Karina Haufort
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Literature Reviews: Language and Culture Interrelationships
and Technology: An Intro for Students and Teachers of
Second Language.
While in the past many foreign language instructors have wrestled with the idea of
teaching language’s inherent culture as a separate entity to the language itself, today
researchers and educators are pushing more and more towards their concurrency.
Retiring the tired concept of a chapter designated to “culture” or “civilisation”, educators
must understand the prevalence of culture in language. To illustrate, try to envision
grammar as a singular entity. Is it not true that no matter how you approach a language,
grammar is being treated in one form or another? One cannot remove grammar from
language. Moving back then to culture, teachers must not think of it as being the socalled fifth element of language learning1 as though it were feasible to detach it. Culture,
be it the speaker’s own culture, that of the target language or both, infuses and infects all
of these language learning aspects; how they are treated, how they are perceived etc. The
fact of the matter is, separating culture from language learning is an injustice to the
language itself and robs the language learner of the true essence of the language; the key
being their unity. Research shows that treating culture as though it were a “chapter” or
“unit” only promotes generalizations and “traditional” views rather than an up to date,
realistic vision. There is also research stating the connection between foreign cultural
awareness and how it relates to the diminishing of one’s ethnocentricity. These articles
will therefore furnish a myriad of reasons why culture inclusion in a foreign language
course is elemental.
In addition to this, the Internet and Computer Assisted Language Learning (CALL)
2
are
targeted as possible ways to expand upon sapped foreign language methodologies and
teacher/student frustrations and inspire both motivation in and opportunity for language
learners. In looking at numerous books and articles, these literature reviews will provide
the reader with a strong base of information lending itself to the importance of culture
inclusion in the foreign language classroom, what methods can be used to integrate
culture into language instruction and finally the impending role of computers and
technology in this same domain.
The reviews that follow are sectioned under the subsequent headings:
 Relation of Language and Culture in Second Language Teaching / Learning
 How to Integrate Culture in Language Teaching
 The Role of Technology in Language Teaching / Learning
There will also be a subsequent conclusion offered as to the main points these articles
insist upon and in what areas further research would be beneficial.
1
2
Generally, the four elements of language learning are broken into speaking, listening, writing and reading.
Sometimes also called “TELL”, Technology Assisted Language Learning.
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The Relation of Language and Culture in Second Language
Teaching / Learning____________________________________
Lessard-Clouston, M. (1997) Towards an Understanding of Culture in the L2/FL
Education. Ronko: K.G. Studies in English, 25, pp131-50.
http://iteslj.org/Articles/Lessard-Clouston-Culture.html
This is a succinct article outlining the background of culture in the foreign language
classroom including a breakdown of culture in language instruction over the past four
decades: the basic movement from describing socio-cultural contexts to an understanding
of and ability to function communicatively in a foreign culture, this being the major shift.
Keeping in mind the goal of communicative competence, Lessard-Clouston includes
research from many authors stating the importance of culture instruction in the foreign
language classroom, whether or not it is overtly present in the curriculum. While pressing
the fact that language teaching IS culture teaching, he offers simple guidelines for
introduction and purpose. Very extensive bibliography.
Peterson, E. & B. Coltrane. (2003). Culture in Second Language Teaching. Center for
Applied Linguistics. December.
http://www.cal.org/resources/digest/0309peterson.html
This article discusses the importance of incorporating culture into foreign language
teaching and suggests strategies for infusing cultural issues in classroom instruction.
Emphasis is placed on the teaching of culture through a myriad of manners, such as
authentic materials, proverbs, role-play, culture capsules etc. and the care that must be
taken in order not to stall on stereotypes or generalizations. Peterson & Coltrane also
mention the narrow vision of instructors when focusing only on holidays, folk songs
and food etc.; admitting that although these aspects are interesting, they are far too
constricted to offer a global vision of a culture.
Tang, Ramona. (1999). The Place of “Culture” in the Foreign Language Classroom: A
Reflection. The Internet TESL Journal, Vol. V, No. 8.
http://iteslj.org/Articles/Tang-Culture.html
Two-page article discussing the necessity of culture instruction alongside language as the
author writes that they are inherently linked. Some weight placed on the difference
between integrative and instrumental motivation in language learners; the importance of
the culture to the speaker predetermines strength of interest in the culture. The author’s
admitted “deterministic view” that culture and language are intertwined offer a good base
and strong argument in a short piece.
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Thanasoulas, D. (2001). The Importance of Teaching Culture in the Foreign Language
Classroom. http://radicalpedagogy.icaap.org/content/issue3_3/7-thanasoulas.html
While being somewhat long to read, this thesis offers ideas on the benefits of culture
being incorporated into foreign language classes. Starting with a history of culture
teaching, a comprehensive set of definitions of culture and most importantly why it
should be taught in the foreign language classroom, Thanasoulas offers practical
considerations for the incorporation of culture. Starting with the limitations of textbooks,
he draws on multiple authors for techniques and methods, which are currently used e.g.:
cultural capsules, cultural assimilators, cultoons etc. in order to aid instructors. With the
underlying principle being that recognition of other cultures equals increased
awareness of one’s own culture, the author strongly believes in the importance of
cultural instruction alongside language instruction. In his own words, “The main premise
of the paper is that effective communication is more than a matter of language
proficiency and that, apart from enhancing and enriching communicative competence,
cultural competence can also lead to empathy and respect toward different cultures as
well as promote objectivity and cultural perspicacity.”
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford, Oxford
University Press.
A seemingly classic work on culture in language education, (Kramsch and this book are
in practically every bibliography since its printing,) this book explores issues on the
meaning of cultural context, (the total environment in which the text unfolds) the
teaching of discourse, the role of literature and literacy, and the notion of insider and
outsider understandings of culture. It is aimed at encouraging language teachers to reflect
on their practice and support students to become active cross-cultural language users.
Albeit a dubious task, Kramsch calls on educators to stop over simplifying cultural issues
in language learning, as this stands in the way of understanding the bigger picture: the
fact that language learning is pregnant with culture.
The introduction and the first chapter discuss the complexity of teaching language and
the “leaving behind of the naïve paradise of native-tongue socialization.” Chapter two
attempts to answer the question: what is really at stake in the relation between language
and context? It also examines the implications of dialogic pedagogy. “… the increasingly
multicultural nature of foreign language classrooms and the hesitations of many teachers
to recognize deeper misunderstandings due to social and cultural factors, are making the
foreign language class as complex as the traditional ESL class”(p47). Furthermore the
cultural norms “gray zone” and the instrumental role teachers play in creating contexts
(unstable ones?) of culture are examined. Chapter three focuses on case studies of
activities of contextual shaping by teachers and learners in classrooms for spoken
language. Kramsch examines the communicative approach that focuses on multiple levels
of contextual understanding through dialogue. “The meaning of dialogue is not the text
itself but in the interaction between the text and the reader.” Chapters four and five
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discuss contextuality through stories and the teaching of literacy and touches on the
“sphere of intertextuality” Chapter six deals with “culturally authentic texts” and
examines thoroughly the meaning of authenticity, cultural competence, connotations in
language and has a full section examining the challenge of multimedia (video and
computer) that promotes learning through text, sound and imagery: “ Computer
technology, in particular multimedia, offers possibilities of teaching context itself in a
way that teachers have always dreamed of.” Kramsch continues on with an extensive list
of the positive attributes of technology on pages 201-2. Chapter seven delves into the
teaching of culture- the limitations and objectivism involved. Addressing the history of a
culture, perceptions, traditional code, political connotations and even imagination,
Kramsch presents the possible hidden culture inherent in language. (Interesting figures pp
209-10) In concluding this chapter, she speaks of finding cultural bridges to aid
learners understand the target culture. The final chapter is directed toward the
different facets of this emergence of cross-cultural understanding through dialogue.
Kramsch speaks of a “3rd Space” which is established by language learners’ as an
infusion of one’s real / perceived personal culture and perceptions / reality of the
target culture. Although it is more of an anthropological / political study of why African
countries adopted English or French as their national languages, this chapter does dive
into critical language pedagogy.
Although at times burdened with examples and detail, this book is a must for the
language teaching wishing to develop a clearer and larger sense of context and
culture in their pedagogy.
Lange, D.L. & R. M. Paide. (2003). Culture as the Core; Perspectives on Culture in
Second Language Learning. Information Age Publishing Inc.; Connecticut.
This volume includes papers from 12 leading researchers in the field of culture and
second language learning. It is separated into two parts: “Culture teaching and leaning in
second language curriculum” and the “Integration of culture into second language
curriculum”.
The first part of this volume incorporates a collection of essays done in collaboration
between experts in various fields such as social sciences who worked with language
educators in order to better understand the how and the what to implement so far as
cultural content into foreign language classes. Overall, part one provides an analysis of
connection between language and culture and how they can be applied to the second
language learning of high school and college level students.
Part two has three components: 1) articulate a conceptual framework for culture and
culture learning the language classroom, one which would synthesize and build upon the
earlier work of the project; 2) discuss the existing research on culture learning in
language education settings with the goal of helping establish agenda for future research
and practice; and, 3) generate a set of principles based on theory and research to guide
practitioners, most importantly language educators, in incorporating culture into the
curriculum. (p.xiv)
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Ardila, J. A. G. (2001). An Assessment of Paralinguistic Demands Within Present-Day
Cross-Cultural Foreign Language Teaching. IRAL 39 No. 4, pp 333-9.
Touching on the high demand for intercultural communication, this article stresses the
importance of cultural knowledge stemming into the paralinguistic nature of
communication and how the foreign language classroom lacks entirely in this domain.
The myriad of gestures, facial expressions and body language that is incorporated into all
cultures can greatly affect (specifically in this article) business interactions, thus the
recent rise in language courses aimed at strictly businesspersons. Dependent on the
domain, non-native speakers will find themselves in constant definition negotiation when
really these negotiations are pre-determined by both parties’ understanding of one
another’s culture.
Hall, J.K. (2002). Teaching and Researching Language and Culture. Longman; London.
With the emphasis placed on language and culture, Hall delves into applied linguistics
and its effects on teaching and researching language learning. Though the book does not
focus on foreign language learning, its base is strong and thorough ranging from sociocultural practices of culture in language to the shaping of identity through the same. More
so a text on linguistic anthropology, it explains the inextricable link of language to
culture and stresses the importance of making learning culturally relevant and meaningful
to students.
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How to Integrate Cultural Elements_______________________
After numerous articles appealing to educators for the sake of culture teaching in the
foreign language classroom and its implicit nature in language education, the question
then becomes “how does one teach culture”? The following articles maintain the
importance of the “cultural presence” in the language classroom and address, for the most
part in simple terms, how teachers can implement into all four disciplines of language
learning (speaking, writing, reading and listening) cultural education.
Fiorito, C. (2000). Foreign Language and Culture: Some Background and Some Ideas on
Teaching. NASSP Bulletin; 84 no 612 30-4, January.
This article focuses on the advantages and connections allowed through cultural learning
in a foreign language class. Starting with a background on the “why”, Fiorito branches
into the importance of understanding other cultures as a lens to view one’s own culture;
especially considering the global nation of present day America. She touches on key
elements of the foreign language instruction creating cultural awareness, through the
“individual approach” such as the importance the physical condition of the language
classroom, the social environment of the target language, the genetic heritage of the
target language’s / culture’s speakers and finally an investigation into how these
individuals would spend their time. Short and sweet, this article has motivating ideas.
Bateman, B.E. (2002). Promoting Openness Toward Culture Learning: Ethnographic
Interviews for Students of Spanish. The Modern Language Journal. 86, No. 3, pp.
318-31, Autumn.
A very strong article, Bateman suggests the use of interviews between language learners
and native-speakers (in this case, of Spanish) in order to build cultural awareness and
knowledge in the language learner. Bateman claims that many students are fulfilling
requirements at a University level and have limited to non-existent interest in learning
about the culture accompanying the language. The use of ethnographic interviews is seen
as a means to raise interest for the learner through authentic contact in the target culture.
Bateman attests that although the ideal situation would involve the completing of these
interviews abroad, with extra teacher work, finding native speakers in or around the
students’ community can be equally beneficial in terms of the final product; that being
the students’ gained knowledge about the target culture. There were multiple factors that
affected the outcome of interviews- sometimes leading to more positive / negative
experiences for the students. These were: the willingness or non-willingness of
interviewees, the students’ inexperience at conducting interviews and finally the
motivation on the part of the student. The interviews tackled such things as food,
traditions, holidays, etc. and the students were somewhat, yet happily, surprised to find
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that all Hispanic people were not as they were described in the textbooks, thus
deteriorating the validity of stereotypes and promoting cultural awareness. Overall the
interviews proved positively effective for promoting empathy and understanding
towards other cultures, for influencing their attitude towards the target language
speakers and toward culture learning in general.
Kilickaya, Ferit. (2004). Authentic Materials and Cultural Content in EFL Classrooms.
The Internet TESL Journal, Vol. X, No. 7, July.
http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html
The authors of this article demonstrate the benefits of using authentic material to teach
about culture in the foreign language classroom using very practical terms. Both
advantages and disadvantages of authentic materials are outlined and maintains these
materials be used as complementary articles of instruction and for certain levels of
learners. With the perception that general foreign language classrooms are not
developing genuine interest in foreign culture, these authentic materials enable
using language as it is used outside the classroom. It must be kept in mind that total
understanding of materials is not necessary and that the implementation of these authentic
materials requires pedagogical support.
Cullen, B. & K. Sato. (2000). Practical Techniques for Teaching Culture in the EFL
Classoom. The Internet TESL Journal, Vol. VI, No. 12, December.
http://iteslj.org/Techniques/Cullen-Culture.html
This is an informative article that advocates for the use culture as an aid to motivate
students. With practical information sources and activities, the authors showcase both
cultural contrasts and comparisons – all allowing for an engagement of the student in the
target language’s respective culture. Although brief, the article touches on the fact that
one can’t cover all aspects of culture- picking and choosing topics of interest to both you
and your students will make this task a much easier and enjoyable undertaking. This
article stood out be it it was one of the only articles to mention the importance of
recognising your personal cultural baggage and that of your students and how these
factors influence views / interest in other cultures.
Grosse, C.U. (2004). The Competitive Advantage of Foreign Languages and Cultural
Knowledge. The Modern Language Journal. Vol. 88, Issue 3, pp 351, September.
A study prompted by the misconception that English is the language of business and that
other languages are no longer necessary; the researchers of this article set out to seek the
opinion of university alumni (graduated between 10-20 years ago) who were required to
take a foreign language in order to graduate. Over 1/5th of the alumni responded and the
results were entirely favourable in support of the foreign language education they
received, particularly the cultural aspect of these languages and 89% of them reported to
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have benefited in their respective careers from this cultural knowledge. Other things such
as career advancement, earnings and time in international business and return from
companies for language knowledge were also asked and are all graphed in this study.
While some said they didn’t necessarily retain enough of the language to
communicate proficiently in it, the cultural knowledge was still valued and added
credibility to them in the international workplace. Interestingly at the end of this
study, participants were asked which cultures / languages they would most like to learn;
Chinese was the first followed by Spanish. A very applicable article in this day and age, I
would recommend its reading for all students failing to see the advantages of foreign
language acquisition
Peck, D. (2005). Teaching Culture: Beyond Language. Yale-New Haven Teachers
Institute. Contents of Curriculum Unit 84.03.06.
A unit plan for instruction of the Spanish language, Peck demonstrates to foreign
language educators the incorporation of culture into their curriculum and the importance
of doing so. From a humanistic perspective, she calls on the study of different
cultures as a prelude to respecting other cultures and encouraging empathy and
tolerance rather than judgements and ill will. She defines various types of cultural
attributes and lays out a lesson plan to illustrate how to include these notions effectively
in a foreign language classroom. While her ideas are not entirely innovative, they are well
laid out and user-friendly in her formatting. Although this is aimed at Spanish, could be
implemented in other languages as well.
Akinyemi, A. (2005). Integrating Culture and Second Language Teaching through
Yorùbá Personal Names. The Modern Language Journal 89, No.1 115-26, Spring.
An entirely interesting article, Akinyemi delves into the teaching of the Yorùbá culture in
a course of the Yorùbá language through personal names; traditionally names are a
subject tackled very early on in foreign language learning classes. Maintaining that the
Yorùbá culture and language cannot be separated, the author states that language teaching
must go beyond simple explanation and probe into the “why” behind words, which is
undeniably linked to the inherent culture. Akinyemi also addresses the political and
hierarchical sense behind names, undeniably making the lesson of names multidimensional and far more interesting. Not necessarily limited to this language, many
language learners wish to learn a language due to its personal significance to them such
as getting in touch with their roots or wishing to communicate with family members. The
Yorùbá language is particularly strong for this and therefore the cultural element, full of
history and tradition, takes a fundamental value in its teaching. Akinyemi concludes,
“The importance of personal names in Yorùbá society is worthy of teaching in its own
right. To neglect them would be to deny students access to a critical part of Yorùbá
tradition. To include them in the language curriculum is a natural step in the
profession's advancement toward integrating the cultural into all aspects of
language teaching.”
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Technology and Language Learning_______________________
Due to the ever-increasing trend towards technology in all facets of life, the classroom
shall be no different. While technology continues to improve, become more widely
available and less costly, there is no doubt that schools will have to embrace this wave, as
will the foreign language teacher within that setting. While human communication is
paramount, computer, video, music and television-supplemented learning will only
strengthen and expand the foreign language learner’s education. The texts outlined
below highlight a number of technological applications that can be used to enrich foreign
language learning and cultural understanding.
Michael D. Bush Editor. Robert M. Terry Assoc. Editor. (1997). Technology Enhanced
Language Learning (TELL). NTC/Contemporary Publishing Group; Chicago.
This collection of papers speaks of all domains concerning the implementation of viable
technology usage in the foreign language-learning classroom; be it multimedia, software
or the Internet. Though the edition was completed in 1997, the ideas and examples are
still pertinent and offer an excellent starting point for a teacher wishing to branch into the
CALL / TELL field of instruction. The papers do not exclude the importance of actual
hands on instruction but favour the complimentary facet of technology. The papers
suggest ways in which available media and tools can complement any language
instruction but for the most part are not focused on one grammar point, rather they offer
the occasion for global language use. Each part of language learning is touched on
(speaking, reading, listening and writing) but also reaches beyond into the arena of
culture. The use of the Internet (Chapter 7) is a key work in terms of its exemplification
of the advantages of the web by giving the language learner exposure to foreign
cultures. The contemporary authentic materials available on the World Wide Web, offer
to the language learner and instructor up to date cultural material and realties, most often
acquired abroad. These multimedia and Internet resources are invaluable and this book
provides examples with both empirical studies and theoretical insights to back their
findings.
Osuan, Maritza M. & C. Meskill. (1998). Using the World Wide Web to Integrate
Spanish Language and Culture: A Pilot Study. Language Learning and
Technology. Vol.1, No.2, January, pp 71-92.
This covers a small pilot study based in Melbourne addressing the use of the Internet to
enhance first year university student’s cultural competence in a target language (Spanish).
While gaining feedback from both the instructors and the students, the pilot’s results
were favourable in terms of students’ motivation and enjoyment at using the Web
for their projects. In addition to this, the student’s target vocabulary and cultural
awareness were increased through the researching of authentic materials, therefore
showing favourable implications of Internet use on multiple levels. Good examples of a
simple project are clearly outlined.
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Furstenberg G., Levet, S., English, K. & K. Maillet. (2001). Giving a Virtual Voice to the
Silent Language of Culture: The Cultura Project. Language Learning &
Technology. Vol. 5, No. 1, January, pp 55-102.
A study conducted by two universities, one in the United States and one in France;
professors set out to enable cross-cultural literacy using computer-mediated
communication in order to help students “go beyond the checklist approach” to culture
learning. For a world of ever-present globalization, educators wish to furnish their
students with the necessary competence to work with a multitude of nationalities and
create tolerance and awareness towards other cultures. The concept of “Cultura” was
developed by the authors to meet this aforementioned end. It is grounded in a networkbased communication environment (aka the Internet) and the program itself contains
three elements (asserted to be the three effective uses of technology in education):
inquiry based learning, communication and construcionism. The authors state that
the culture learning process is similar to a journey that requires discovery and reflection
and therefore unfolds in stages. Their project (very lengthy) is outlined and the whole
procedure has an interactive appeal- seemingly more interesting and enjoyable for the
learner. After a series of questions that juxtapose the two cultures and the watching of
films done both in America and France, learners reported a wealth of cultural data and
were able to pinpoint strong cultural similarities and differences. Cultura also sets up
forums for its students as a floor to examine questions and thoughts in reference to
readings, films, discussions etc. These forums permit casual language and again, another
space in which to contrast the two cultures. Videoconferences are also used thus allowing
students in two very different settings to see one another, thus bringing the entire
language / culture learning process to a completely different level. The overall goal being
cultural literacy, the students are exposed and asked to evaluate a given situation and how
one might react to it in the target culture. This reveals not only information about the
target culture but much can be derived about the source culture as well. With much
example and detail, the study touches on the role of the educator in this process as being a
mediator of information obtained and a social “filter”, perhaps explaining nuances and
alleviating misunderstandings due to language comprehension deficiencies.
In
conclusion, the authors write, “ the methodology of Cultura, combined with the
powerful assets of Web-based and computer-mediated communication, holds
enormous promise in bringing to the forefront the “hidden dimension” of culture
and in helping students develop an insider’s understanding of another culture.”
Spodark, E. (1999). The Role of the Multimedia Classroom in French Language
Instruction. Foreign Language Association of Virginia Bulletin. Vol. 55, No. 2.
http://www1.hollins.edu/homepages/spodarke/role.doc.
This is an affirmation of a teacher’s successful attempts to incorporate the Internet into
her French language instruction. Both students and teacher found the Internet usage to be
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informative and up to date, while allowing for authentic material integration into
classroom discussions and presentations. Teacher also found this integration of
technology appealed to broader spectrum of student’s needs in terms of learning
styles and personal interests.
Andrews, C. (2000). Project-Oriented Use of the World Wide Web for Teaching and
Learning Culture. Computer Assisted Language Learning. Vol. 13, no. 4-5, pp.
357-376.
This article deals with a study utilising the Internet for the teaching and learning of
language and culture that has, for the most part, been a dichotomous undertaking by
educators. The author of this article challenges instructors to infuse culture into the
foreign language classroom, stating that is key to show learners that they are completely
intertwined. In defence of educators in the past, infusing culture wasn’t an easy or
efficient undertaking. Andrews proposes it can be, with the use of the World Wide Web.
The study itself took place in two university classes in Melbourne with the participation
of a university in France. After concluding that software, although stated to be
“authentic” was still subjectively transmitted and concocted, the research gathered was
used to determine whether the web could indeed provide authentic cultural information,
how and what students took from the project and in what ways this orientation differed
from traditional instruction.
Two main advantages were summarized from the results: the temporal immediacy
of the Internet and the authenticity of information accessed. Both of these advantages
could also be reaped by any learner, regardless of financial means which, in the past, has
largely determined who could or couldn’t experience a foreign culture first-hand.
Disadvantages to Web use were outlined as the reduction of teacher control over what
students access and, be it this was an individualized project, the guidance teachers could
offer when learners were encountering stereotypical or false sites.
The main conclusions offered in lieu of this research were the importance of teacher
assistance; an example they give is handing out a list of pertinent websites in order to
save students valuable time deciphering what is what and aiding in the critical reflection
of sites and information, the fact that basic computer literacy skills could not be
underestimated and an appreciation of the fact that these activities were predominantly
learner-centred and would not meet the needs of all learners. A strong response from
students showed they felt they acquired a lot about the target culture in doing this
Web project through current information and the capability to communicate with native
speakers, albeit the teacher did not monitor their acquisition.
Pichastor, C.M. & F. Anglesa. (?) Computers and Their Role for the Teaching / Learning
of Languages. Jornades de Foment de la Investigacio.
http://www.uji.es/bin/publ/edicions/jfi2/computer.pdf
Research based on a UK study of students learning Spanish using computer assisted
language learning provides positive overall results but not conclusive as the study was
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limited. General aim was to question students as to their views on CALL technology. The
majority found gains in vocabulary / phrases and in so far as culture, students found
computers useful in order to learn cultural aspects of a language, motivating them to go to
the country and learn more about its culture. CALL also gave opportunity to simulate
real conversation with a native speaker while diminishing language anxiety in the
beginner speaker. Advantages outlined were: immediate basic feedback, students’ ability
to set their own pace and skill level, the opportunity to hear various native speakers and
use authentic documents. Disadvantages were the lack of thorough feedback, correction
that gave direction and the lack of interaction with peers and instructor.
Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview.
Language Teaching, 31, 57-71.
Regardless of the date, this article provides a summary of current teaching practices and
research related to the uses of computers in the language classroom. Starting with a
history of computer usage in foreign language instruction, the authors speak of the
economic and social change that is responsible for the changes in CALL and how now
more so than ever, their use will facilitate student learning. Ranging from discussions on
speech recognition software to simple crossword makers, this article touches on the
ongoing process of research as development in this arena, which is proceeding fast than
results from studies can be tallied. While advantages such as higher retention in students
of new vocabulary when using programs such as interactive role-play and the myriad of
practice exercises now readily available on the Web, the authors place the onus on
educators to collaborate in order to improve teaching foreign languages with the
technology now available. Insofar as a prospectus toward the future, the authors, like
many others, cannot stress enough the importance to get on board the CALL wagon, due
to its many advantages and for the most part, easy access.
Herron, C., Dubreil, B., Corrie, C. & S.P. Cole. (2002). A Classroom Investigation: Can
Video Improve Intermediate-Level French Language Students’ Ability to Learn
About a Foreign Culture? The Modern Language Journal 86, No. 1 pp.36-53,
Spring.
This study was developed due to previous research showing the importance of culture
instruction and the authors’ curiosity of technology’s role in a foreign language class. The
educators were faced with the “how” element and decided upon video as the
technological medium to test. The researchers found there was a “paucity of classroom
research concerning whether technology actually enhances the learning and
understanding of cultural information”. Be it video has such strong popularity as a
medium for students, they wanted to capitalize on this interest and study whether students
could evidently gain cultural knowledge through video segments. Over a semester of
intermediate university, students were pre and post-tested to determine whether the video
portion of their curriculum was sufficient enough to offer cultural knowledge that was
retainable. Their findings were positive: “Not only can a video component build
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listening comprehension skills as shown in previous research (Rubin, 1990; Secules et
al., 1992), but the use of video-tapes can also be effective for building cultural
knowledge.”
Literature Review Conclusions___________________________
Undoubtedly the curriculum of foreign language courses must include the culture
inherent to that language. As is palpable in the research, there are many advantages to the
inclusion and awareness of learning about other cultures, particularly of a culture that
relates to the language one is learning. One can summarize the central points from the
reviewed articles and books as follows:



There has been a dichotomy in foreign language instruction between culture and
language, as though these elements were somehow separable and non-related. The
truism of “language is culture” was ubiquitous in these articles. All authors
spoke first of the importance of teaching a culture concurrently with a language
and secondly of the urgency of this implementation in order to create cultural
awareness and raise interest in the target language. The culture, not the grammar,
is what adds richness to a language; it is the two taught collectively that lend
themselves to the appeal of language learning.
There is sound support that the use of cultural facts and knowledge (although not
always at the forefront of students’ interest) does indeed aid in the memorization
process by giving a depth to the language outside of letters and words.
Much evidence points to the fact that the knowledge of other cultures outside of
one’s own promotes tolerance and empathy. As language educators, we must find
a means of implementing culture into our language curriculum in order to go
beyond our own understanding of culture and learn what is important to other.
With the growing face of globalization and the permeation of multiculturalism in
today’s classrooms, cultural awareness is imperative for the critical citizens of
tomorrow. The foreign language classroom is the ideal place to start.
The
persuasive points of integrating technology (be it CALL or TELL) into the
classroom are growing at a rapid pace. As multimedia continues to develop and more and
more individuals have access to a computer and the Internet, the offerings of technology
are seemingly endless. It is just a matter of tapping in and using efficiently this great
resource.
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The issue of inserting “culture” into the curriculum was described by some
teachers as frustrating and time-consuming. The use of Internet and multimedia,
with preparatory work on the part of the instructor before hand, can be a very
efficient and effective tool.
Karina Haufort 14
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There has been a large chasm between students fortunate enough to travel and
view a culture first-hand versus those who have largely relied on images in
textbooks and the relaying of information by the instructor. Technology aided
language-instructing aides in the elimination of this partition. Regardless of
financial means, language learners have access to authentic materials including
imagery, articles, documents and advertisements that without the Web would only
be available to those visiting the foreign country.
Technology offers many benefits to the individual learner. Although facilitation is
still necessary on the part of the instructor, students have the added rewards of
designating their own pace while working on the Internet projects. Students with
different learning styles can also be stimulated by imagery and sound, and can
practice in the multiple elements of language learning (reading, listening, writing
and even speaking).
Future questions_______________________________________
Within
these summaries, the questions of why to implement culture and how to
implement culture have been responded to thoroughly. There now rests the questions of
when to start teaching culture and what, in such an extensive category as culture, to teach.
Be it we’ve shown that culture infuses every aspect of a language, it is unfair to now say
that they will be taught separately, but the degree and depth to which culture is taught
will vary. Due to age and language proficiency, different aspects of culture can be looked
at and discussed. Not surprisingly, the more mature students become, and the greater their
grasp of the target language, these facts will lend themselves to more inclusion of
penetrating and particular cultural knowledge. The question of what cultural elements to
infuse is a far more difficult and personal question to answer. Depending on the goals of
the language learners, depending on the interests of the educator and the language
students, depending on the time spent studying the foreign language; all these factors will
help to determine the “what”.