World Languages and Geography
| world_language_standards.pdf |
How do I incorporate culture into lessons? (page 14)
The study of another language is synonymous with the study of another culture. The two are inextricably linked and language cannot be taught on its own, as discrete grammar points with no sense of the cultural products, practices, and perspectives of native speakers. It is through a strong cultural component that students can better make connections to other disciplines, can develop the insights necessary to make comparisons to their own native language and culture, and can discover ways to better participate with and relate to different communities at home and around the world. Culture can be expressed through the 3 Ps (Perspectives, Products, and Practices), showing how the products and practices are derived from the perspectives that form the world view of a cultural group (see Figure 3).
It is important for educators to realize that following a textbook and reading over the cultural points that pop up in the occasional sidebar is not sufficient to impart cultural knowledge to students. Nor is it enough to offer “Culture Fridays” or to think culture is addressed by celebrating a holiday, learning a few dances, or tasting some authentic food now and then. The selection of a theme should, instead, provoke discussion. Ideally, culture is incorporated into daily lessons via the use of authentic resources.
Teachers must look beyond any challenges to integrating culture into instruction and instead make it an opportunity to provide context for instruction. For example, standard ML.C1.3.IM.a reads “articulate the main idea of simple texts related to everyday life.” For this standard, teachers may want to present a variety of authentic texts from infographics, magazines, newspapers, etc. rather than teacher-created or textbook resources. This will allow students to connect with not only the language, but also with the important cultural aspects unique to the target culture. Moreover, this makes the culture real to students and allows a real-world connection. Teachers should consider the following questions when integrating culture: How does this help shape my students’ view of the world? What are they going to leave understanding about themselves and the cultures they are learning about?
It is important for educators to realize that following a textbook and reading over the cultural points that pop up in the occasional sidebar is not sufficient to impart cultural knowledge to students. Nor is it enough to offer “Culture Fridays” or to think culture is addressed by celebrating a holiday, learning a few dances, or tasting some authentic food now and then. The selection of a theme should, instead, provoke discussion. Ideally, culture is incorporated into daily lessons via the use of authentic resources.
Teachers must look beyond any challenges to integrating culture into instruction and instead make it an opportunity to provide context for instruction. For example, standard ML.C1.3.IM.a reads “articulate the main idea of simple texts related to everyday life.” For this standard, teachers may want to present a variety of authentic texts from infographics, magazines, newspapers, etc. rather than teacher-created or textbook resources. This will allow students to connect with not only the language, but also with the important cultural aspects unique to the target culture. Moreover, this makes the culture real to students and allows a real-world connection. Teachers should consider the following questions when integrating culture: How does this help shape my students’ view of the world? What are they going to leave understanding about themselves and the cultures they are learning about?
Pertinent Glossary of Terms
Cultural competence: An understanding of the appropriateness of a response or reaction within a particular social context.
Cultural framework: The traditions, value systems, myths, and symbols that are common in a given society.
Cultural perspectives: Popular beliefs, commonly held values, folk ideas, and assumptions that underlie the cultural practices and products of a society. Examples include:
Intercultural competence: An understanding of the cultural nuances associated with practices (what people do, their patterns of social interactions), perspectives (the way people perceive things, their beliefs, attitudes, values), and products (what people create, their books, tools, laws, foods etc.).
Target culture: The culture of the people who speak a target language, including the history, literature, and arts.
Cultural framework: The traditions, value systems, myths, and symbols that are common in a given society.
Cultural perspectives: Popular beliefs, commonly held values, folk ideas, and assumptions that underlie the cultural practices and products of a society. Examples include:
- Importance of individual freedom
- Value of education
- Idea of personal space
- Youth valued over age or vice versa
- Rites of passage
- Gestures
- Table manners
- Behaviors for dating, weddings, funerals, etc.
- Tangible: clothing, food, household items, toys, sports equipment, traditional and contemporary dress
- Intangible: names of gods and heroes, myths, numeral systems, simple geography, rhymes, music, rituals, and political institutions
Intercultural competence: An understanding of the cultural nuances associated with practices (what people do, their patterns of social interactions), perspectives (the way people perceive things, their beliefs, attitudes, values), and products (what people create, their books, tools, laws, foods etc.).
Target culture: The culture of the people who speak a target language, including the history, literature, and arts.