Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
Code-switching is one of the phenomenon of language which occurs in societies to make the communication more effective and meaningful. But it has also some negative impacts.
Here, we have tried to present all things based on English and Bengali language.
Intercultural communication in Education/ classroomenyscha
This slides is prepared in the context of ESL teachers in Malaysia. It covered a few research done including ESL native and non-native speakers, international students, cross-cultural and multicultural.
Intercultural communication in Education/ classroomenyscha
This slides is prepared in the context of ESL teachers in Malaysia. It covered a few research done including ESL native and non-native speakers, international students, cross-cultural and multicultural.
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
Part of 2012 EFLIS Primary InterSection Session With CALLIS & ICIS Friday, 30 March 2012 - PROMOTING UNDERSTANDING ACROSS CULTURES IN THE EFL CLASSROOM THROUGH CALL
How teachers can make their classrooms more culturally sensitive and culturally responsive. This presentation was prepared as a group project for a class on Diversity at Broward College
Integrating currency, challenge and cultureZahra Mottaghi
Created by: Tahere Pormooz
Sources:
Mishan, F. (2005). Designing authenticity into language (pp. 44-66). Bristol: intellect. (The pedagogical rationale for authentic texts)
Mishan, F. (2005). Designing authenticity into language (pp. 67-94). Bristol: intellect. (Authentic texts and tasks)
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
Having spent some time thinking about the child in society and theJeanmarieColbert3
Having spent some time thinking about the child in society and the child beginning to use symbols we now turn our attention to the child in culture and exploring it. So we look at how children are inducted into their culture and how they define themselves and are defined by others. This introduces the theme of self-identity, which we explore in more depth in Chapter 7. We also touch on a consideration of the capacities children have to make informed choices within their cultural contexts.
Luigi is 7 years old. He lives in a small village in a relatively unspoiled region of Italy where his mother is part of a group of people who cook together and then set up tables in the streets where friends, neighbours and the odd visitors can come and eat delicious food. He is described by his family as ‘the best pasta maker’ in the village and they say this is because when he comes home from school he joins the cooks and spends all his time making pasta. They call it his job. At school his teacher describes him as a ‘very pleasant but rather slow child with no particular aptitude’.
Abdul is 9 years old. He lives in Balkur, Iran. He was asked about what work he does to help his family income and he said that he felt that he could be involved in watering the plants. He said, ‘Now that I am 9 I am strong enough to carry the water from the well. Last year I was too small and weak. Now I have strong hands and good legs. I water our rice field and our garden for two hours every day. I would like to work in the hotel because you get more money but my parents say I am too young. I go to school in the mornings and when I come home I help with the rice fields and the garden.
How would you define Luigi’s culture? Do you see it as one culture or more than one? Might there be a culture of the home, of the school, of the streets and community, or the village itself? And perhaps there is a culture of the country that in some ways touches little Luigi. And how about Iranian Abdul?
We have talked about culture throughout this book without stopping to define it. This is partly because everyone holds a common-sense definition of culture in their heads. This relates to the beliefs, artefacts, values and other things that bind people together. It might refer to the dance, music, food, language(s), religions, rituals, values, celebrations, customs and everything else that make members of a group feel a sense of belonging to that group. This is rather a superficial definition and ignores the role played by the players in making culture and passing it on and changing it. It makes it seem that culture is something fixed and ‘given’ to those born into it, rather than seeing its dynamic nature.
Culture, like language, changes with usage and over time. Pinker (2002: 60) offers an interesting definition of culture: The phenomena we call ‘culture’ arise as people pool and accumulate their discoveries and as they institute conventions to coordinate their labours and adjudicate th ...
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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.
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
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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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.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
What does it mean to teach culture in the classroom (final version with references) (2)
1. What does it mean to teach culture in the classroom?
Dilemmas and possibilities
Gloria Gil
UFSC
!
XX Convention
APIRS Greatest Hits:
English Teaching Then & Now
2. Discussing the intercultural approach to
English as an additional language from a
'practical' perspective
๏ First, I will briefly present the different meanings that culture has in
language teaching.
๏ Then, I will make a parallel between the communicative approach
and the intercultural approach, pointing out their main differences.
๏ After that, to illustrate interculturality, I will talk about the
characteristics of an intercultural communicator.
๏ Then, I will provide some examples of some intercultural tasks.
๏ Finally, I will show some of main problems and limitations that
teachers have to be 'intercultural' and offer some ways to overcome
these drawbacks.
3. Teacher’s dilemmas
What does teaching culture
in the classroom mean?
What comes to our mind? !
Food, customs, historical facts, geographical facts,
festivals, paintings, music, ways of saying goodbye,
values, ideologies.
4. Teacher’s dilemmas
How do I teach culture in
the classroom?
๏ By talking about the culture of the other?
๏ Do I feel safe or comfortable?
๏ Do I know enough?
๏ Is this appropriate?
๏ By talking about our own culture?
๏ How can I do this?
5. Teacher’s dilemmas
How can I deal with
stereotypes?
๏ Do I have stereotypes?
๏ What about students’ stereotypes?
6. What does it mean to
teach culture in the
classroom?
Very difficult to answer. !
Most empirical research show that teachers when
asked this question say that they do not teach
culture.
8. Culture as information
or a set of facts
๏ Culture as an object or set to facts to be learned about
“cultures”.
๏ Culture as information – About the other – About oneself.
๏ Usually brought by the course-books.
๏ Big C Culture vs. small c culture.
๏ Culture is separated from language.
9. Culture as pragmatic behaviour
๏ Culture is embedded in the pragmatic dimension of
language, that is, what we do with words.
๏ Culture as pragmatic behavior: ways of apologizing,
ways of initiating a conversation, turn-taking rules.
๏ Also it usually included in course-books.
10. Culture as language
๏ Some authors emphasize that by using and talking
about some linguistic aspects such idioms, slang,
metaphors, proverbs, we are dealing with culture as
language.
๏ These are examples of how communities have different
ways of inscribing realities.
11. Culture as pedagogy
Pedagogy = the way we teach:!
๏ teacher-centered, student-centered;
๏ using authentic materials, using contrived materials;
๏ fostering student-student interaction;
๏ being language structure-oriented or communication oriented
(or in between).
12. Culture as awareness
(attitudes) that:
๏ culture is a process;
๏ culture means dialogue and understanding;
๏ cultural issues can be seen from multiple perspectives
which lead to the complex understanding of difference
(Byram, 1997; Kramsch, 2005).
14. Culture as classroom interaction
Culture as
interaction
Teacher
MaterialsLearners
15. How can we teach culture?
๏ We do not teach culture, culture is inside the classroom
whether we like it or not.
!
๏ A better question then is:
!
How do we deal
with culture?
18. In what way does
communicative language
teaching deal with language
and culture
19. Some Communicative Language
Teaching - CLT - characteristics:
A STANDARD CULTURE
A STANDARD LANGUAGE
A PROCESSUAL OBJECTIVE
USA or BRITISH
CULTURE
USA or BRITISH
LANGUAGE
TO BECOME A
NATIVE SPEAKER
20. !A Standard
Culture
USA or British
Culture
๏ CLT deals with cultures as national cultures.
๏ CLT avoids dealing with culture as difference and
stresses monolithic or essentialist views of cultures.
๏ CLT disregards cultural factors related to age, gender,
social class, race, profession, etc. and presents a
homogenous view of society.
21. !A Standard
Language
USA or British
Language
๏ CLT deals with languages as national languages.
๏ CLT avoids dealing with other varieties of English.
๏ CLT emphasizes the informational dimension of
language
22. The main cultural function
of language is the
transactional function
Exchange of
information
function
CULTURAL INFORMATION IS USUALLY USED
AS A PRETEXT FOR SPEAKING/WRITING.
23. !A PROCESSUAL OBJECTIVE:
TO BECOME A NATIVE SPEAKER
๏ The native speaker is the ideal objective.
๏ Standard grammar, pronunciation and accent are
valued.
24. How can the intercultural
approach fix those
drawbacks?
25. By re-interpreting the main objectives of the
communicative approach
How can the intercultural
approach fix those
drawbacks?
26. OBJECTIVES OF THE
INTERCULTURAL APPROACH
TO BE FLEXIBLE REGARDING LANGUAGE AND
CULTURE PATTERNS
LINGUISTIC AND CULTURAL
VARIETY AND DIFFERENCE
27. OBJECTIVES OF THE
INTERCULTURAL APPROACH
INCLUSION OF THE IDENTITY FUNCTION OF
LANGUAGE
TRANSACTIONAL + IDENTITY
FUNCTIONS
to establish and maintain contact
between people, being strongly
connected to a person’s or group
identities
28. Identity function: negotiating who we are.
Every time language learners speak, they are not only
exchanging information with their interlocutors; they
are organizing and reorganizing a sense of who they
are and how they relate to the social world. They are, in
other words, engaged in identity construction and
negotiation.
(Norton 1997: 410)
33. She/He should be aware although culture is in the
understandings and practices that are shared within
groups of people (Phillips, 2003), these “shared”
understandings and practices are loosely bounded,
constantly changing, and subjectively experienced.
(Menard-Warwick, 2009, p. 30)
The ever-changing
nature of culture
34. She/He needs to have a critical stance in relation to
the issues of power related to the languages and
cultures at play.
Power relations
35. She/he needs to understand how participating in a
community and sharing a language determines
his/her perceptions of the world
Linguistically and culturally determined
modes to see the world
There are complex linguistically
and culturally determined
modes to see the world
36. She/he needs to be confident to use language and
other semiotic resources (images, sound, music, etc.)
in a creative way and understand their creative power.
This is essential for the language learners who live in
the current era, when creativity is one of the keys for
successful communication.
(New London Group, 1996)
Creativity
40. 1. S1: Recently I broke my earphone, so when I am in the bus I have to listen to another
ones’ stories. So I was going to Canasvieiras and we have like this couple of
Argentinos, oh it’s so boring, the voice, the tone of the voice, the fast they speak. It’s,
it’s, make me uncomfortable, but I’ll not tell them that. I was like, oh my God.
2. T: But they were speaking in Spanish?
3. S1: Yeah.
4. T: In the bus?
5. S1: Yes.
6. S2: I think that’s wrong.
7. T: Wrong?
8. S2: Only if they don’t know to speak Portuguese, but they know.
9. T: Yeah, but they were in a group of (interrupted).
10. S1: Couple, two.
11. T: They are probably friends.
12. S1: Yeah, probably.
13. T: That’s why they were speaking.
14. S1: Oh, they were screaming.
15. T: So you didn’t like because they were loud?
16. S1: Too (laughs).
17. S3: It seems that their voice, it’s kind of annoying.
18. S1: Yes.
19. S3: The sounds it’s annoying, it seems there (inaudible).
20. T: And do you think that they think Brazilians can be annoying too?
21. S1: I think everything is possible.
22. T: Everything is possible? Because sometimes we say people from other places are
annoying but we never thought that might be, they might think that we are also
annoying, right?
Spontaneous Dialogue
43. In heaven, the cops are British, the lovers are
French, the food is Italian, the cars are German,
and the whole thing is run by the Swiss.
!
In hell, the cops are German, the lovers are Swiss,
the food is British, the cars are French, and the
whole thing is run by the Italians.
44. ๏ Read individually the following jokes.
๏ Get in small groups and discuss:
Jokes & Stereotypes
- What elements bring the comic effect in each of them?
- Try to find the mechanism of the joke.
- Do they make use of stereotypical information?
- Do you believe that they are politically correct?
45. Q: A rich Mexican, a poor Mexican, Santa, and the Easter bunny areeach in a corner of a room, and a dollar is in the middle. Who gets it? A: The poor Mexican, the other three don't exist.
Jokes & Stereotypes
47. ๏ Students read an analyze some
chapters of the book How to be an
alien by George Mikes.
๏ Students decide on a topic to
create a ppt presentation using
text and images.
๏ Students develop the ppt with help of the teacher.
๏ Students present the ppt to the other students and generate
a dialogue.
How to be an alien
56. Multimodal texts (verbal, auditory and/or visual)
which involve the imagination of the reader/viewer:
comics and graphic novels, jokes, advertisements,
graffiti, song lyrics, films, video clips and blogs. In
those texts, cultural content is often metaphorically
expressed.
Multi-modal
57. ๏ limited time and resources,
๏ textbooks without proposals for inter-cultural
activities,
๏ Syllabuses that emphasize linguistic goals
๏ and lack of teacher knowledge about how to deal
with (s) culture (s) involved, which creates
uncertainty and fear of the reactions of the
students.
Some reasons for the difficulties to
implement an intercultural approach
58. ๏ The last reason, in turn, related to additional
language teacher education, is that the
relationship between language(s) and culture(s) is
not usually included in the curriculum, i.e.
language and culture issues are not dealt with
and problematized at college.
In teacher education