Culture In Language Teaching

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Edublogs in foreign language teaching: integrating language and culture

Edublogs in foreign language teaching: integrating language and culture

At the present time, edublogs enjoy great regard not only from the pedagogical angle but also from the side of scholars. The Span- ish Premio Espiral Edublogs grants its awards for the best edublogs in different categories (from ‘Learning Communities’ to ‘Reflections about the teaching practice’ among many others). There is an exten- sive variety of edublogs depending on their topic, their author(s), the different contexts where they are created and addressed, etc. Here- after we present a brief chronology of the classifications of edublogs provided throughout history in order to set the ground for our own edublogs classification presented later on. In 2003, Aaron P. Camp- bell suggested a threefold classification of language teaching blogs: the tutor blog, learner blog and class blog depending on who creates them (Campbell, 2003). However, we know of many edublogs which are not necessarily designed within the class syllabus that are devot- ed to sharing and discussing teaching methodologies and practic- es standing as valuable arenas for educators worldwide. This is the case of the SFL (Spanish as a Foreign Language) edublog Aprende español callejeando por Madrid (https://palabraspormadrid.blog- spot.com.es/) which stands as a useful e-resource for flipped learn- ing of the Spanish language by means of its culture which this study analyzes in the following section. Thus, we need thus a more accu- rate classification of edublogs that successfully meets the new trends
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16 Lee mas

A language exchange program: sustainability innovation in language and culture engagement

A language exchange program: sustainability innovation in language and culture engagement

However, the UPM encourages its graduates to reach a good level of proficiency in the English Language, which is now a growing demand in the workplace and a basic requirement for engineers, architects, scientists and researchers all around the world [4]. All UPM graduates have to prove that they can use the necessary language skills specified in the Common European Framework for Languages (CEFL) [5][6] as a basic condition to registering in the curricular English subjects and thus to obtaining their degree. Within this framework, the university is undergoing a deep changeover that is affecting both its curricular and normative structure and its teaching and learning dynamics. One of the ways in which the objectives of the new curricula can be met is by virtual exchange programs with English speaking universities. Accordingly, the UPM and the UBCO are facilitating virtual encounters among Spanish and Canadian students. The Language Exchange Program between the UPM and UBCO acts as a model for sustainability innovation in language and culture engagement. Using a case study to analyze the impact of virtual encounters on learning improvement and language-culture awareness, both effectiveness of the program and exploration of the nuances of a multi-dimensional perspective are assessed. More specifically, this exchange program links second language learning with intercultural contacts in a virtual way with a view to estimating the impact of the learning model proposed (see section 3).
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5 Lee mas

The Importance of Introducing Culture to the Teaching of its Language: A Teaching Porposal in ELT

The Importance of Introducing Culture to the Teaching of its Language: A Teaching Porposal in ELT

Yet, the position of the English language in the sphere of Spanish Education has undergone many changes throughout the past years as it will be seen further on. Presently, the teaching of English is considered a must in every school and its importance is such that bilingual schools are wanted by many families as the first option to immerse their children into a native-like centre and therefore become fluent in English. According to some students’ parents, this will provide children with good professional careers. Besides, in public schools, English has been taught for many years as a second language and nowadays teaching programmes belonging to what is known as “European Sections” have been introduced in these schools. This programme teaches not only the English language subject but subjects such as biology, maths and history in English. Here, it is obvious the importance that the Spanish Government gives to the English language in its education. Therefore, it seems that even though Spain is behind many countries in other fields of interest (unemployment, public helps, scholarships, etc.), the Ministry of Education is aware of the advantages that English can bring to their students. However, it is certain that improvements in education are strictly required as many resources are lacking to provide students with a quality education as for instance, technological resources, reduce the classroom ratio to focus on students’ doubts and requests more precisely, provide teachers with a more realistic teacher’s training, among many other factors which should be revised and tackled in depth.
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73 Lee mas

The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

The Articulation of Formative Research and Classrooms Projects in the Language and Culture Class in an Undergraduate English Teaching Program

The main objective of this paper that was to show results from the revision of the project guides, and to know students and teachers’ perceptions about the classroom projects. Based on the findings in the previous section, it is possible to say that the classroom projects do not start with a question based on critical reflection of reality. This was demonstrated in two ways. First, the methodological guides showed that the starting point is a general topic mainly related to English-speaking countries. Second, the students evidenced in their opinions that they do not find a connection with their own reality. Similarly, the topic is not worked on deeply nor critically because, as students expressed, the context of the topic is not connected with them, and it does not produce changes in their own reality. Third, students and teachers consider the topics of the projects as accurate according to the language learning process although the inclusion of different fields of knowledge is not explicit.
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18 Lee mas

A language exchange program: sustainability innovation in language and culture engagement

A language exchange program: sustainability innovation in language and culture engagement

However, the UPM encourages its graduates to reach a good level of proficiency in the English Language, which is now a growing demand in the workplace and a basic requirement for engineers, architects, scientists and researchers all around the world [5]. All UPM graduates have to prove that they can use the necessary language skills specified in the Common European Framework for Languages (CEFL) [1] [6] as a basic condition to registering in the curricular English subjects and thus to obtaining their degree. Within this framework, the university is undergoing a deep changeover that is affecting both its curricular and normative structure and its teaching and learning dynamics. One of the ways in which the objectives of the new curricula can be met is by virtual exchange programs with English speaking universities. Accordingly, the UPM and the UBCO are facilitating virtual encounters among Spanish and Canadian students. The Language Exchange Program between the UPM and UBCO acts as a model for sustainability innovation in language and culture engagement. Using a case study to analyze the impact of virtual encounters on learning improvement and language-culture awareness, both effectiveness of the program and exploration of the nuances of a multi-dimensional perspective are assessed. More specifically, this exchange program links second language learning with intercultural contacts in a virtual way with a view to estimating the impact of the learning model proposed (see section 3). Current perspectives on how students learn have resulted in significant redirections when designing new learning environments; likewise the Information Age has provided an excellent tool for teachers to create virtual learning spaces [7] [8]. Virtual encounters not only reduce communicative distances between people, but they also serve as a tool to enhance language proficiency and develop intercultural awareness in Second Language Teaching and Learning (SLTL). The implementation of virtual exchange programs entails supplementing the physical mobility models for the program to
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5 Lee mas

Reflections on Language, Culture and Equity in Teaching Mathematics at a Bilingual Primary School in the United States

Reflections on Language, Culture and Equity in Teaching Mathematics at a Bilingual Primary School in the United States

This study investigates K-1 teachers´ perceptions, practices, and equity issues in the integration of contextualized problem solving into the curriculum as a way to adapt instruction to meet the needs of Latino students who were English language learners. We draw from three bodies of literature: Cognitively Guided Instruction, language and culture as pedagogical resources, and equity issues in mathematics. This qualitative study takes place in the context of a situated professional development between bilingual teachers and researchers in a southwestern elementary school in the United States. Data sources included classroom observations, videotaped lessons, and interviews with the teachers. Through classroom episodes, this study illustrates how both teachers: (1) valued the integration of contextualized problem solving into their curriculum and used language and culture to scaffold understanding of complex mathematics concepts, (2) prioritized the use of the native language in their teaching and the development of different ways to communicate mathematically their ideas and strategies, and (3) prioritized equitable teaching by valuing and promoting a student centered approach to teaching as well as students´ identity as mathematics learners.
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27 Lee mas

Using public service advertising in teaching french as a foreign language in language departments

Using public service advertising in teaching french as a foreign language in language departments

Texts of social advertising, being actual au- thentic material, which reflects the linguistic specificity and socio-cultural reality of the country of the studied language, of course, have a high linguistic and didactic potential. The organization of the process of teaching a foreign language with the inclusion of texts of social advertising helps prepare students for an adequate perception of other cultures. The integration of creolized advertising texts into the process of teaching foreign languages can effectively contribute to the development of communicative competence, creative thin- king, creative abilities, stimulating students’ speech-thinking activities, development of discussion skills and culture. In addition, the work with the use of advertising materials of social orientation helps to increase the inte- rest and motivation of students to study a fo- reign language, as well as the assimilation of students’ behaviors, value orientations neces- sary for every modern civilized person.
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8 Lee mas

Teaching international students in english: a matter of culture

Teaching international students in english: a matter of culture

colleagues at home and abroad how best to facilitate learning for international students. This is why courses such as the earlier-described “Teaching in English” are so important. And this is why books such as Carroll’s and Ryan’s Teaching International Students have a very important place in our universities. The penultimate chapter (15) suggests ways of increasing the pool of knowledge and expertise within teams of teachers and departments. I conclude with a few examples of Carroll’s and Ryan’s advice: It is necessary to invite experts to give lectures and lead seminars. In-service courses provide a forum for discussion and can act as catalysts for innovation and improvement. Workshops on teaching international students are an effective means of sharing experience. Finally, reading journals such as the one in which this article is published plays an important rôle in disseminating knowledge and experience. English is the lingua franca in the world today. Much energy is devoted to helping students learn to speak the language. Less attention is devoted to promoting good writing practices. This is indeed a shame as writing is our heritage and our gift to the next generation. It is an integral part of our learning and an important way of demonstrating and preserving our knowledge. Without good writing practices, there is little hope of succeeding in the academic world.
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14 Lee mas

Representations of interculturality : bridging the gap Between the culture of L1 and LL2

Representations of interculturality : bridging the gap Between the culture of L1 and LL2

Communicative competence must be present as it focuses its attention on the strong relationship between linguistics and the socio-cultural competence. Hymes (1972) in fact, described linguistic competence as just one kind of cultural competence, therefore, writing texts for the purpose of this study were part it without ignoring its linguistics influence. On the other hand, following this idea, according to what was mentioned on chapter number two, the importance of including L1 culture can lead to students to become more aware of the L2 culture and so L2 language, since there is a close relationship between them; it cannot be denied that when a new language is taught or learned, culture must be part of these contexts and situations should therefore help the language teachers to well-develop their lesson plans and teaching models while teaching culture to the students. Kramsch (2002, p.277) quoted by Ramos (2013, p.208) asserts that “the dynamic view of culture also requires learners to have knowledge of their own culture” and an understanding of their own culturally-shaped behaviors. In this case, the writing skill as a part of the
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202 Lee mas

A Review of the Traditional and Current Language Teaching Methods

A Review of the Traditional and Current Language Teaching Methods

Following the search for effective CLIL programmes, Navés (2009) establishes a set of parameters and conditions that should be followed so as to develop adequate CLIL policies. Firstly, the learners’ culture and L1 need to be respected, since they represent a significant influence in the foreign language learning. Secondly, teachers in charge of the CLIL instruction are required to be bilingual or multilingual and completely trained, and it is convenient that they hold a stable position within the educational institution. Thirdly, the target language should be integrated and contextualised within the classroom. Additionally, students’ parents need not only to be implicated and support the CLIL implementation, but also to collaborate with teachers. Finally, assessment and materials utilised when dealing with CLIL contexts have to be planned carefully. Furthermore, Mehisto, Marsh, and Frigols (2008) also suggest that this focus on students’ teaching-learning centred approach increases motivation, being fun and challenging.
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7 Lee mas

Culture teaching in foreign language education  EFL teachers in Spain as cultural mediators

Culture teaching in foreign language education EFL teachers in Spain as cultural mediators

It is worth pointing out that Spanish teachers aim to attain linguistic objectives, the most relevant one, ‘enthuse my pupils for learning foreign languages’ (ranked first), a clearly motivational in nature. The second, fourth and fifth objectives in order of importance are similarly linguistic in their orientation: ‘promote the acquisition of a level of proficiency in the foreign language that will allow the learners to use the foreign language for practical purposes’, ‘promote the acquisition of learning skills that will be useful for learning other foreign languages’ and ‘assist my pupils to acquire a level of proficiency in the foreign language that will allow them to read literary works’. Apart from the fact already highlighted that teachers give more prominence to teaching the foreign language than the foreign culture, a further interesting conclusion that can be drawn from these data concerns the linguistic objectives in themselves: teachers do not attach great importance to helping students read literary works in the foreign language, focusing rather on favouring the development of linguistic proficiency in the target language, up to a level necessary for communication for practical purposes.
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18 Lee mas

Teaching language and culture through intercultural awareness

Teaching language and culture through intercultural awareness

The teacher will give each student a piece of paper. Then the students will divide the paper into two. In the first half of the paper the students will write the title “My Colombian city”, and in the other half they will write the title “My American city”. For each half, the students will design a map of their imaginary city from both countries, including the name of the places (the vocabulary they learned at the beginning of the lesson: avenues, bridge, traffic light, bakery, streets, supermarket, grocery store, etc.). The students then will receive a clipping of a male or female character (annex 9) that they are going to put in different places on their maps of their imaginary cities, their respective pair has to locate that character by using the vocabulary already learned and practiced in the class, example: Juanito puts their character on supermarket Jumbo, and his pair Anita says: He is in supermarket Jumbo
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195 Lee mas

THE HISTORY OF ENGLISH LANGUAGE TEACHING IN ECUADOR

THE HISTORY OF ENGLISH LANGUAGE TEACHING IN ECUADOR

end of the 70s and beginning of the 80s the Community Approach created the Natural Method. The interaction between the teacher and the students is part of the class, there is more reflexion and the development of the English skills (Reading, Listening, Writing and Reading) appeared as a goal in the learning process. Twenty years ago, a curriculum reform in the English teaching process began with the CRADLE project. The methodology used followed a functional-communicative approach through which the students developed linguistic competences, therefore there was a significant learning where the students knew about the Ecuadorian culture with aspects of socializing. In spite of the course book, material and resources, teacher training in the methodology used in the book, the English deficiency continues being part of Ecuadorian students. There are some factors explained by Silvano Muñoz, who was the coordinator in Los Rios province of the CRADLE project. One of the factors was that teacher did not have the open mind to change the old way of English instruction because it was much more comfortable to keep the discipline with a lot of exercises in class of translation of readings from the OWTE, the textbook used in this course, instead of applying new strategies which required more energy, classroom management and use of English in class. It is important to say that in that moment many of the English teachers in service did not have any pedagogical formation. Thus, many of the strategies in the book were not well done, although the project gave some training about the use of this methodology even the young teachers preferred avoiding the communicative strategies.
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14 Lee mas

Tasks to enhance the intercultural communicative competence of english language students with a second foreign language (french) at UCLV

Tasks to enhance the intercultural communicative competence of english language students with a second foreign language (french) at UCLV

Hence, introducing Culture in a more integral way into the language classroom would have a profound impact on the overall goals of the language curriculum, which is a motivation to reconsider why learners are taught to communicate in a foreign language at all. According to linguists, for most of the history of English Language Teaching, there has been the largely unquestioned assumption that learners are trained to become as close to native speakers as possible, in the gloomy knowledge that few will reach that particular goal. Corbett (2003) stands out that the three previous mentioned processes: acculturation, enculturation and sociopolitical education should be taken into consideration within the sphere of language learning, in order that learners can extend their proficiency as language users and cultural beings, which serve as a launching- point for their further education much more beyond approaching native speakers‘ language proficiency.
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95 Lee mas

Exploring content based language teaching : through Colombian culture

Exploring content based language teaching : through Colombian culture

From the concerns that we had because grammar based lessons takes place in many English classroom settings, and such emphasis on the “rules” of the English language has taken away opportunities for using English with oral purposes; In this study, we intend to show, how an instructional approach called Content Based Language Instruction which integrates content and language, lead the students to interact around Colombian cultural issues. In the second chapter, we show a deep explanation of our study about what our research project refers to; besides, we mention the research questions that guided the study. Then, we introduce the main theories utilized to support our research project in a section called literature review. After that, we explain the methodology employed to develop our study, this section includes: the context, the participants, our researchers profile, the instructional design, the data collection methods, and the data analysis. Once the data was analyzed, the findings were reported.
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70 Lee mas

Self-assessment in second language teaching: journals

Self-assessment in second language teaching: journals

The teacher will provide feedback on those journals in the form of individual comments in the journal margins (or, if feasible, by means of a tape where the instructor can record full [r]

11 Lee mas

Implementing ICT to strengthen the learning of English language grammar in the students of “Corporación Santo Domingo School”.

Implementing ICT to strengthen the learning of English language grammar in the students of “Corporación Santo Domingo School”.

For the analysis of the data obtained in the classroom practices, the research approach and paradigm observational and interpretative were taken into account. Each theme was explained employing, in first place, slides in which grammar rules were explained, followed by a video presentation to reinforce the thematic after the students were asked thorugh oral questions to identify if they had understood the subject<, later they developed some online exercises such as writing the correct form of sentences, complete the sentence, write the corresponding word according to the context of the text, games, among others. After this phase, a lesson test was given to the students to assess the comprehension of the grammar rules studied in the class.
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73 Lee mas

TítuloCorpora and the teaching of languages and linguistics

TítuloCorpora and the teaching of languages and linguistics

Thus, a number of scholars working in the field of teaching English as a Foreign Language have used corpus data to look critically at existing language teaching materials Kennedy 1992, M[r]

7 Lee mas

CULTURE, LANGUAGE AND REPRESENTATION

CULTURE, LANGUAGE AND REPRESENTATION

Coetzee’s fiction has generated a wide range of scholarly research and his refusal to declare his political position on issues concerning post-apartheid South African reality has challenged critics to decipher the enigmatic meaning of his narrative strategies. His works convey the author’s continuous interest in overcoming binary logic and constitute innovative sites of transgression and contestation not only to the ideological and social basis of colonial discourse, but also to realism as a form traditionally related to hierarchy. My study of his representational literary devices is based on the presumption that the relations- hip between the author’s ideological and political position and his work is not one of resemblance; it is fragmentary, complex and more partial than some cri- tics and readers may wish to see. Ashcroft’s (2001: 9) idea that «the identity of the postcolonial intellectual is no longer structural but discursive» means that Coetzee’s location as a postcolonial intellectual is made visible by analyzing and interpreting the discursive strategies he adopts. Although Coetzee avoids explicit ideological positioning, his narratives show the author’s involvement in a creative process in which the representation of his vision of past events and present reality articulates his engagement with social transformation. We should not forget that the struggle over representation is essential in the strug- gle of colonized peoples to regain agency over the creation and consolidation of their identity.
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242 Lee mas

A digital library for English Language II  a tool for improving its bibliography

A digital library for English Language II a tool for improving its bibliography

The third category evidenced the influence of EAP on the contents and genre used for Interpreting and Translation. Most of the professors considered that it has a huge impact on the genre and contents of these subjects since EAP deals with some specific vocabulary related with these themes. (See Table 5, Appendix 8) ‘‘The vocabulary range acquired through Academic English is crucial when dealing with newspapers, military and economic documents in Interpreting and Translation’’ In this sense, Bailey (2007 cited by Willis, 2013) agrees that mastering Academic Language is a challenge for all students. It is knowing and being able to use general and content-specific vocabulary, specialized or complex grammatical structures — all for the purpose of acquiring new knowledge and skills, interacting about a topic, or imparting information to others.
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102 Lee mas

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