Foreign Language Major Portfolio: Culture Reflection
To be acceptable for inclusion in the Foreign Language Major Portfolio, a culture reflection needs to have received a minimum total of
30 points. (10 criteria; 4 pts. each; 40 points possible)
Topic 1: Reflection on a Study Abroad Experience
If you have studied abroad (four weeks or more), you need to write on this topic.
750 (at least) to 1000 words minimum; typed, double-spaced;
written in the target language; effective writing rules apply.
Your study abroad (whether it was 4 weeks or a full semester) allowed you to have many first-hand experiences and observations.
Choose one of your experiences or observations. Write a reflection that shows your insights into the cultural framework of products,
practices, and perspectives as well as your ability to sort, evaluate, and interpret your experiences and observations.
The cultural framework of Products-Practices-Perspectives…
Remember that the three P’s of a culture—its Products (tangible and intangible), its Practices (routines and patterns of behavior,
activities, celebrations etc), and its Perspectives (underlying beliefs, ideas, attitudes, values that represent the culture’s view of the
world)—cannot be viewed independently but connect to each other. Examples: bike paths (product)—families riding bikes together;
students on bikes (practice)—attitudes to health, the environment (perspective); beauty/exercise items (products)—diets; exercise
programs (practice)—attitude towards youth and old age (perspective)…
DON’TS…
Do not just offer a list of experiences, or chronicle of daily activities while abroad. While entertaining, a mere account of what you did
and saw will not yield much in the area of reflection.
HOW TO DO THIS…
Choose an experience or observation that had an impact on you. This experience or observation may pertain to any area-- family life;
childhood; living spaces; race; historical memory; historical preservation; education; multilingualism; transportation; environment;
food and alcohol; pets; smoking; exercise; business culture; nudity in the media… Narrate and/or describe what you experienced.
Interpret it. How does the culture view this? Meaning: What is the “insider’s” view? Reflect on it. What did it “teach” you about the
culture you were immersed in? How does this compare to your own culture? What conclusions did you arrive at? If not conclusions,
what questions or hypotheses did this experience leave you with?
Note: While you may refer to more than one experience, they should pertain to one area. For example, do not write about the
role of war memorials and then switch to food and alcohol consumption—unless there’s a connection.
10 criteria
CONTENT
Areas
Specifications
Demonstrating
Cultural
Understandings
(ACTFL 2.a.)
Understanding
of the Cultural
Framework
Comparisons
Global
Citizenship
1
Does not Meet
Expectations
(Unsatisfactory)
Demonstrates
insufficient or
inaccurate
understanding of
the connections
among the
perspectives of a
culture and its
practices and
products.
Demonstrates
insufficient
understanding of
the similarities
and differences
between the
target and
heritage cultures.
Does not
demonstrate
recognition of
multiple
perspectives and
diversity.
2
Sometimes Meets
Expectations
(Needs Improvement)
Demonstrates sometimes
insufficient or inaccurate
understanding of the
connections among the
perspectives of a culture
and its practices and
products.
3
Meets Expectations
(Satisfactory)
4
Exceeds Expectations
(Superior)
Demonstrates that
s/he understands the
connections among
the perspectives of a
culture and its
practices and
products.
Demonstrates that s/he
thoroughly
understands the
connections among the
perspectives of a
culture and its
practices and products.
Demonstrates sometimes
insufficient
understanding of the
similarities and
differences between the
target and heritage
cultures.
Demonstrates
understanding of the
similarities and
differences between
the target and
heritage cultures.
Demonstrates a
thorough
understanding of the
similarities and
differences between
the target and heritage
cultures.
Inconsistent evidence of
recognition of multiple
perspectives and
diversity.
Recognizes multiple
perspectives and
diversity. Mostly
recognizes cultural
diversity within
target language
Recognizes multiple
perspectives and
diversity. Recognizes
cultural diversity
within target language
groups. Draws
Score
groups.
informed conclusions.
Critical
Thinking
(sorting,
evaluating,
interpreting,
hypothesizing)
No attempt or
random attempt
at analysis,
evaluation,
interpretation.
Lacks evidence
of critical
thinking.
Analysis is based on
discrete pieces of
cultural information, or
limited to anecdotes.
Inconsistent evidence of
critical thinking.
Demonstrates that
s/he can analyze
observed differences
and hypothesize
about unfamiliar or
unknown cultural
issues. Some
evidence of critical
thinking.
Demonstrates that s/he
can skillfully analyze
observed differences.
Demonstrates that s/he
can pose significant
cultural questions.
Strong evidence of
critical thinking.
at least 750
words in length
below 500
500-649
650-749
750+
Organization
Paragraphs;
focus;
development of
ideas supported
by details
Presents information in
some sequence. Reader
can follow sometimes.
Presents information
in the required and
logical sequence.
Reader can follow
most of the time.
Presents information
in the required as well
as logical and
interesting sequence.
Reader can easily
follow.
Target
Language Use
Style
(vocabulary;
sentence
structure)
Does not present
information in
any sequence.
Jumps around.
Reader cannot
follow for the
most part.
Uses style that is
inappropriate to
the assignment
and/or language
level expected.
No variety in
expression and
sentence
structure
Uses style that is
frequently inappropriate
to the assignment and/or
language level expected.
Little variety in
expression and sentence
structure.
Uses style that is
mostly appropriate
to the assignment
and/or language
level expected. Uses
some variation in
expression and
sentence structure.
Uses style that is
appropriate for the
assignment and/or
language level
expected. Uses
variation in expression
and sentence structure.
Numerous errors
in vocabulary.
Errors prevent
Frequent errors in
vocabulary. Errors
distract the reader.
Some errors in
vocabulary. Some
errors may be
No, or few errors in
vocabulary. Errors are
not distracting.
Critical
Thinking
FORM
Length
Vocabulary
Grammar
(subject-verb
agreement;
sentence
structure;
gender; case;
number etc)
Form and
Mechanics
reader from
following.
Numerous errors
in grammar.
Errors prevent
reader from
following.
Numerous errors
in spelling and
punctuation.
Frequent errors in
grammar. Errors distract
the reader.
Frequent errors in
spelling and punctuation.
distracting to the
reader.
Some errors in
grammar. Some
errors may be
distracting to the
reader.
No, or few errors in
grammar. Errors are
not distracting.
Some errors in
spelling and
punctuation.
No, or very few errors
in spelling and
punctuation.
Final
Score
Evaluate
d by:
(Signatur
e)