TwoFrameworksforTeachingCultureandCriticalThinking
Duringthisevent,Andywill:
• explorethera+onaleforincludingcultureasanareaofstudyintheEnglishlanguageclassroom
• demonstratealessonwhichrequiresstudentstouselisteningandinterculturalawarenessskills
• provideanac+vitywhichusesstudents’abilitytoformcri+calques+onsratherthanjudgements
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.
TwoFrameworksforTeachingCultureandCri=calThinking
AndyNoonanTESOLProgramSpecialistWorldLearning/SITGraduateIns+tute
2018byAndyNoonan.TwoFrameworksforTeachingCultureandCri7calThinkingfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea+veCommonsA\ribu+on4.0License,exceptwherenoted.Toviewacopyofthislicense,visith\p://crea+vecommons.org/licenses/by/4.0/
Today’sWebinar
1. AnoverviewofteachingcultureintheEnglishlanguageclassroom
2. Introduc+onofMoran’sCulturalElementsFrameworkandCulturalKnowingsFramework
3. Walkthroughofalessonusingtheseframeworks4. Reflec+onques+ons
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.
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.
C1C2Thestudents’homeculture
AnyoutsidecultureInEnglishtextbooks,oaentheU.S.,England,Australia,Canada,etc.
Bene$itsoflookingatC1• Buildstheabilityforstudentstotalkabouttheirowncultures–usuallyignoredbytextbooks
• Allowsstudentstobuildprideinaspectsoftheirculture
• Allowsstudentstocri+callyanalyzepossiblenega+veaspectsoftheirownculture
• Allowsstudentsto“see”theirculturefromanoutsideperspec+ve▫ Thisshouldenablestudentstocri+callyanalyzeoutsidecultureswithmoresensi+vity.
Bene$itsofusingtheseFrameworks
1. Rela+velyeasytouse2. Versa+le3. Allowtheteachertoexploittextbookstoa
deeperdegree4. Helpbuildthementalprocessesthatenable
studentstobemoreculturallyawareandbe\erabletofunc+onina21stcentury,globalizedworld
Framework1:Culturalelements1. Products
2. Practices
3. Persons
4. Communities
5. Perspectives
AdaptedfromMoran,P.TeachingCulture:Perspec+vesinPrac+ce.HeinleELT,2001
CulturalElementsFramework
• Allowsstudentstoisolateelementsofcultureforfurtherexplora+on.Bylookingatoneelementindetail,studentscanbuildtheabilitytorecognizeandstarttodotheanalysisontheirown.
• 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
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
Framework2:CulturalKnowingsFramework
• BasedonKolb’sExperien+alLearningCycle,theCulturalKnowingsFrameworktakesthestudentstepbystepthroughaculturalelementtheyhaveseenorexperienced.
1. Describingtheculturalelementallowsthemtoseeit
frommul+pleanglesbasedondirectevidence.2. Analyzingthedescrip+onallowsunderstandingto
developfrommul+pleviews/perspec+ves.3. Respondingtothisallowsthestudentstoexploretheir
ownreac+onsandmoreimportantly,createques+onstofindoutmore.
UsingVideo
• ModernTVshows,movies,videoclips,music• VoiceofAmerica:OfftheHighwayh\ps://www.youtube.com/watch?+me_con+nue=3&v=F9peVFiIDXo
As a Listening Lesson • FollowingaPre-listeningTasks,DuringTasks,Post-ListeningTasksFramework(PDP)
Pre-Listening:• Step1:Ac+vatebackgroundknowledge,createinterestandpre-teachanyvocabularythatisessen+altocompletethetasks
DuringListeningTask1:Gist• Playashortsnippetofthevideoandaskthestudentstocompleteataskthatdemonstratestheyunderstandthebasicthemeofvideo:▫ Choosethebest+tle▫ Choosethemostaccuratesummary▫ CircletheitemsthewomanprobablydoesNOTown
DuringListeningTask2:Findalltheculturalelements
• Playthevideo(Tip:keepitshort!1-3minutes)• Havestudentswritedownalltheculturalelementstheyfind.Havethemcomparewithapartner.
• Checkthestudents’answersaloudandgivelanguagesupport,ifneeded.
• Asaclass,trytoiden+fytheculturalelementthatisthemostinteres+ng,strange,ormysterious.
DuringListeningTask1:Findalltheculturalelements1. Products
2. Practices
3. Persons
4. Communities
5. Perspectives
AdaptedfromMoran,P.TeachingCulture:Perspec+vesinPrac+ce.HeinleELT,2001
I’mahippie.Let’sjustgo…let’sstartfromthat.Andthatmeansbacktotheland,connectedwiththeearth.Iliveinasmallcabin,offthegridon20acres.Ihavesolarpanels.Ihavenorunningwater.IhaveaspringthatIgetmywaterfrom.Ihavespace!Andanimalsandearthandskyandeaglesandcoyotesandlifeisgood!
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”
DuringListeningTask3:KnowingAboutàdescription• Considerthemostimportantculturalelement:▫ Whathappened?▫ Whatdidyouseeorhear?▫ Whatarethedetails?
• Theseques+onshelpdevelopthestudents’abilitytopickoutagreaterlevelofdetailsforamorecompletecomprehension
I’mahippie.Let’sjustgo…let’sstartfromthat.Andthatmeansbacktotheland,connectedwiththeearth.Iliveinasmallcabin,offthegridon20acres.Ihavesolarpanels.Ihavenorunningwater.IhaveaspringthatIgetmywaterfrom.Ihavespace!Andanimalsandearthandskyandeaglesandcoyotesandlifeisgood!
Post-ListeningTask1:KnowingWhyàinterpretation• Whatdoesitmean?• Howcanyouexplainit?• Whataretheinsider’sperspec+ves?• Whataretheoutsider’sperspec+ves?• Howdoesthiscomparewithyourculture/othercultures?
Post-ListeningTask2:KnowingOneselfàresponse• Whatdoyouthink?• Howdoyoufeel?• Howdoesthisaffectyou?• Whatmoredoyouneedtoknow?▫ Withapartner,createtwoques+onsthatyoucouldaskthewomanfromthevideotobe\erunderstandherlifestyle.
Let’sthinkaboutthatlesson…
• Whatistheroleoftheteacherwhenusingtheseframeworks?
• Couldtheseframeworksbeusedtoteachreading?Wri+ng?Speaking?
• Whathomeworkcouldyougivewiththis?• Howwouldyouadaptthislessonforyourstudents?Foryoungerlearners?
• Whatelementsofyourculturedoyouthinkyourstudentswouldbenefitfromthinkingmoredeeplyabout?
Re$lectiontime
Basedonyourexperiencetoday,whatareyourthoughtsonteaching/learningculture?Havetheychanged?Doyouwanttotryanythingthisthisweek?
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.