Title: ELEMENTS OF CULTURE AND CIVILIZATION IN TEACHING ENGLISH
1ELEMENTS OF CULTURE AND CIVILIZATION IN TEACHING
ENGLISH
2WHAT IS CULTURE?
- A societys culture consists of whatever it is
one has to know or believe in order to operate in
a manner acceptable to its members. Culture is
not a natural phenomenon it does not consist of
things, peoples behavior or emotions. It is
rather organization of these things. It is the
form of things that people have in mind, their
models of perceiving, relating, and otherwise
interpreting them
3What is culture?
- Cultural knowledge is socially acquired. We
learn all necessary behaviors that are part of
that knowledge. It is a knowhow necessary to
fulfill social requirements (Wardhaugh, 1998) - Culture is knowledge which is shared and
negotiated between people, belonging to all of
them
4What is culture?
- Culture is associated with civilization, and
culture and civilization refer to the whole way
of life of a foreign country included but not
limited to its production in the arts,
philosophy, and high culture in general.
(Byram, 1989)
5What is culture?
- Culture is the systematic, rather arbitrary,
more or less coherent, group invented, and group
shared creed from the past that defines the shape
of reality, and assigns the sense and worth of
things it is modified by each generation and in
response to adaptive pressures it provides the
code that tells people how to behave predictably
and acceptably, the cipher that allows them to
derive meaning from language and other symbols,
the map that supplies the behavioral options for
satisfying human needs. (Seeley, 1997)
6THE ELEMENTS (ASPECTS) OF BRITISH
CULTURE COUNTRY AND PEOPLE EVERDAY
LIFE HISTORY
THE MEDIA GEOGRAPHY
TRANSPORT IDENTITY
WELFARE ATTITUDES
HOUSING POLITICAL LIFE
FOOD AND DRINK THE MONARCHY
SPORT AND THE GOVERNMENT
COMPETITION PARLIAMENT
THE ARTS ELECTIONS
HOLIDAYS THE LAW
SPECIAL OCCASIONS INTERNATIONAL
RELATIONS RELIGION EDUCATION THE ECONOMY
7CULTURE AND LANGUAGE
- Language expresses cultural reality
- Language is the principal means of
communication in our everyday life. People
belonging to the same society share common
knowledge and common experience. When they
communicate they refer to that knowledge and they
can express their personal opinions, beliefs, and
point of view.
8- Language embodies cultural reality
- Language is not only used to express
experiences, but also to create experiences
because of its verbal and non-verbal aspects. The
medium people choose for communication is
important in creation of such experiences
(whether is spoken, written, or visual medium) .
9CULTURE AND LANGUAGE
- Language symbolizes cultural reality.
- Language has itself a cultural value for its
speakers. It is seen as an aspect of their
social identity. They identify themselves and
others through the use of language.
102. TEACHING CULTURE (TC) V. TEACHING LANGUAGE (TL)
- LANGUAGE IS THE GLUE THAT BINDS A GROUP OF
PEOPLE TOGETHER, (BROWN, 1987) THE MOST
OBVIOUS MARKER OF CULTURAL IDENTITY - THERE IS QUITE A LONG HISTORY OF TEACHING CULTURE
IN EUROPE (LANDESKUNDE, CIVILISATION) AND IN
AMERICA - IN BRITAIN, THE FOCUS IS ON HISTORY,
INSTITUTIONS, CUSTOMS IN ADDITION TO CUSTOMARY
LANGUAGE AND LITERARY STUDIES)
11TC v.TL
- After the World War II the idea of teaching
culture through teaching language was
strengthened together with the development and
influence of anthropology. This was particularly
strong in America where the American Committee on
language and culture expressed the following
12TC v. TL
- (1) Language is a part of culture and must be
approached with the same attitudes that govern
our approach to culture as a whole. - (2) Language conveys culture so that the language
teacher is also of necessity a teacher of
culture. - (3) Language is itself subject to culturally
conditioned attitudes and beliefs which can not
be ignored in the language classroom. (Stern,
1996, p.251).
13TC v. TL
- Theory v. Practice
- They have found out that young people acquire
some information but very little knowledge of the
foreign culture through language classes the
influence of extra-curricular forces such as the
media is greater than the intuitive and
unsystematic efforts of the teachers. (Byram and
Morgan, 1994, p. 3)
14TC v. TL
- Theory v. Practice
- Culture is seen as mere information conveyed by
the language, not as a feature of language
itself. - A great number of studies recommend that culture
should be taught together with language, culture
is still rarely seen in the same light as
language.
15TC v. TL
- Theory v. Practice
- English teachers were educated to become teachers
of language and literature.It is too readily
assumed that exposure to language teaching will
lead to some kind of cultural knowledge.
16TC v. TL
- FOREIGN CULTURE TEACHING THEORIES
- Establishing a sphere of interculturality - to
be able to understand a foreign culture we have
to put it in relation with our own culture. - Teaching culture as an interpersonal process
--replace the presentation/prescription of
cultural facts and behaviors by the teaching of a
process that applies to understanding differences
17TC v. TL
- Foreign culture teaching theories
- 3. Teaching culture through differences that
exist between cultures - 4. Crossing disciplinary boundaries they
encourage language teachers to broaden their
readings to include besides literature, studies
by social scientists, ethnographers, and
sociolinguistics on both their society and the
societies that speak the language they are
teaching.
18TC v. TL
- Foreign culture teaching theories
- 5. Intercultural tolerance must be emphasized in
helping teachers develop awareness (overcome
stereotypes , prejudices, one-sided views) and
relationships, discover personal experiences,
horizontal relationships in the classroom,
relationships among families, neighbors, free
activities and media.
19TC v. TL
- The UNESCO GUIDE suggests the realms of
learning should encompass (p. 30) - 1. welcoming awareness of the presence of others
in ones social environment, - 2. acknowledgment of the positive aspects of
diversity and its appreciation, - 3. respect and integration of differences to
enrich and strengthen society,
20TC v. TL
- The UNESCO GUIDE suggests the realms of
learning should encompass (p. 30) - 4.vision and work towards achieving common goals
that are mutually advantageous to diverse groups - 5. recognition of interdependence and human
universals and work towards positive arrangements
of diversity in an interdependent world.
213. ATTITUDES AND THE ENGLISH CLASSROOM PRACTICE
22- A video grab image shows John Bercow speaking to
Britains Prime Minister David Cameron as he is
led to the Speakers chair after being reelected
as speaker of the House of Commons, in central
London, May 18, 2010. - Betty Boothroyd
23- FALLACY OF PROJECTED COGNITIVE SIMILARITY we
all project the logic of our own reasoning to
explain the actions of others. - THE OBJECTIVE to get students thinking about
different forms of human behavior
24What are intrinsic and extrinsic factors
that help shape English language teachers
attitudes? Intrinsic factors which help shape
personal position based on prior
knowledge and past experiences
(education, travels, encounters with
foreigners, professional or private
life) Extrinsic outside factors which influence
teachers position on foreign
language teaching and learning?
(national curriculum)
25- National Curriculum in England and Wales
- (B-H) indirectly or directly indicate that TFL
- should
- offer insight into the culture and civilization
of the countries where the language is spoken - encourage positive attitudes to foreign language
learning and to speakers of foreign languages and
a sympathetic approach to other cultures and
civilizations - develop pupils understanding of themselves and
their own culture.
26- The Common European Framework of Reference
- for Languages
- The following competences and skills in culture
- teaching and learning are particularly
emphasized - sociocultural knowledge knowledge of society
- and culture of the community
-
- 2. intercultural awareness knowledge, awareness
- and understanding of the relation
(similarities - and distinctive differences) between the
world - of origin and the world of the target
community. - It is also enriched by awareness of a wider
range - of cultures and it helps to place them both in
- context.
27- For example Learning Lakota
- Kill the Indian, and save the man Genocide
of a culture - http//www.tolerance.org/magazine/number-30-fall-2
006/learning-lakota - Intercultural skills and know-how
- The ability to bring the culture of origin and
the foreign culture into relation with each other -
28- Attitude formation and attitude change are
complex processes and mere exposure to language
learning and information about other cultures
will not necessarily lead to the desired results. - The Bosnian study conflicting results
- Teachers support systematic British culture
teaching, but because students have other
opportunities to learn about the Anglo-American
culture they emphasize language skills.
294. The Goals of Cultural Instruction
- Intercultural competence is the objective of
teaching culture. - All students will develop the cultural
understandings, attitudes and performance skills
needed to function appropriately within a society
of the target language and to communicate with
the culture bearer (Seeley, 1984) - The selection of cultural data should be guided
by how well they will increase students skills
in intercultural communication.
307 major goals of cultural instruction
- 1. Reasons behind culturally conditioned behavior
- Understanding that people act the way they
do because they are using options the society
allows for satisfying basic physical and
psychological needs. - Different cultural patterns must be
employed if one wants to satisfy basic needs.
These include also non-linguistic elements
(facial expressions, visual interaction, body
movement and gesture, proximity behaviors, and
multichannel communication) - 2. Interaction of language and social variables
- Understanding that social variables as
age, sex, social class, and place of residence
affect the way people speak and behave.
31The Goals of Cultural Instruction
- 3. Conventional behavior in common situations
- Understanding of the role convention plays
in shaping behavior by demonstrating how people
act in different situations. - 4. Cultural connotations of words and phrases
- An awareness that culturally conditioned
images are associated with even the most common
target words and phrases. - 5. Evaluating statements about a society
- The ability to evaluate the evidence to be
able to make objective statements about the
target culture.
32The Goals of Cultural Instruction
- 6. Researching another culture
- Skills to be able to research, find and
organize information about the target culture
from the library, the mass media, people, and
personal observation. - 7. Attitudes toward other cultures
- Develop intellectual curiosity about the
target culture and empathy toward its people.
33How do we develop activities to fit these goals?
- 1. Everything that you choose must have a deeper
- cultural purpose.
- 2. One might say that these goals can be summed
up under one goal to think like a native? - 3. What is the position between the students
native and target language and culture? Croatian
versus British? - Are we to celebrate Croatian over English?
- (Beware of ethnocentrism (integration and
loyalty among members of the same group negative
attitude towards foreigners, their culture and
language and glorification of ones culture, but
derogatory stereotyping of outgroup
characteristics).
34NC v. FC Music
- I don't ever wanna drink againI just ooh I
just need a friendI'm not gonna spend ten
weekshave everyone think I'm on the mendIt's
not just my prideIt's just 'til these tears have
driedThey tried to make me go to rehab but I
said 'no, no, no'Yes I've been black but when I
come back you'll know know knowI ain't got the
time and if my daddy thinks I'm fineHe's tried
to make me go to rehab but I won't go go go
35NC v. FC
- Ne pomišljaj na kraj
- iz srca mi dolazemracne i sumorne sjenene
budi ludane pomišljaj na krajsamo ti
možešocima mojim vratiti sjaj
36NC v. FC
- In general Mendelssohn's personal life seems to
have been fairly conventional compared to his
contemporaries Wagner, Berlioz, and Schumann
save as regards his ambiguous relationship with
the famed Swedish soprano Jenny Lind whom he met
in October 1844. An affidavit from Lind's
husband, Otto Goldschmidt indicates that
Mendelssohn in 1847 requested for Lind (who was
then not married) to elope with him to America.
Mendelssohn met and worked with Lind many times,
and wrote the beginnings of an opera, Lorelei,
for her, based on the legend of the Lorelei Rhine
maidens the opera was unfinished at his death.
He is said to have included a high F-sharp in his
oratorio Elijah ("Hear Ye Israel") with Lind's
voice in mind, although she did not in fact sing
this part until after his death, at a concert in
December 1848. In 1847 Mendelssohn attended a
London performance of Meyerbeer's Robert le
diable an opera which musically he despised in
order to hear Lind's British debut, in the role
of Alice. His friend the critic Chorley, who was
with him, wrote "I see as I write the smile with
which Mendelssohn, whose enjoyment of Mdlle.
Lind's talent was unlimited, turned round and
looked at me,as if a load of anxiety had been
taken off his mind. His attachment to Mlle.
Lind's genius as a singer was unbounded, as was
his desire for her success."
37NC v. FC
- What would happen to an orchestra if the
conductor wasnt there could the musicians cope
by themselves? Students will discover in this
music lesson.These are all ideas that students
can use to learn about the conductor in the
orchestra. There is a complete lesson plan on
this subject in Our Printable Music Lesson Plans
Series - Demonstrate the basic beat patterns. Have
students practice the patterns using pencils or
drinking straws as temporary batons. Select
individual students to choose a pattern, conduct
it, and have the other students identify it.
Dont forget to show the students the beat
patterns at different tempi (fast, medium and
slow). - Dynamics are indicated by the size of the
conducting gestures big gestures loud, small
movements piano. Conduct a beat pattern and
have students count the beats out loud ask them
to get louder and softer as you change the size
of your gestures. - www.vjekoslavsutej.com
38How do we develop activities to fit these goals?
- reading emphatic literature to create empathy
- watch emphatic films
- 3. mini dramas three or more episodes
representing cultural visit to a bar
miscommunications. With each episode more
information is presented, but the precise cause
of misunderstanding is not clear until the end.
(bar, child, windows, squash, mild beer (lager),
barman shouts, - 4. culture assimilator episodes - interesting
reading presenting a problem situation. They are
provided with four different answers and they
have to pick the right one. They are also
provided with the explanations. (Shrove Tuesday
meat on Monday, eggs on Tuesday pancakes)
39-
- 5. culture capsule usually a text
accompanied with an activity that supports or
represents cultural information presented in the
text. - While in culture assimilators students have
to identify culturally appropriate explanations
for the described situations in culture capsule
the explanation is both presented with a textual
description, but also it is accompanied with a
multi media support. (meals tea urban
working class dinner) - 6. culture clusters three or more capsules -
a half an hour skit simulation of the situation
described and talked about in the related
capsules. - 7. ask the right questions from trivial to
questions that students find to be interesting
for example making a scrapbook containing
clippings from magazines pertaining to what a
student finds to be interesting and ask and check
it with the teacher. - 8.interviews with native speakers or people
from the local community who lived in Britain.
40Concluding remarks
- Avoid all generalizations, let culture teaching
be individual. - The guiding principle in material and acitivity
selection should be what the cultural knowledge
my students need to master in order to
communicatively succeed in the target country. - Use every opportunity for improving your
knowledge of English and of the Anglo-American
culture as a teacher and help your students
develop that skill too. (Cloudy With a Chance of
Meatballs) - Nurture love and respect for your culture and
your students cultures to be able to respect the
culture of the people whose language you teach. - Your are the ambassadors of the Anglo-American
culture among your students.