Visit http://padlet.com/muirheap/actfl14Introduce yourself.If you’d like, take a selfie to include as

well.

Developing Global Competence:

Integrating Culture and Language Development

ACTFL – San Antonio - 2014

@PabloMuirhead#actfl14

muirheap@matc.edu

http://losmuirhead.wikispaces.com

Conceptualization of cultureto the

PROFESSIONALDeveloping

GLOBALCOMPETENCE

among our students

FROM the PERSONALConnection between

CULTURE & LANGUAGE

Morning Schedule

World-Readiness StandardsConcept of Culture

Break

Starting with Self

Lunch

Afternoon Schedule

Putting it into action

Break

Assessing + more

Why do you

teach?

What motivates

you?

https://www.polleverywhere.com/free_text_polls/zQfLr025KWveKAL/web

CLICK BELOW TO ANSWER QUESTION

LANGUAG

CULTURE

INTEGRATIV

E

MOTIVATIO

N

INSTRUMENTA

L

MOTIVATIO

N

The United States must educate students who are

equipped linguistically and culturally to

communicate successfully in a pluralistic American

society and abroad.

National Standards Project

To study another language and

culture gives one the powerful

key to successful communication:

knowing how, when,and whyto say what to whom.

COMMUNICATION

GLOBAL COMPETENCE

To study another language and

culture gives one the powerful

key to successful communication:

knowing how, when,and whyto say what to whom.

WORLD-READINESS STANDARDS FOR

LEARNING LANGUAGES

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communication

Communicate effectively in more than one language in

order to function in a variety of situations and for multiple

purposes.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

CommunicationINTERPERSONAL

Learners interact and negotiate meaning in spoken, signed, or written conversations to share

information, reactions, feelings, and opinions.

INTERPRETIVE Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

PRESENTATIONALLearners present information, concepts, and ideas

to inform, explain, persuade, and narrate on a variety of topics using appropriate media and

adapting SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Cultures

Interact with cultural

competence and understanding.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Cultures

RELATING CULTURAL PRACTICES TO PERSPECTIVES

Learners use the language to investigate, explain, and reflect on the relationship between the

practices and perspectives of the cultures studied.

RELATING CULTURAL PRODUCTS TO PERSPECTIVES

Learners use the language to investigate, explain, and reflect on the relationship between the

products and perspectives of the cultures studied.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

Connections

Connect with other disciplines and acquire information and diverse perspectives in order

to use the language to function in academic and career-related situations

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

ConnectionsMAKING CONNECTIONS

Learners build, reinforce, and expand their knowledge of other disciplines while using the

language to solve problems creatively.

ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES

Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Comparisons

Develop insight into the nature of language and

culture in order to interact with cultural

competence.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

ComparisonsLANGUAGE

Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied

and their own.

CULTURALLearners use the language to investigate,

explain, and reflect on the concept of culture through comparisons of the cultures studied

and their own.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communities

Communicate and interact with cultural competence

in order to participate in multilingual communities at home and around the world.

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Communities

SCHOOL AND GLOBAL COMMUNITIESLearners use the language both within and beyond the

classroom to interact and collaborate in their community and the globalized world.

LIFELONG LEARNINGLearners set goals and reflect on their progress in using languages for enjoyment, enrichment, and

advancement.SOURCE:

http://www.actfl.org/publications/all/national-standards-foreign-language-education

WORLD-READINESS STANDARDS FOR

LEARNING LANGUAGES

SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

Revisiting the concept of

CULTURE

Take a moment and write down your understanding of culture.

Hold on to it. You’ll be sharing it in groups in just a

moment.

CULTURE

13-8-26or

8-13-26

How do you list your birthdate?

Is one way better than the other?

Heck no, that’s the point.

Write your birthdate (month, year), on your

dry-erase board, in the format most commonly used

outside of the U.S. Then form a semicircle

chronologically (not by year, which you can make up) SILENTLY. ENCOURAG

E

MOVEMENT

In groups, you have a few minutes to develop your collective definition of culture.

Be prepared to share your definition with the group.

Definition of Culture

Culture is…

… tantamount to perspective … products and practices

… intertwined with issues of power

CULTURE

POWER

Perspectives

Practices Products

Pablo Muirhead

In other words…

“Culture is a fluctuating embodiment of a group’s

products, practices and perspectives. Inseparable from

language, culture is also impacted by issues of power as it

can be used to marginalize or privilege.”

Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.

 

The Iceberg Metaphor

and now?

What do you see?

Activity based on the iceberg model

Place the following aspects of culture either above or below the water

ClothingViews on equalityReligious beliefs Personal distance Works of artRules of politenessRelationship with

natureDegree of eye contact

Time managementMethods of worshipTipping customsGesturesAttitudes towards

sexualityConcept of beautyFood

Content prepared by Wendy W. Allen

REFLECTIONSWhen you started teaching, what role did culture play in your teaching?

What obstacles did you face?

How has your treatment of culture evolved since you began teaching?

How is culture integrated into the teaching of languages?

THEN NOW IDEALPure focus on language“Culture” limited to upper-level coursework (through literature)

Recognition of importance of cultureStruggle to make it natural part at all levelsMoving toward deeper understanding of cultureSubconsciously infusing culture in lessons

Inextricable link between culture and language visible in classroomsStudents gain multiple perspectives that help them challenge societal injustices

New ACTFL Book

Co-authored by Cassandra Glynn, Concordia College, Pamela Wesely, University of Iowa, and Beth Wassell, Rowan

University

Words and Actions: Teaching Languages

Through the Lens of Social Justice

Culture in the World Language Classroom: A Multiple Case Study

• Four teachers• 3 French and 1 Spanish• Known for integrating language and

culture• Shared qualities among the 2

successful teachers for making this a more seamless connection

Developer of Intercultural Communicative Competence

Recognizes this as a gradual process

Moves beyond viewing “other” cultures from the outside in, but rather the inside out

Seeks Cultural & Linguistic Legitimacy

Decenters dominant ways of viewing the world

Legitimizes traditionally dominated cultures and nonstandard language varieties

Presents cultural perspectives from traditionally marginalized groups

Conscienticized Reflective Being

Recognizes political nature of schooling

Creates an environment where discrimination is challenged

Thematic approaches

Having a single cultural perspective.

Not being able to adopt different points of view.

AVOID BEING CULTURE BOUND

Me? Have culture? Really!?!?

What does that mean? How does my culture

inform my behavior and the way I view the world?

Starting with SELF

Unspoken Rules• Read the unspoken rules of

behavior associated with your culture.

• Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…1. Introducing yourselves. 2. Talking about your roles as language

educators. 3. Sharing the impact of your intercultural

immersion experiences.

First Impressions

Our subconscious acts on its own

and we often make assumptions as

a result. These can often be

completely innocuous but

sometimes they can be very

detrimental.You are about to view a series of

images. Share your first impression

with a neighbor.

Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.

You are about to view a series of images. Share your first impression with a neighbor.

First impressions

Chances are…

…you and your partner didn’t see the same thing at first.

…you may have struggled to see both representations all the time.

Fact is…

…impressions and decisions are made very quickly.

…we will gain a bigger picture of issues if we can first suspend judgment.

Reflections…

What popular misconceptions doyour students have?

Your Students

What challenges do you have to help them overcome?

Bennett ModelExperience of Difference

Development of Intercultural Sensitivity

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57 135). Lincolnwood, Illinois: National Textbook Company.

DENIAL

Individual does not perceive cultural differences, or avoids

them. ETHNOCENTRIC

STAGES

I haven’t left my little

bubble yet…

DEFENSE

Individual demonstrates intolerance toward

differences. ETHNOCENTRIC

STAGES

There “they” go speaking Mexican again.

MINIMIZATION

Individual downplays differences and takes on belief that everyone is the same.

ETHNOCENTRIC STAGES

I like to think of

myself as color

blind. I don’t see a person’s

race.

ACCEPTANCE

Individual begins to value the richness that cultures offer.

ETHNORELATIVE STAGES

I don’t understand but I’m okay

with that and am open to learning.

ADAPTATION

Individual begins to develop other perspectives and skills to get along better with “others”.

ETHNORELATIVE STAGES

I see things differently

now and can better

understand why others feel the way

they do.

\INTEGRATION

Individual is able to view the world from multiple

perspectives.ETHNORELATIVE

STAGES

I have acquired various lenses

through which to

understand the world.

Reflecting on these stages, prepare to answer some

questions.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

https://www.polleverywhere.com/multiple_choice_polls/yIu1qZhMQibGRCW/web

ANSWER THESE TWO POLL QUESTIONS

https://www.polleverywhere.com/multiple_choice_polls/LTczODQ5Njcy/web

Excellent resource for self-reflection. http://bit.ly/1frij5P

Multiple tests are available to measure your subconscious.

Find at http://hvrd.me/Wgh2pm

Harvard Hidden-Bias Tests

How might use these activities in class?

Remember that reflecting on one’s own culture is an important first step.

Putting it into practice

Read alone or in a group.

Article is at the end of the packet.

Ethnography of the Naciremans

What might take some getting used to?

What makes you nervous?What sounds interesting?What do you look forward to?What questions do you have?

Would you like to live among the Naciremans?

THE LAND of

NACIREMA

the 3 Ps

PERSPECTIVES

PRODUCTS PRACTICES

PRACTICE:Extended conversation at table during and

after a meal

PERSPECTIVES:What

perspectives would you

associate with this practice?

PRODUCTS:What products

would you associate with this practice?

PRACTICE:Gemütlichkeit

PERSPECTIVES:What perspectives

do you associate with

this?

PRODUCTS:What products

do you associate with

this?

PRACTICE:How addresses are

written

PERSPECTIVES:What perspectives

do you associate with

this?

PRODUCTS:Letter

PRACTICE:What practice do you associate with

this?

PERSPECTIVES:What perspectives

do you associate with

this?

PRODUCTS:

INSHALLAH

PRACTICE:Use of two last

names

PERSPECTIVES:What cultural

perspectives canwe gain from this?

PRODUCTS:Last names

REFLECTIONS

Why does reaching perspectives seem so elusive at times for us?

What can we do to move from products and practices to perspectives?

PRACTICE

PERSPECTIVESPRODUCTS

Working in small teams, identify a product or practice that you teach. Then consider the perspectives that can

be gained from these products and practices.

What book do you think she was using?

What chapter do you think she is in?

Does she seem wedded to a text?

REFLECTIONS

What was she effective at doing?

Describe what modes of language her students demonstrated.

What were students able to do?

Workshop on Culture featuring Professor Alvino Fantini

Teaching Foreign Language Video Library Workshops

High-Challenge Content

Low-Challenge Content

Low-ChallengeProcess

High-Challenge Process

Learner Develops Skills Learner Rests

Learner Leaves Learner Acquires Knowledge

The Bennett Model (as cited by Lange, 1999, p. 76)

Balance between content and process is key

LOW-CHALLENGE PROCESS

HIGH-CHALLENGE CONTENT

• Lecture• Films • Groups or pairs• Songs, games, or

TPR• Cloze activities,• Multiple choice• Research projects• Routine activities• Matching or sorting

exercises• Reading

• Politics• Homophobia• Religion• Sexuality• Diversity• Racism• Social class• Justice / fairness /

inequalities• Xenophobia

Content adapted from Wendy W. Allen

LEARNER ACQUIRES KNOWLEDGE

HIGH-CHALLENGE PROCESS

LOW-CHALLENGE CONTENT

• Performance on the stage

• Simulations• Role plays• Oral

presentations• Open-ended• Debates• Voicing an

opinion• Essays

• Weather• Leisure activities• Food• Calendar• Numbers• Big C "products“• Courses of study• Travel• Colors• Family

Content prepared by Wendy W. Allen

LEARNER DEVELOPS SKILLS

EXAMPLE Cultural comparisons/InterpretiveAntes de leer. Select four words from the listbelow that you might use in describing theconcept of “family” in your native culture. As aclass, tally the most cited descriptions by nativeculture. ___ unidos ___ ayuda financiera___ reuniones frecuentes ___ ayuda moral___ celebraciones religiosas ___ familias grandes ___ fiestas familiares ___ familias

extendidas___ familias nucleares ___ ayuda médica___ respetar la autoridad ___ inculcar buenos

modalesYoung, D. J., Berne, J., Muirhead, P., & Montoya, C.

(2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.

EXAMPLECommunication (interpretive) /

Culture (perspectives)

La típica familia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)Young, D. J., Berne, J., Muirhead, P., & Montoya, C.

(2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.

Example: Communication (interpretive)

Reading Comprehension. With a classmate, indicatewhether the following statements are true or false,

basedon the reading above. Then, underline the sentence in

thereading that supports your answers. Confirm your

answerswith two other classmates. La familia es la unidad social más importante en la

cultura hispana. La familia hispana se limita a la familia nuclear. Una persona tiene la responsabilidad moral de

ayudar a los miembros de su familia. Las familias hispanas no se reúnen frecuentemente. El honor es un valor importante en las familias

hispanas. Los niños hispanos no aprenden a respetar la

autoridad.

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2011). ¡Vívelo! Hoboken, New Jersey: Wiley & Sons.

Think of examples of

products, practices and

perspectives in your

text(s). Which is more

prevalent?

Your Texts

Textbooks treated as sacred book and not as a resource.

Teachers that successfully integrated culture and language did so by following this advice:

And…

“Use the text,don’t be used by it.”

“If you lead with culture, language will follow.”

Pair up with a colleague who teaches a similar course/level as you. Consider the products, practice and perspectives you want your students to take away. Develop an activity, or perhaps a broader unit, to implement in your teaching.

From the CONCEPTUAL PRACTICAL

STRATEGIES TO DEVELOP INTERCULTURALCOMMUNICATIVE COMPETENCE

at a NOVICE LEVEL

Situations• Formal vs Familiar

Proximity activities• Closer vs further

Greetings• Compare & contrast

Riqueza Lingüística

http://bit.ly/1hlrXKmhttp://bit.ly/1dR71dS

Take advantage of technology Music in background (e.g. Pandora, Spotify) Slideshow – Have it go on after a few

minutes of the computer not being used (pictures from target cultures)

Seating arrangement Student- or teacher-centered?Pedagogical Themes Documental – EDUCACION PROHIBIDA

http://www.youtube.com/watch?v=BPME2GHBe9s

Inviting Atmosphere

Objective: Create an opportunity for Spanish-dominant English-language learners and Spanish learners to interact on an even playing field.

Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.

Results: Students are motivated to practice as the context is authentic. Additionally, cultural perspectives can be gained from one another.

Language Exchange

Useful StrategiesWrite from a different perspective.

Weather from different parts.Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Thematic Units

Point somewhere on the target. Based on where you point, you will receive a

grade.

A

CB

C-

B+F

B-

C+

A-

DD+

?¿

We often inherently know the difference between an A and a B-. Do our students?

Clear rubrics help students target their progress, andprovide a roadmap to success.

Rubrics Help

A BCDF

CLEAR EXPECTATIONS BETTER RESULTS

Write a letter to the host family with whom you are about to go stay. Include the following:introduce yourself, tell them about your interests, where you’re from (describe city, weather, etc.), your family/friends, what you’d like to do while you’re abroad, and make sure to ask them a question, or two, as well. (24 puntos)

Build it into your RUBRICS

Outside of Class Activities One per chapter/unit Given several resources Encouraged to seek variety Document each activity (Blackboard) Throughout semester culture integrated in

courses Explicit discussions on hidden biases & stages

of intercultural communicative competence Write Final Reflection Paper See rubric in

http://losmuirhead.wikispaces.com

Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information: What the weather in December is like, What the people are like, What the food is like, Whether they should come live with you in the

U.S., and What your hopes are for your immediate future

(Espero que…).

Maria’s Email

Intercultural Communicative Competence

Consider the activities you developed earlier.

How might you consider assessing students?

Work with your partner(s) to discuss.

Share your findings with the group.

Your Turn

Putting it into PracticeNow that we’ve had the

day to reflect on the integration of culture, chat

with your neighbor about something that you would like to implement in your class & an idea that you

would like to further develop.

“Conceptualization of culture”

TO THEPROFESSIONAL

“Global Competence”

FROM THE PERSONAL“Connection betweenculture & language”

The work you do as language teachers is vitally important. I wish you tremendous success making a

more seamless connection between language and culture. Stay in touch.

Pablo

https://losmuirhead.wikispaces.com/

muirheap@matc.edu