Two Frameworks for Teaching Culture and Critical Thinking · • Play a short snippet of the video...

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Two Frameworks for Teaching Culture and Critical Thinking During this event, Andy will: • explore the ra+onale for including culture as an area of study in the English language classroom • demonstrate a lesson which requires students to use listening and intercultural awareness skills • provide an ac+vity which uses students’ ability to form cri+cal ques+ons rather than judgements

Transcript of Two Frameworks for Teaching Culture and Critical Thinking · • Play a short snippet of the video...

Page 1: Two Frameworks for Teaching Culture and Critical Thinking · • Play a short snippet of the video and ask the students to complete a task that demonstrates they understand the basic

TwoFrameworksforTeachingCultureandCriticalThinking

Duringthisevent,Andywill:

•  explorethera+onaleforincludingcultureasanareaofstudyintheEnglishlanguageclassroom

•  demonstratealessonwhichrequiresstudentstouselisteningandinterculturalawarenessskills

•  provideanac+vitywhichusesstudents’abilitytoformcri+calques+onsratherthanjudgements

Page 2: Two Frameworks for Teaching Culture and Critical Thinking · • Play a short snippet of the video and ask the students to complete a task that demonstrates they understand the basic

AndyNoonan

AndyNoonanhasover20yearsofexperienceinTESOLmethodology,teachertraining,andonlinecoursefacilita+on.

AsaTrainerofTrainersatWorldLearning,Andyfacilitatestrainingandreflec+onsessionsu+lizingavarietyofmethods,includingin-personobserva+onandonlineengagement,fortraineesinU.S.DepartmentofState-fundedprograms.

AndyisaformerEnglishLanguageFellowandholdsaMaster’sdegreeinTESOLfromSITGraduateIns+tuteaswelltheUCLESDELTA.HehastaughtandtrainedinJapan,Taiwan,Korea,Russia,Georgia,Mexico,ElSalvadorandtheUnitedStates.

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TwoFrameworksforTeachingCultureandCri=calThinking

AndyNoonanTESOLProgramSpecialistWorldLearning/SITGraduateIns+tute

2018byAndyNoonan.TwoFrameworksforTeachingCultureandCri7calThinkingfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea+veCommonsA\ribu+on4.0License,exceptwherenoted.Toviewacopyofthislicense,visith\p://crea+vecommons.org/licenses/by/4.0/

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Today’sWebinar

1.  AnoverviewofteachingcultureintheEnglishlanguageclassroom

2.  Introduc+onofMoran’sCulturalElementsFrameworkandCulturalKnowingsFramework

3.  Walkthroughofalessonusingtheseframeworks4.  Reflec+onques+ons

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Whyteachculture?

•  Andy,wereyoudisappointedwhenyourdaughterwasbornandshehadbrowneyesandbrownhair?

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corC?

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Little c culture •  Products▫  Shoestyle▫  Dogsweaters

•  Prac+ces▫  Gree+ngs▫  Nego+a+ng

•  People▫  Cashiers

LiDlecculturalelementsaretheeverydaythingsthatalearnerwouldencounter.

Big C culture •  Art•  Architecture•  Music•  Dance•  Literature•  Film

Whileimportant,BigCculturedoesn’tletuslookintotheday-to-daylivesofthecultureswearetryingtoenterbylearningEnglish.

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http://go.rwd.com/CulturalIcebergCanSinkInitiatives2.html

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https://inquiry111westminster.wikispaces.com/Blind+men+and+an+elephantContributions to https://inquiry111westminster.wikispaces.com/ are licensed under a Creative Commons Attribution Share-Alike 3.0 License.

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C1C2Thestudents’homeculture

AnyoutsidecultureInEnglishtextbooks,oaentheU.S.,England,Australia,Canada,etc.

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Bene$itsoflookingatC1•  Buildstheabilityforstudentstotalkabouttheirowncultures–usuallyignoredbytextbooks

•  Allowsstudentstobuildprideinaspectsoftheirculture

•  Allowsstudentstocri+callyanalyzepossiblenega+veaspectsoftheirownculture

•  Allowsstudentsto“see”theirculturefromanoutsideperspec+ve▫  Thisshouldenablestudentstocri+callyanalyzeoutsidecultureswithmoresensi+vity.

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Bene$itsofusingtheseFrameworks

1.  Rela+velyeasytouse2.  Versa+le3.  Allowtheteachertoexploittextbookstoa

deeperdegree4.  Helpbuildthementalprocessesthatenable

studentstobemoreculturallyawareandbe\erabletofunc+onina21stcentury,globalizedworld

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Framework1:Culturalelements1. Products

2. Practices

3. Persons

4. Communities

5. Perspectives

AdaptedfromMoran,P.TeachingCulture:Perspec+vesinPrac+ce.HeinleELT,2001

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CulturalElementsFramework

• Allowsstudentstoisolateelementsofcultureforfurtherexplora+on.Bylookingatoneelementindetail,studentscanbuildtheabilitytorecognizeandstarttodotheanalysisontheirown.

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• Products=ThingscreatedandusedinacultureExamples:chops+cks,conveniencestores,para-paradance

• Prac=ces=behaviors,socialinterac=onsExamples:gree+ngs,showingrespect,exchangingbusinesscards

• Persons=Peopleac=ngwithinacultureExamples:salaryman,taxidriver,grandmother

•  Communi=es=Groupsofpeoplesharingvaluesandbehaviors

Examples:sportsfans,construc+onworkers•  Perspec=ves=underlyingbeliefsofacultureExamples:respectforteachersandelders,wabisabi

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Framework2:CulturalKnowingsKnowingHowàpar+cipa+onWhatdidyousay?Whatdidyoudo?Howdidyoudoit?Wasitappropriate?

KnowingAboutàdescrip+onWhathappened?

Whatdidyouseeorhear?Whatarethedetails?

KnowingOneselfàresponseWhatdoyouthink?Howdoyoufeel?Whatmoredoyouneedtoknow?

KnowingWhyàinterpreta+on

Whataretheinsider’sperspec+ves?Whataretheoutsider’sperspec+ves?

Howdoesthiscomparewithyourculture/othercultures?

Adapted from Moran, P. Teaching Culture: Perspectives in Practice. Heinle ELT, 2001

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Framework2:CulturalKnowingsFramework

•  BasedonKolb’sExperien+alLearningCycle,theCulturalKnowingsFrameworktakesthestudentstepbystepthroughaculturalelementtheyhaveseenorexperienced.

1.  Describingtheculturalelementallowsthemtoseeit

frommul+pleanglesbasedondirectevidence.2.  Analyzingthedescrip+onallowsunderstandingto

developfrommul+pleviews/perspec+ves.3.  Respondingtothisallowsthestudentstoexploretheir

ownreac+onsandmoreimportantly,createques+onstofindoutmore.

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UsingVideo

• ModernTVshows,movies,videoclips,music• VoiceofAmerica:OfftheHighwayh\ps://www.youtube.com/watch?+me_con+nue=3&v=F9peVFiIDXo

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As a Listening Lesson •  FollowingaPre-listeningTasks,DuringTasks,Post-ListeningTasksFramework(PDP)

Pre-Listening:•  Step1:Ac+vatebackgroundknowledge,createinterestandpre-teachanyvocabularythatisessen+altocompletethetasks

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HippieCulture

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Living“offthegrid”

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SolarPanels

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DuringListeningTask1:Gist• Playashortsnippetofthevideoandaskthestudentstocompleteataskthatdemonstratestheyunderstandthebasicthemeofvideo:▫  Choosethebest+tle▫  Choosethemostaccuratesummary▫  CircletheitemsthewomanprobablydoesNOTown

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DuringListeningTask2:Findalltheculturalelements

• Playthevideo(Tip:keepitshort!1-3minutes)• Havestudentswritedownalltheculturalelementstheyfind.Havethemcomparewithapartner.

• Checkthestudents’answersaloudandgivelanguagesupport,ifneeded.

• Asaclass,trytoiden+fytheculturalelementthatisthemostinteres+ng,strange,ormysterious.

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DuringListeningTask1:Findalltheculturalelements1. Products

2. Practices

3. Persons

4. Communities

5. Perspectives

AdaptedfromMoran,P.TeachingCulture:Perspec+vesinPrac+ce.HeinleELT,2001

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Page 27: Two Frameworks for Teaching Culture and Critical Thinking · • Play a short snippet of the video and ask the students to complete a task that demonstrates they understand the basic

I’mahippie.Let’sjustgo…let’sstartfromthat.Andthatmeansbacktotheland,connectedwiththeearth.Iliveinasmallcabin,offthegridon20acres.Ihavesolarpanels.Ihavenorunningwater.IhaveaspringthatIgetmywaterfrom.Ihavespace!Andanimalsandearthandskyandeaglesandcoyotesandlifeisgood!

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Products•  Smallcabin•  Solarpanels•  Naturalspring(forwater)•  Houseon20acresofland

Prac=ces•  Living“offthegrid”•  Owninganoutsidedog

Persons•  Hippie

Communi=es•  Hippies•  Locals(?)

Perspec=ves•  Livingoffthegridisbe\erthan

livinginorganizedsociety•  Sacrificingmodern

conveniencesforfreedomisagoodthing

•  Prideinone’ssubculture•  Feelingconnectedwithnature

AdaptedfromMoran,P.TeachingCulture:Perspec+vesinPrac+ce.HeinleELT,2001

Identifythecultural“mystery”

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DuringListeningTask3:KnowingAboutàdescription•  Considerthemostimportantculturalelement:▫ Whathappened?▫ Whatdidyouseeorhear?▫ Whatarethedetails?

•  Theseques+onshelpdevelopthestudents’abilitytopickoutagreaterlevelofdetailsforamorecompletecomprehension

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I’mahippie.Let’sjustgo…let’sstartfromthat.Andthatmeansbacktotheland,connectedwiththeearth.Iliveinasmallcabin,offthegridon20acres.Ihavesolarpanels.Ihavenorunningwater.IhaveaspringthatIgetmywaterfrom.Ihavespace!Andanimalsandearthandskyandeaglesandcoyotesandlifeisgood!

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Post-ListeningTask1:KnowingWhyàinterpretation• Whatdoesitmean?• Howcanyouexplainit?• Whataretheinsider’sperspec+ves?• Whataretheoutsider’sperspec+ves?• Howdoesthiscomparewithyourculture/othercultures?

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Post-ListeningTask2:KnowingOneselfàresponse• Whatdoyouthink?•  Howdoyoufeel?•  Howdoesthisaffectyou?• Whatmoredoyouneedtoknow?▫ Withapartner,createtwoques+onsthatyoucouldaskthewomanfromthevideotobe\erunderstandherlifestyle.

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Let’sthinkaboutthatlesson…

• Whatistheroleoftheteacherwhenusingtheseframeworks?

•  Couldtheseframeworksbeusedtoteachreading?Wri+ng?Speaking?

• Whathomeworkcouldyougivewiththis?•  Howwouldyouadaptthislessonforyourstudents?Foryoungerlearners?

• Whatelementsofyourculturedoyouthinkyourstudentswouldbenefitfromthinkingmoredeeplyabout?

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Re$lectiontime

Basedonyourexperiencetoday,whatareyourthoughtsonteaching/learningculture?Havetheychanged?Doyouwanttotryanythingthisthisweek?

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References•  Moran,P.(2001)TeachingCulture:Perspec7vesin

Prac7ce.Boston,USA:HeinleELT.•  Byram,M.(1997)TeachingandAssessing

InterculturalCommunica7veCompetence.Clevedon,UK:Mul+culturalMa\ers.

•  Stor+,C.(1997)CultureMa?ers:ThePeaceCorpsCross-culturalWorkbook.PeaceCorpsInforma+onCollec+onandExchange.

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