not just memorizing rules. Learning is gradual and errors are normal. Teachers should provide feedback and opportunities for meaningful practice. When teaching vocabulary, explicit instruction is important initially but most learning later becomes incidental through reading. Strategies include guessing, mnemonics, notebooks, and focusing on cognates and collocations.
Authentic material (ppt.)
This document provides instructions for a classroom activity where students will work in groups to rebrand a given product by creating an advertisement. The activity asks students to form groups of 4, choose a picture of a product, rename and rebrand the product to make it more interesting, prepare their new advertisement in 5 minutes, and then present their new product advertisement to the class by acting it out. The document provides example products that groups could choose from, including drinking water, milk, cereal, fried chicken, soft drink, cosmetic, chocolate, mobile, and watch.
Teaching Writing As An Integrated Skill Ekl
This document discusses strategies for integrating writing into language lessons. It provides an overview of writing for learning, writing skills, and writing for different purposes or genres. Various techniques are proposed, such as reinforcement writing, adapting textbook activities, using graphic organizers, sequencing pictures, and having students write poems, comics, or blogs. Sample rubrics are also included.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
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2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Principles of teaching listening and speaking skills
The document discusses listening as an important English language skill that is often overlooked in ESL classrooms. It provides definitions of listening and describes the various sub-skills involved, such as discriminating sounds, recognizing words, and using context clues. Effective listening requires both bottom-up processing of linguistic elements and top-down use of background knowledge. A survey of students found that regular listening practice in a language lab improved their speaking confidence, vocabulary, and cultural understanding. The document argues that teachers should provide structured listening activities with clear objectives, such as preparing students with background information and guiding them to focus on key details, in order to develop students' listening comprehension.
Teaching listening and speaking
The document discusses integrating listening and speaking skills in teaching English. It provides examples of activities to develop these skills together or separately, including having students draw pictures based on spoken instructions or asking questions for clarification. It also discusses the relationship between listening and speaking, different types of listening, and tips for teaching listening and speaking to young learners.
21st Century Critical Literacy
Is traditional reading and writing enough to be considered literate in the 21st century? We need to rethink our notion of critical literacy, develop authentic learning and assessment opportunities, upgrade and amplify our curriculum.
Principles to practice in teaching reading
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
Teaching writing
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
Teaching grammar in the classroom
The document summarizes research on teaching grammar deductively versus inductively. It describes a study that compared teaching 10 French grammar points deductively by explaining rules first versus inductively by exposing students to example sentences first without explanation. Students performed better on immediate and delayed tests of the grammar points when they were taught inductively, discovering the rules through meaningful examples and communication rather than being directly taught the rules. The document concludes with criteria for effective inductive grammar lessons, noting students can communicate using new structures before being taught the linguistic rules.
How to teach grammar
This document provides guidance on teaching grammar to language students. It discusses inductive and deductive approaches, with inductive involving students discovering rules through exercises and deductive involving direct explanation of rules by the teacher. The goal of grammar instruction is to enable communication, requiring instruction that connects grammar to communication contexts while not requiring mastery of every aspect. Error correction should not always be the primary responsibility of the instructor. Overt grammar instruction should be limited to 10 minutes, present concepts in multiple ways, and use accurate and culturally appropriate examples as teaching tools focused on a specific theme. Grammar is taught in relation to meaning and the communication tasks students need to complete. Teachers need to avoid overfocusing on error correction and instead let students know
Teaching Culture in the EFL Classroom
Teaching Culture in the EFL ClassroomDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.21st century assessment
This document discusses assessment in the 21st century. It defines assessment and outlines 21st century skills. Teachers should be skilled in choosing appropriate assessment methods, administering and interpreting various assessments, and using assessment results to help students learn. There has been a shift from traditional testing to alternative forms of assessment like performance and authentic assessments. Assessment for learning, rather than just of learning, helps ensure students master essential skills and close competency gaps. Performance-based assessments directly measure higher-order skills and approximate real-world tasks. Teachers should construct performance tasks, describe them, develop clear prompts, and establish public criteria and rating scales to evaluate student responses.
Teaching listening and speaking
This document discusses theories and approaches to teaching listening and speaking skills. It covers the evolution of how listening and speaking are taught, from mastery of skills to a more communicative approach. For listening, it describes bottom-up and top-down processing, as well as strategies for noticing and restructuring language. For speaking, it outlines conversational routines, functions of speaking as interaction, transaction, or performance, and implications for teaching different speaking skills. The challenges of developing fluency, accuracy and appropriateness are also addressed.
HD Brown's Principles for Teaching Listening Skills
Review of HD Brown's Principles for Teaching Listening Skills from his book, "Teaching by Principles", Third Edition (2007) for myself and my classmates as we prepare for the final.
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The document discusses the reading process and provides strategies to improve reading comprehension. It describes the differences between proficient and novice readers, highlighting that novice readers struggle with anticipation, decoding, and self-correction. The document also outlines the cueing systems that help with reading: graphophonic, semantic, and syntactic cues. It emphasizes teaching comprehension strategies such as activating prior knowledge, making predictions, generating questions, and summarizing. The goal is to help students engage actively with texts to construct meaning.
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Principles of teaching listening and speaking skills
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The importance of teaching language in the classroom
The document discusses the importance of teaching culture when teaching foreign languages. It notes that language and culture are intertwined and that culture is not just about historical elements but also values and thought patterns. In the past, foreign language teaching did not focus enough on culture, but approaches then started incorporating more cultural elements in the 1960s-1970s to make language learning easier. By the 1970s, methods shifted from a grammatical to a more communicative approach that focused on natural cultural exchange. Teachers must teach cultural aspects of a language as an interpersonal process so students become accustomed to different values from the target language culture. Showing students ways to interact and experience different cultures in the classroom allows them to learn culture over time through practice
Culture teaching
1) Culture teaching in foreign language education is important because language and culture are intertwined. Without understanding the cultural contexts and norms of the target language, learners may struggle with intercultural communication.
2) There are several theories and approaches to teaching culture in foreign language education. One influential model proposes teaching foreign language, language awareness, culture awareness, and providing cultural experiences.
3) It is important for learners to develop cultural awareness and cultural schemata in order to properly comprehend and use the target language in appropriate social and cultural contexts. Teaching cultural norms, customs, values and historical backgrounds can help with this.
GLOBALIZATION: Report in Ed 3 English.pptx
This chapter discusses globalization, cultural literacy, and multicultural literacy. It begins by defining globalization as the interaction and integration between people, businesses, governments, and cultures across national borders, driven by international trade. Cultural literacy refers to understanding the signs, symbols, and customs of a given culture. The chapter then discusses challenges to cultural literacy in the Philippines, including defining Filipino culture and deciding which cultures to include. It also addresses multicultural literacy, which involves respecting and celebrating cultural differences. The chapter concludes by explaining how multicultural and global literacy are interconnected through acknowledging diverse cultures in classrooms.
Intercultural communication
Intercultural communication is an interdisciplinary field that studies how people from different groups understand each other across boundaries like nationality, ethnicity, occupation, and gender. It draws from behavioral sciences, psychology, and business training. Researchers see intercultural communication as a problem caused by differences in behaviors and worldviews between people who speak different languages and belong to different cultures. The document discusses how language teachers can learn about intercultural communication through fields like applied pragmatics, discourse analysis, linguistic anthropology, and cultural studies.
Integrating global issues in genre based approach
1) The document discusses introducing culture into the EFL (English as a foreign language) classroom through a genre-based approach and integrating global issues.
2) It explains that culture and language are intertwined and students need linguistic and intercultural competence. A genre-based approach categorizes texts into seven genres like narratives and reports.
3) Integrating global issues can enhance students' language skills while providing knowledge to address world problems in an interdependent world. Teachers should foster cultural awareness and tolerance between diverse cultures.
Thinking Locallyand Working Globally
Nowadays, teaching languages has evolved more than ever. This has been the result of many
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world there has been an urgent need to see how language can be taught without threatening the native culture.
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awareness. Besides being culturally aware it has been of a great importance to see how language and culture
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globally in a way thatenables them to see both the positive and negative aspects of cultural differences. They
construct their own standpoint by becoming tolerant towards the foreign culture and sovereign to their own.
Global issues in genre based approach
The document discusses integrating global issues and culture into the EFL classroom using a genre-based approach. It first establishes the importance of teaching culture for developing students' intercultural competence. It then introduces global issues and a genre-based pedagogical model. The author proposes introducing culture through topic texts on global issues, which can make learning English more engaging while enhancing students' understanding of other cultures and the world. The conclusion emphasizes that EFL instruction should cultivate both linguistic and intercultural competence to broaden students' perspectives and foster cultural sensitivity.
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The document discusses intercultural competence, which it defines as the ability to behave effectively across cultures through communication and interaction. It notes that the main goal of intercultural competence is to allow language learners to interact appropriately with those from different cultural backgrounds. The dimensions of intercultural competence are knowledge, attitude, skills, and awareness. Teachers have a role in facilitating understanding between cultures, while learners should be open to different perspectives. An example activity involves students exchanging cultural facts about their customs while wearing typical outfits from their cultures.
Sociocultural Factors
This document discusses various sociocultural factors related to second language acquisition, including culture, stereotypes, attitudes, social distance, intercultural competence, language policy, and the relationship between language and thought. It addresses concepts like second culture acquisition, cultural categories, linguistic imperialism, and implications for teaching English as a second or foreign language. The role of students' native cultures and addressing stereotypes in the language classroom are emphasized.
Culture in teaching English
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.
The Importance of Culture in Second and Foreign Language Learning.
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.
applied linguistics.pptx
This document discusses the relationship between language, thought, culture, and applied linguistics. It makes three main points:
1) Culture affects language and language affects thought. Cognition also constrains language. Therefore, applied linguistics must study the interaction between these factors.
2) Terms like "language" and "thought" can refer to a broad range of meanings in this debate, including phonetic, lexical, and grammatical characteristics of language, as well as concepts like perception, reasoning, and learning. Language and thought are intertwined and cannot be separated.
3) Culture and language have a highly dependent relationship - they impact, change, and construct one another. Whenever a language exists, it
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The document discusses the Literacy Prism framework developed by E. Priscilla George based on Aboriginal perspectives. The framework views literacy through the lenses of spirit, heart, mind, and body. Each color of the rainbow symbolizes an aspect of literacy education, such as language, skills, creativity, technology, and spiritual interpretation. The framework aims to take a holistic approach to literacy instruction that recognizes all aspects of the learner. It has been implemented in literacy and Native studies courses to better support Aboriginal students.
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Communicative competence suggested by Hymes seems to be inadequate to address the notion of competence in the current glocalized context.
New-Literacies-Globalization_Cultural_and_Multicultural.pdf
This document discusses global literacy, cultural literacy, and multicultural literacy. It defines global literacy as understanding how the world is interconnected and developing critical thinking skills to address global issues. Cultural literacy is defined as understanding and appreciating similarities and differences between one's own and other cultures. Multicultural literacy involves awareness of how culture impacts beliefs, appreciation of diversity, and skills to address social justice issues. The document emphasizes that global, cultural, and multicultural literacies are important for students to develop skills for living in an interconnected world. Teachers should integrate knowledge of diverse cultures and perspectives into the classroom to promote respect and prepare students for an increasingly multicultural society.
Relationship between language, culture, and identity
This document discusses the relationship between language, culture, and identity. It argues that language and culture influence each other mutually - language is shaped by culture but also shapes culture. Membership in a cultural group influences one's identity. The levels of identification conveyed through language include nationality, social class, gender, generation, and profession. Language determines ways of thinking through influencing cognition as proposed in the Sapir-Whorf hypothesis. Overall, the document presents language, culture and identity as intricately interconnected and constantly evolving.
Addressing Culture in EFL Classrooms
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
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Language, culture, and identity are intricately related. Culture influences the formation of language through concepts like lexicon and grammar. In turn, language shapes how people think and perceive reality. One's identity is strongly tied to both their native language and culture through levels like nationality, social class, gender, generation, and profession. Thought processes differ across cultures due to linguistic relativity, which is the idea that language impacts thought. Overall, the relationship between language, culture, and identity is complex and dynamic.
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- 1. Intercultural Awareness through EFL teaching Author: Eduardo Garbey, BEd September 2004 ©2004 “ Culture is the widening of the mind and spirit.” Jawaharial Nehru
- 9. Language learning should be closely connected to cultural learning to help learners interact and communicate appropriately in intercultural contexts. Culture Language Effective Intercultural Communication
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