Laura Talley
EDSL 633
Synthesis Paper
December 16, 2013
Reflect on Readings
The growing amount of literature on teaching culture, specifically with language, reflects the results of research supporting teaching language within a cultural context as more effective at promoting acquisition of a second or foreign language. In his article
“Language Teaching and Learning from an Intercultural Perspective,” Liddicoat promotes teaching an awareness of the relationship between language and culture, viewing intercultural knowledge as a process that is key to language teaching and acquisition. An effective way to include cultural knowledge in the classroom is the use of authentic materials for instruction. According to Mishan in Designing Authenticity into Language
Learning Materials the inclusion of authentic materials, material created by native speakers for native speakers, builds language learners’ motivation, contextualizes the language and incorporates culture to promote better language acquisition and communication skills. In
Teaching Culture: Perspectives in Practice Moran expands on teaching culture, specifically within second and foreign language instruction. He encourages teaching as complete a view of culture as possible by including five components of culture: products, practices, persons, perspectives and communities. Webb and Miller in Teaching Heritage Language Learners discusses heritage language learners, as an often overlooked, asset and challenge in the language classroom based on their strong cultural ties to the language. Their background can be used to create motivation and incorporate practical knowledge. Byram and Feng discuss the recent increase in research on the cultural dimension and intercultural competence in language teaching in “Teaching and Researching Intercultural Competence”.
These works all support including a cultural component with language instruction as the best way to contextualize the language and motivate learners, creating better language acquisition and communication skills.
These works all support the inclusion of culture and intercultural processes in language instruction. The more theoretical work of Byram and Feng relates to the topics of
Webb and Miller, and Moran, through its discussion of the importance of culture in the language classroom. While Mishan is more specific, describing the use of authentic materials as a source of culture in instructional material. Language and culture are intertwined, and as such, “it is essential for language learners to be effective in culture learning” (p. 912, Byram and Feng). Including culture in language instruction creates a context for the language building on learners’ motivation in the classroom and practical language skills they will use outside of the classroom, “to prepare language learners for meaningful communication outside their own cultural environment and to develop in language learners a sense of themselves as mediators between languages and cultures”
(p.837, Liddicoat, 2011). This intercultural relationship between the target language and culture and the learner plays a pivotal role in second or foreign language acquisition. To become proficient in a language and be able to communicate with native speakers of the language one must understand the cultural norms and expectations held by speakers of the language. While language can be taught separate from culture, “language and culture are
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clearly fused; one reflects the other” (p. 35, Moran, 2001). The conclusion drawn by
Liddicoat reflects Moran’s theories regarding culture teaching, which is supported by
Mishan’s argument to include authentic materials. The growing support for which is shown in the material of Byram and Feng’s article. The topic of heritage language learners as discussed in Webb and Miller’s book is based on similar ideas though more directly relates to the relationships between the teacher and students, and students, teacher and target language and culture.
Culture, whether macro-culture of micro-culture, produces language, “language embodies the products, practices, perspectives, communities and persons of a culture,” to learn about and understand or participate in a culture one needs the language (p. 35,
Moran). Teaching culture is a conscious process that is affected by the characteristics of the learners and their native culture, their emotions and the classroom environment including the instructor. Learning about culture is often an experiential process involving guiding learners through an experience with the other or unknown; involving their participation, description, interpretation and response to the experience, “in going through these stages, learners not only learn a particular culture and language, they also develop their overall abilities as learners of culture” (p.8, Moran). Due to the close relationship between culture and language, “to fully reveal the culture, we must examine the language,” the opposite also being true, that to teach language it must be within a cultural context (p. 35, Moran). One language can belong to many cultures at both a national or macro level and to smaller communities or at micro levels. Culture is made up of various components; products, practices and perspectives as well as the persons and communities that they belong to. It is important to include each in instruction to provide as complete an idea of culture as possible to contextualize the language. Teaching the components of culture is integral to language teaching because language exists within a cultural context.
Language instruction is often decontextualized and utilizes materials created to produce specific language forms as part of drills. New research and teaching methodologies support teaching language within a cultural context. An effective way to include culture is the use of authentic materials for teaching; authentic materials as “a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort” (p. 11, Mishan). This is an older definition of authenticity, which has been changing from a focus on the materials created to the act of using the materials,
“authenticity may be something that is realized in the act of interpretation, and may be judged in terms of the degree of participation of the learner,” (p.15, Mishan). These materials can be drawn from any genre: literature, broadcast media, periodicals, advertising, music, film or any other source of language conceivable. Just as Liddicoat describes intercultural knowledge as a process, Mishan espouses authenticity as more dependent on the interaction, or process, between the text and user than as a characteristic of the text itself. Including authentic material enhances language acquisition through building learner motivation, lowering the affective filter, and creating a challenging (i+1) comprehension level as recommended in Krashen’s hypothesis. Authentic materials are more likely to reflect the language that learners will encounter outside of the classroom; as such they are more likely to build their motivation, whether intrinsic or integrative, through the more obvious practical connection. Authentic materials will typically prove more challenging as well as motivating to learners, “it is the incomprehensibility in the input that spurs acquisition” (p. 22, Mishan). Materials created and used for language
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instruction have often relied on simplification to aid in comprehension, this has been generally disproved as effective, “the most striking outcome of the research on simplification is that of these, the only adjustment which has been shown to improve comprehension is speech rate” (p. 23, Mishan) Authentic materials offer learners the challenging comprehension level and motivation that are key to language acquisition.
Authentic materials in language teaching build students motivation, incorporate culture and contextualize the language realistically.
Just as materials should be drawn from the real world and authentic, the backgrounds of learners, especially heritage language learners, can be used as an asset within the classroom. Heritage language learners, those who are learning a language they have cultural ties to, whether as the language spoken in their home or community, or as the language spoken by their ancestors, present a challenge and opportunity in the language classroom. The strong connection these learners have to the language and its culture can be used to build motivation, and build on the existing knowledge, experience, and skills of the learners. Whether in a regular language course or one designed specifically for heritage learners, “the emphasis has been placed on the development and maintenance of their
English language skills often at the expense of their native language skills” (p.15, Webb and
Miller). This is often accompanied by a general denigration of the heritage culture and language as secondary to English and mainstream culture. While language teachers are not often instructed in how to teach heritage learners it is important that they are aware of the varieties of language being taught, participate in the activities of the community, and expand or refresh their knowledge of the heritage culture of the learners (Webb and
Miller). The instruction of heritage language learners depends heavily on the classroom environment and the relationships that exist between the teacher and students, and the students, mainstream culture and heritage culture. While bi-and multilingualism are generally agreed to be beneficial and, “working at maintaining and developing one’s heritage language or languages is an enriching experience,” there is often a lack of support for and encouragement of the heritage language (p.65, Webb and Miller). The attitude of mainstream culture and the classroom, often creates a negative connotation of the heritage/minority culture that pushes heritage learners to give up on their language and culture or miss out on opportunities offered within the mainstream culture. Even when attempting to be fair and equal in treatment, and perceived prestige of the heritage culture and language, just being the teacher sets the standard for the heritage language even as a non-native speaker (Webb and Miller). It is important to emphasize the equal validity of different dialects and backgrounds while encouraging learners to improve their heritage language skills, “this will not only provide students with an opportunity to be more marketable in today’s society; it will also allow them to hold on to their culture” (p.68,
Webb and Miller). Whether second, foreign or heritage language learners, the cultural background of each is important to their identity, and should be treated as such. Heritage language learners present both a challenge and opportunity to language instruction through their strong connection to the language and culture.
The relationship between language and culture is the subject of an increasing number of studies as the awareness of that relationship, as well as the intercultural perspective as a process key to language acquisition, becomes more widely accepted.
Language instruction is intended, “to prepare language learners for meaningful communication outside their own cultural environment and to develop in language
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learners a sense of themselves as mediators between languages and cultures” (p.837,
Liddicoat). Language exists within a cultural context that cannot be ignored without a negative impact on learners’ communicative skills. As such, it is important to include ethnographic skills such as, “the ethnographic process of observing, participating, describing, analyzing, and interpreting” or “four interrelated processes of noticing, comparing, reflecting and interacting” (p.913, Byram and Feng) (p. 841, Liddicoat).
Teaching the intercultural knowledge and skills that are important to learning a second or foreign language better prepares learners for communicating in the real world, teachers,
“at their best, design a syllabus to teach culture systematically through the use of cultural awareness activities and discussion of critical incidents” (p.918, Byram and Feng). The culture and intercultural processes that are relevant to language acquisition are best taught through experiences of the other culture using authentic materials. The inclusion of intercultural skills, target language culture(s) and authentic materials prepares language learners for communicating in a culture and language other than there own, as is the goal of language learning.
Professional Principles
As I enter the teaching language profession I intend to use the knowledge acquired during this class, the cultural dimension of language teaching, through the following principles I have gleaned from the materials covered: To incorporate authentic materials in instruction, to contextualize the language within the relevant culture or cultures it expresses, to build on learners’ backgrounds whether they are heritage learners or second/foreign language learners, to use the various components of culture (products, practices, persons, perspectives and communities) to create as complete a view of culture as possible and to incorporate the intercultural component and process in language instruction.
The strong ties between language and culture make it imperative to include culture and intercultural knowledge in language instruction. Culture, whether one of many that speak the language or the only one associated with the language, creates the context in which language is used. Language instruction without culture, without context, is language in a vacuum that does not provide learners with the opportunity to acquire the necessary skills required to operate the language in real world situations involving native speakers of the language, or sometimes even other second language users. While language can be acquired separately from culture, cultural norms and non-verbal language play a significant role in real world communication. The use of authentic materials, designed by and for native speakers, provides a more realistic context for instruction as well as being a more realistic, or true, example of how the language is used. The contextualizing of language and use of authentic materials also increases learners’ motivation, a key component of instruction that will make the work of teaching more effective and efficient. Instead of working to create material, using already made authentic material provides a better learning experience while being more realistic and accurate than materials designed specifically for the classroom.
Culture is a large topic and determining what material teaches culture, and if it does so appropriately is difficult. Using the components of culture as described by Moran: products, practices, persons, perspectives and communities, provides a useful checklist for
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determining how to treat materials and ensuring a more comprehensive view of the culture. Language learners throughout the world come in all shapes and sizes, each with a background that is both individual and reflective of their cultural and national heritage.
Language learners’ backgrounds and experience can be a rich source of material and/or motivation in the classroom. Designing instruction based on the needs of the learners, whether integrative or intrinsic in motivation, will make instruction more effective and promote language acquisition. By being aware of the learners’ backgrounds, and relationship between them and mainstream culture, or them and the target language culture, instruction can be tailored and made more effective. Teaching learners to be aware of this relationship through inclusion of ethnographic processes and teaching intercultural knowledge and skills will better prepare learners for real world communication.
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References
Byram, Michael. Feng, Anwei. Teaching and Researching Intercultural Competence.
University of Durham.
Liddicoat, Anthony. (2011). Language Teaching and Learning from an Intercultural
Perspective. Handbook of Research in Second Language Teaching and Learning,
Volume II. New York, New York. Taylor & Routledge.
Mishan, Freda. Designing Authenticity into Language Learning Materials. 2005. Portland,
Oregon. Intellect Ltd.
Moran, Patrick R. Teaching Culture: Perspectives in Practice. 2001. Boston, Massachusetts.
Heinle, Cengage Learning.
Webb, John B. Miller, Barbara L. Teaching Heritage Language Learners: Voices from the
Classroom. 2000. Yonkers, New York. The American Council on the Teaching of
Foreign Languages.
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Principles from the readings
Byram & Feng: Ethnographic skills are relevant to language teaching
Liddicoat: An awareness of the relationship between language and culture, as well as the intercultural process, is key to language teaching/learning.
Mishan: Authentic Materials in language teaching build students’ motivation, include culture, and contextualize the language.
Moran: Teaching the components of culture: products, practices, persons, perspectives and communities are integral to language teaching because language exists within a cultural context.
Webb and Miller: Heritage language learners present a challenge and opportunity to language teaching through their strong cultural ties/connection to the language.
My Principles:
1. Use authentic materials as a source of culture
2. Contextualize language within a relevant culture
3. Use learners’ backgrounds as an asset
4. Include a well-rounded view of culture: products, practices, persons, perspectives and communities
5. “Interculturality” as a process/awareness of the relationship between language and culture.
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