Teaching Language m Context Alice Omaggio Hadley of MinIntroduction Teaching for Cultural Understanding Poul simon, in his provocative bok Th Ted Anei (1980, recounts the try of Georgia son hoard member who aprcached Gene Moran of the Universty of Georgia wit the question: *Why shoul 4 student who ill fever leave Macon, Georg study 2 foreign language?” Her eply was sect but profound: “That's wiy he stout sty another language" p76), ‘The school board member’ question echoes the sentiments of many Am «cans across the yeas who have considered the sty of ther languages and cu tures inconsequential or syperfuusin thet eden “basi” education. I isn Secret hat he American foreign language echer has had to fight ong an hard to maintain place fr languages inthe cuticulum ony sb an elective subject. Yet the tide maybe tuning as we begin are centry patculaly with the United tates frame of efernce American stents can begin toundestand haw historical events may be diertally sterpeted in another cure Tey (200) vet using amateur vdeo Footage ota peat Ametcan we ding when working wth a pou of rasan TRL teachers do Paul, Bra A Stone aepeting seat eve sul Uh ef inet discus Sons ofthe typist American fami als and concerns, as wel 38 tah tin, Stdents can be ited to describe parallel vent thle home cute compare an contrat the traditions ales that undriethe races in Using Readings and Realia for Cross-Cultural Understanding ‘Asn pointe out eae hice, dents often approach target calturat [henomens from within ter own nativlauage cll famework. This ertaily understandable i we adopt a schem-bosed vew of comprehension, ‘ether te of writen ool ets ro etry conditioned behavior. Juss ‘dents rng thet own network of ssclations and basyround knowledge ‘he comprehension of et they bring thee same cements othe task funder Sanding another culture Nostrand (1967, 1974, 19M), Kramseh (1988), Ca loway (1984, 19453, TOMS, 1992), Seve (1983, 199, Byenes (1991), ant “Mantle Bomiey (1992) are among the long ist of scholars who have emphasize the importance of helping students recognize and understand the call ‘chemataasolted with the phenomena they encounter, Byrnes (1991) suggests tha second language struction “nberenty isin dae fe of trvalizing the impact of culture, of ending to emphasize universal, ct Fhuling ona sense of all humans being alte, of playing tothe lobe villa syndrome (p. 207) She finds Wt iit to simulate the appropriate second future framework ia. a classroom where student are srounde by thee nate ‘alr a nthe teaching of foreign languages in the United Stats For this > ‘one pert use teats a vehi for gaining coseclra understanding. Since stents wil undoubtedly ryt interpre target language txts though the tat of thei native language cultural schemata, thee fe danger thatthe wil ‘miss the way thatthe mates represent the reality of he foreign cultural cm {ext Byznes sess to mays to alleviate this problem, Fst, teachers should begin wth 12 text about he fret ular tha are nt to fr removed rom the reality ofthe native culture oon the learner own cultural experiences. Se ‘nly ener might ein york wih frig ngage texts tat deal wi Sone lamar aspect ot thei own atv eure In eating given theme {ple Bynes sues the ollowine progression of tities: (1) ean aut [Spector stents oe clare i the ive nae 2 Fading about at ‘aime phenomenon, but this tien the ae Tanguge and rom the perspectse ofthe target culture; (3) wading about the sane theme ope He target ture in the tudes native angunge; 8 reading ao the tae eutur nthe tang language: By reading. voit of ens the sane ple ta erent eu tral perspectives, stdentscan treo User oe he calrl phenomenon ieacnane F08 CULIURAL anDeRaTANDINE 365 self may iter in dhe two contexts, aswel show atte abot the phenome ‘on ay lille Sach an intensive look at some cicumsrbed tops contasts ‘sth the kind of smogasbord approach tt win many arom ty ut Byres sugyssts that “an exemplary sep ean of fe 1p Iwo related to each other ike to ye a rete baer or the deel ‘ent of croeultaral competence hana wide casting ot hee 219. Ths seo discovery procedures inher view shuld the core of progam in which rosseulturl competence the goa ive hat his approach gute stents to fead unedited auteti tents eth tention to deta probly mst a Proprite forstadents who are at an Advance eve of pofiecy in read, ‘Mootjani and Fed (1968 cation against an approach to the teaching fc ture that doesnot take into account bat the native culture ofthe tadents 3nd the tage culture as repented in athentic texts, Tey et the work of Flock (G9) ananthropologis who maintains that ui to try to present another alte sel a soe ters without ference tones ow culture. In thet ‘wos the study of second culture can oly bea contative proces a dale beeween two Ways a sng and viewing the world” (Moors and Tek TORS, 1-26), The autos believe that students should aot be expected to understand 3 Second culture by inducing characteris through authentic materiale lone face infrequent dlcused Habit of authentic trast they sume intercultural dialogue and can only be eft (far asthe teaching ot calturefsconcermed withthe help of an intercultural sophisticated nsteaetoe™ {p. 26) although one might argue about the level of “sophiiction” needed by Aeaches using authentic materials nti elses, the pont thal stents eet Some Kind of guidance as they read and interpret authentic materials fel ‘allway (192) outines a our stage approach taal ding of then tic materials, an approach that lee students though the proces o gu ‘exploration and dscovery.n tage 1 Thinking, stakents engage in vars p= ‘ean asks that elp them make hee own C1 frame of eletence more exp activating backround knowledge and discussing thee own bes about 3 topic ‘nat they wl be encountering in the authentic trgetsanguage text. Stage ‘ooking vols tasks that lp eames oient themselves ote authentic et Sach a geting te it ots gos meaning, loklng ate orantzaton, struc "ure, genre andor intentionality or purpose and attempting to confirm varios ‘expectationsor predictions that merited i tage In Stage I Lis. {ents examine various cross-cultural vontass and form or et hypotheses about the age cute identiying ares hat ned further sear, Atti sage, sr ‘ents might aso work aoe intensively withthe tex, searching for deta i ustng word connotations. and hnding evidence to supp Hei developing easabout te clr. The at stage inhi recursive ean paces ii) involves refecton on what was ted, wit awe to ateeatig the Anode suined with oer elated ormaton from eeadingson the same or smiar opis Sovthat a cohesive amen for understanding the calle ca gin £0 for attway suggest tthe sa yoo opportunity to engage stent in wing366 tasks emerging the treat tothe material personaly andor eet on eat they he kam. Se provides many ther spc oul suggestions Ion al four tages this proves appa clr reading, Teachers eo ‘example f gen Plow ofan att in which stents actate native cule seiemata in reparation toe making eoss-eultural eomparsons when ‘eng tage ange text. Ts reaing eae the ey wh pets ‘ase ther hide in France an nthe United Sate, SAMPLE: RAPPORT BETWEEN PARENTS AND CHILDREN eset Inverneiate Goals: Exploring behaviors and volves: understating cultura conventions Standards 12 dnterpretive communication), 21 (Understanling practi al Ppespeetinesof another clr 42 (atu compara. rereading: Students discuss in Hench spt of ami lationsips in the home culture, partly with or to te Wasa chien at aed. The {sca ther perspectives on how American parents a genera, deal wih ses Such as dsiplie, development of independence, al seater. The tes {ask stents 0 think of amis that they Ki a talk about any vrais they hae sre In this wa the importance of avout slecotypng, wh suecogniang ee este etal pater n the wacky, erpasized ‘Reading Activity: Students ea the short tex shown in Mustraton 8. aboot thereatonship of parents and chikren in Hance an in Aeris they ei th lin the cat in Ttraton 4, hghhting contrasts bic Fen find American cultural practices. Postreading Activities ‘Stes deus the cultural contasthighlighted inthe acti and ak Th cls research the ae rer by wading at chp ‘ther trench American contrasts Catal [1987] Ein be Soni ra tie Stet ins ee ing, sel 6 the powsty that thre intraculual araton whn eah ara sys Side sete evan whi they tt mn ype tra i sng the tcl, ing ion Veo ao Ie cuss coxtipstem‘excnine Fox cotruRat onbensTANDINe 67 Mustration 8.1 Caltrain on LES RAPPORTS ENTRE PARENTS ET ENFANTS Swushubtren fae voutematines uberis dela ote spharcscgrsncaimiae” Sia nape ba Get wee chose craensanent Sel re perde seat “Qundon det peton Fans tome eal ssucsdoppense sears enna pare snouts Swe: Mayans, Hato Vat nd Be 1998, p12 ‘Tresample jus shown s appropriate forsudents atthe Intermediate ve of ro- ficleneyn eadng and is based on materials found ina intermediate eve ex Teachers can develop smut activities ung athentic materiale ran fom a lous sures Lalande (1979) suggests ways in which tudes themseles cn cl lect authentic materas trough corespondence ith various businesses and insututions in the foreign culture. A sample leer oa German Chamber of Conn ‘mere appropriate fos stadents in aft yea Gran program Is given In lst tion 8.3 on page 369. Lalande allows students to choose their om leer esnaton and content, naintining tha freedom of choke sa vital Ingredient In generating student enthusasm and mativaton for the leter wet proeet elves several examplsof the types of document students in his German class solicited and obrained. One student was intrested in learning about How 0 ‘manta some headphones he a bough that were manufactured In Aust ‘Aner asking for information from the company ina etr, the student receive booklet and vasousinstsctions for preventive maintenance of hi eulpment Another toe who was majoring ouralism, wrote to eer oa leading German newspaper, inguiring abou variety of topes an policy es, an pacar asking about freedom othe press in Geran. He roeived a persona two-pageeter rom he eto, along wha photocopy of elvan sections othe ‘German eonstnuion flan 0 guarantees ot een at te pres Ip. 1 13: Tande reports that students ae enthusiastic aout the responses they reel and ae pleased with thet on abt 1 communist succes i 3 gene ‘counter with Genmanspraking corespondents Di Donat suggests a elated activity that ha stadt wre ets to pple «hosenat random fom German phone nets ashing about Germans368 TEACHING LANGUAGE Ow comren stration 8.2 Amity Comoesng LES RAPPORTS ENTRE PARENTS ET ENFANTS ‘aston fC remanent oni te ne a es ‘neler enquire ‘tae cole tse ‘once sdolove boat scheint a RELATIONSHIPS BETWEEN PARENTS AND CHILDREN penton Seg nthe ted Sate tance ‘olson enter ee 2 Te ntepaniyet iny a ‘townestration 83 ample of eter amber Stadensina feta German Popam courunat ueoeestanDins 308 weg 1, amar 200, Veen re Sonbarae Sehr etre Damen ud nen, ‘chee Deh ance Statsnivestat New ot in weg. Mie Feude und ih {Gren ect im Samm nach Gn Wa tes at eben Bite chen Us inormatanenbertive a Vien Dk ua encom rt Jeane Rosenbergs ish rans fave eter: Dew Madan on "stung German theta Unters a New ok at sve. Myers a mh ‘ome Gaz ihsunmer at Perea ee ma le en user ‘hor yaury Thankyou ery uc ‘eating io holidays ike Chrstmasand Ese (Di Donat, ctdin Lande 19850) ‘These activites have produced many interesting teas for tents fo read and «njoy.and have even leo freer correspondence in some cates. Newest sa, ‘the potenti or cultual lang inherent in thse of projet is subtnti Lalande 19880), Sania 1986), eral (1988), and Garla (1991 are among, tne many scholars and practitioners wha have suggested wing vaio ors of reali fo elp students enn about aspects of daily hfe the aret culture, An tty fr German students prone by Lalande (2000) has students analy the contents of a German newspaper (te lstaion 8-4, p30). After examining the vatous pars of he pape, tadents cos thelr ing and share the ine presions about how this particular newspaper compares to newspapers i the Unite Sates. followup activity involves scanning the entertainment pages ann answering questions about the movies tht ae depicted (ee Mlustation BS, pp. 472-474 Ths acti canbe inked to discussions about dating paces oF ‘he nivece of foreign ns on sereorypes in both German and American el ‘Garcia (1991) has developed a ui for her econd-yeat Spanish course around “uals Hspanie Culture” wing authentic materials drawn fom newspapes ‘he uses birth, marrage, ad death notices fom both America and Hispanic newspaper sources tohelp students understand the undrivingsecocultsal on370 tasration 84 | salvos Geman ewer Search Object “Comments eg howe Wo, where & what she? Tale of Cates Weather ec aMap Sport Clas ds Mier utes Rs TV Caen aeons Lots othe Ear Cate Seton rns Puzle besa Nvertnements ‘el at ok ay English wor ow sa a: Which hinge wes dsb aha i pape anda ‘enaatasmvunding Hse eves ring streets tle nai Tengu thes hk the amoencements thea dete to cus. on he ‘owt tensa sae ane ats hs eres hes his mate inspiring waka questions that have eleva the foes ofthe Cutt sat hora of bith aoanennc, fr esamp,sinkents ane‘court uxersransing m questions in Spanish abou the English language material and sen lout grid Sith category designations sucha the name of the pent, the name of he {hls a the place the child a5 born. They then look ata sila set of an founcements drawn from a Spanish-language newspaper and complet a iat i aswel a fam tee inked rom te information ven, One cultura fe fre that becomes salient sn tis acy the system of Spanish Surnames. AS Miants encounter diiculty wth ths, the teacher gives aie explanation to slow them to proceed withthe 1S, ‘Once these activities have ben completed, students discuss diferences and simile etwec the wo cultures Students consider the fact, for example, that Spanish bith srncuncements mention the name ofthe hospital fst, Whereas Shnouncements in United States newspapers usally eerve ths information for last Student ae invite to speculate om reasons or diferences such a these, ad complete 3 post reading asgment outlining simulans and diferences {or homework secon task Gara sugges involves wating tel own Spanish language bith announcement in the manner appropriate to the clare, using set of information given by the taht Garcia recommends the seo varety of grids such as those described ero help students take pertinent notes and analyze what they dicover from heir reading tse readers should const thin soure which presentsa wealth of eas tor cresting chart and activity formats she pent ot several advantages to using authentic mates nts ay 1, tudes are encouraged to think aout thelr own culture and customs and how those customs reflec the ales of the oct) in which they Ive 2, Stadents opin toes how the ales and way of fein oer societies are ‘manlested in thee customs ed behaves 3. The acto doing compatisons and contants nthe accompanying anal stv hop stints ear to understand and accep ferent waysof| Pancling basic uman needs and see hem 35 ald Understanding Culturally Conditioned Behavior: ‘Some Common Teaching Techniques ‘culture Capsules A number of time-tonored teaching ideas have been grouped unde this category ferlaate some spect formate for cultural struction designed 0 sensitize "Stent to contra anid commonalities in conventions behavion in the home fin target culture The majo of hese es were atoducedin the 19605 and 1970, and many ae sl popular with clstoom aches today, Fra number of ‘mpl activities using these formats, ee Sec (1993), a8 well 3s the other Sources proved below: ‘Acute capsule sa short decipton, aay one or two paragraphs in eng, ‘tone minima erence between an nec ang areca custom, ac ‘Soman by istrative phorus, lide, or wala Seve 1993) The techie ‘vasdeveloped by Dane Talo foreign language teacher, and fohn Sorensen, anan FERN CN CURGE UN ConTEXT red eet stration 85 Aang owe ings 1 Ge Fn, Se hon eon en? Wele? 2. A Watered wollen Sei trem inn Breer mit hve einen el « 2 Sesnd mien Feud ach Detseand soar. Am Fagen hen Se on As at emit et wollen se mit em unde nem de ee ‘We eso as aut Det ceien Sie aren den ones es aber cht ‘on ee amerianschen im de do garg wid tive thet teenie Worse es ine = eben se se Maren on ei amehaichen len de Sach ht enna aber 2” er 5: een Se, spre taser Fpl i er Spat anh) Wie Ira ann mana Sams ode am Sontag is Kine? We het er, Sie elher Fim aut schon ing lle anderen? eles os Minder fr Kinder, he den Chass sehen wll? 6 ies jim mains? _ te een Sie ve Antwort 2. mmc Sa evs id se Fe und Kins wht au ee 8 nwo Kino ann mon ete ies Dine des sen? Und wo itdnsnna? "Und wie st seine teltannumine” Uwe el Ur ‘sr er Fines Undo weber Space? 8 Was momen i? Wie alt ede ne sees Knapragamm? ite ren 10. Was ae ie yen de masala sem Wochenene Warum? 1. Wel im widen Se ic em Date gem aeachaven?____ Und ib nviauen?” Bite elien bee nen. 12, wast umes ung Anaenten hei Knee ani do oprarammen2wichen den US und ewan (Ander mage Grace: Ks, Flchungen i Kin dating de usa Fle a Serena!excnine Fou CuLTURAL UNDERSTANDING a ete Moves Geman 1. ee thre sme movie which ou hae aay en? which oes? 2 oer he week you nul ie o ae your ouge ter) an se 0 themes Fd tre moves wih yo nl ae hem se oe 5. Youve own nth endo Gemany he part you nt ac fram Ai & test ter yor wnt wes heer What arte clei Geman? Write low the neat a a Ameri im being shown athe ives, hive these ema ite Ene anton of toe Him ite = — 4 Gee mame he res made movi which a ve a ahead se a) 4 5. took athe move sigs the Mase mpi fret column hich one sib the ior es to be sow on Saturday Sunday? At what ‘ht the is fas been unig the longs caret fete? what te yung ecmmened ap fr ewig NGhosbutere mn nbaied the movie? (6 Ae thee ny is ings og to? _ Pease explain. 2. which Geman cy ate thse mai testes probaly cate? 1 th tener can you se Bete Miers “ie Manes"? _ here theater lated! And it tephone number? Wyo you “pose German move ess nude her eeghone ambos el 25 ‘Wha tel the movie ese? Ania what gue” 2. Hom ol or cen do you tink his mane sigs? _ ease ean, 10. What do you hin of the mine seta on thi wee? Wy? 1. Which nave mit you theo o10 with our eate?_ And wc ne woul You dey oe fo gb mith your date Pease explain oth of our 12 What ae some othe sisi and erences Bencen move singin Genmary ‘Powe lle acess omit rcs resus ig ino fece of ecg me call eresm culture Clusters anthropologist (ee Tl and Soren 161. The enigque can be sed orn Apert st ins geno with he falls, alte caps may Be ‘wrt by stuck of texher or pushased commen, for example Nira oso 1974 Tons culture caps Let (1977 suggests the falling tops Sele opi ofeutualcanta, coordinating ith apis ing tested in LUsaitferences ane sina he argc nd Home cule tums elation to thls prof conan Patines haring bets 44 Oana and eae spc content Woe the apse tanguge tt willcomp the starts ho will us, at ab appropiate veto pace 6, Check me occu heontent an langage of he cps witha mative Speer andor collegues, Bewalte anes. 5 eur once apelin ses pings $e teocher may wish rec the cpa on tp fr sates to sent 2 group or ieee, othe apse maybe re alos, ether by the teacher ‘ory aster The students ight al ead the cape in lasso a. home ‘work assignment follow ang ith a pte peas the capsule presented aly Another erative iso have tent on sl group, with each pe son in he grap responsible fo Fang pt a the nartivet the tes Such an actisityffors god practice stenngcompreension and speaking sil, Anan theo acts Ltt suggest ae the blow 1. Students pesonn oleplys basen the capo, with sustlonsandoe septs provide he water 2, Groupsot students write keys busin the information nthe cna, Indvidaasorjrup suites capes on cosy eae tpl, creating ltureciser” au thereat ston 4 Ingviduats 7 onps sear aarp om ae topo pa nteet stngest iy the ape S$. Thecontent nthe apse sateratd in langagesmmingaetisitis, such alist ne ring comps exec communicate ‘Compson, eames and Ie Cute tars cope fy Mes Minin 11978, const of abut thre lust ct puts tt devel rat ops ps oe Mint sil ‘ita nts the rnin the psa amas thoughrexcnine Fon cuctueat onDeastaaeine ws culture Assimilators culture Minidramas Deriving cultuet CConnotations shit situational ley (Seeye 1998. The development ofthe cltre caster might best be approsched by seletng cent theme and working backwards forme at theo four components that might lend themscves elle cape Aeconing to Sele (1993, the culture atimiaor was fst entsoned 36. pr {tammed ool fecha thal would elpindials gt toa new cu fre Developed by socal pythologtt (Hed, Mitchell, and Tsandis 1970, 3 Culture animator might const ofa many a5 78 to 10) “eal cients” or “sods that take place Between an American and member of the tage culture [which some type of confit or misiterpetation develops. The soute of cn ‘tor puzlerent on the pat the American ihe ek ofa appopite cl {ural framework for understanding the ncident. ett (1977 esrb thee base pats teach eptoe |. Aste incident occur lusting some Kind of miscommunication between an American anda member a he ast culture This nedent may Ie presented asa dalogue or in arate fom _2. Stent are then presente with our possible explanations ofthe source of ‘he conflict in nutiplechoke form, 4. Asstudents mates choice f explanation, they ate ected toa paragraph at gvides them with feedback about wheter tel choice was cone. eek pararapis may provide additional ctrl information ofarter ‘ty the elt point around which thecal ncdent as een tisigned. Distactors incoect choles ae designed tobe atacve to "dents who ate operating under fle stereotype peteptions or ethnocentric Interpretations of he staan, A minima can be construct rom thee to ve eptoes in which a clturat ont or miscommunication ocr, tn the ctr ssimilator above Sele 119), As each eptode Is expenenced, students temp to explain what the source of the miscommunication f through clas discussion, ed by the teacher. fer cach episode inthe seis, more clr information i ie, but not rough fo identity the prec caie ofthe problem, which becomes apparent tly inthe st scene Sexi expluins that he uncton ofthis etnigue ola ants to experience the vagueness of much crsseultural communication doe {orifercing assumptions in the tw clttes out the connotation of Words oF shout every events and practices Stents see how they mht easly ump 0 {ase conclusions about the people the fant culture Beene Hey are eating ‘nthe basso their wn ethnoventi base and perepuons pp. 70-71 In the activities that follow, students lar to assoeate culturally eepresents- tive mage with words a phases they ar eran nthe new language eh igus incl the use of visual support materials as wal as worawocaton ac