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 2:
Reflection on your cultural experiences OUTSIDE your classes.
This topic is only for students who have not studied abroad.
750 (at least) to 1000 words minimum; typed, double-spaced;
written in the target language; effective writing rules apply.
About your topic…
Remember that building speaking proficiency is only part of your education. In this piece, you need to reflect critically on how your
involvement with on or off campus multilingual “communities” has changed and increased your insights into the cultural framework.
For example, through involvement with…
Language Clubs, Honor Society, Conversation Tables, film nights; fieldtrips, special events pertaining to your language (at EIU or off
campus), tutoring; interaction with and service to the Hispanic community, etc
Ask yourself…
How did I deepen my understanding of language and culture OUTSIDE of my classes?
What activities or events did I seek out that have contributed to my education and growth as a Foreign Language Major?
How did I develop and enhance my global citizenship (including my recognition of multiple perspectives and diversity)?
Then…
In your reflection, sort, evaluate, and interpret your experiences, draw conclusions, or formulate questions and hypothesize. Do NOT
just offer a list of experiences, or chronicle of activities.
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)…
10 criteria
Areas
CONTENT
Demonstrating
Cultural
Understandings
(ACTFL 2.a.)
Global
Citizenship
Specifications
1
Does not Meet
Expectations
(Unsatisfactory)
Cultural
Understandings
and
Connections
Demonstrates
insufficient or
inaccurate
understanding of the
connections among the
perspectives of a
culture and its practices
and products.
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.
Comparisons
Demonstrates
insufficient
understanding of the
similarities and
differences between the
target and heritage
cultures.
Does not demonstrate
recognition of multiple
perpectives and
diversity.
Demonstrates
sometimes insufficient
understanding of the
similarities and
differences between
the target and heritage
cultures.
Inconsistent evidence
of recognition of
multiple perspectives
and diversity.
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
understanding of
the similarities
and differences
between the
target and
heritage cultures.
Recognizes
multiple
perspectives and
diversity.
Demonstrates that
s/he thoroughly
understands the
connections among
the perspectives of a
culture and its
practices and
products.
Demonstrates a
thorough
understanding of the
similarities and
differences between
the target and
heritage cultures.
Recognizes multiple
perpectives and
diversity. Displays
civic engagement.
Score
Critical
Thinking
(sorting,
evaluating,
interpreting,
hypothesizing)
Analysis is based on
discrete pieces of
cultural information, or
limited to anecdotes.
Lacks evidence of
critical thinking.
Analysis is sometimes
based on discrete
pieces of cultural
information, or limited
to anecdotes.
Inconsistent evidence
of critical thinking.
at least 750
words in length
below 500
500-649
Organization
Paragraphs;
focus;
development of
ideas supported
by details
Does not present
information in any
sequence. Jumps
around. Reader cannot
follow for the most
part.
Presents information
in some sequence.
Reader can follow
sometimes.
Target
Language Use
Style
(vocabulary;
sentence
structure)
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.
Vocabulary
Numerous errors in
vocabulary. Errors
prevent reader from
Frequent errors in
vocabulary. Errors
distract the reader.
Critical
Thinking
FORM
Length
Demonstrates
that s/he can
analyze observed
differences and
hypothesize
about unfamiliar
or unknown
cultural issues.
Some evidence
of critical
thinking.
650-749
Demonstrates that
s/he can skillfully
analyze observed
differences.
Demonstrates that
s/he can pose
significant cultural
questions.
Strong evidence of
critical thinking.
Presents
information in
the required and
logical sequence.
Reader can
follow most of
the time.
Uses style that is
mostly
appropriate to
the assignment
and/or language
level expected.
Uses some
variation in
expression and
sentence
structure.
Some errors in
vocabulary.
Some errors may
Presents information
in the required as
well as logical and
interesting
sequence. Reader
can easily follow.
750+
Uses style that is
appropriate for the
assignment and/or
language level
expected. Uses
variation in
expression and
sentence structure.
No, or few errors in
vocabulary. Errors
are not distracting..
following.
Grammar
(subject-verb
agreement;
sentence
structure;
gender; case;
number etc)
Numerous errors in
grammar. Errors
prevent reader from
following.
Frequent errors in
grammar. Errors
distract the reader.
be distracting to
the reader.
Some errors in
grammar. Some
errors may be
distracting to the
reader.
Form and
Mechanics
Numerous errors in
spelling and
punctuation.
Frequent errors in
spelling and
punctuation.
Some errors in
spelling and
punctuation.
No, or few errors in
grammar. Errors are
not distracting.
No, or very few
errors in spelling
and punctuation.
Final
Score
Evaluate
d by:
(Signatur
e)