CSU, Chico • School of Education
The CSU, Chico School of Education aspires to be a recognized leader in preparing
professional educators to meet the needs of a diverse society through innovation,
collaboration and service.
EFFECTIVE • REFLECTIVE • ENGAGED
EDSL 633 FOREIGN/SECOND LANGUAGE TEACHING:
THE CULTURAL DIMENSION
Course Number 4577 • Section 01 • Fall Semester 2012
Instructor: Dr. Hilda Hernández
Office: Tehama 255
Office Hours: W 10:00 am-12:00 pm; 1:00-3:30 pm
Phone: 898-6258
E-mail: hhernandez@csuchico.edu
Credit: 3 units
Course Description:
This course is designed to provide language professionals with an opportunity to examine
the cultural dimensions of language teaching and learning. Theory, research and practice
are integrated in experiences that contribute meaningfully to students’ development
academically and professionally. “The building blocks for instruction are content
standards, dimensions of culture, and authentic materials” (Hernández, 2009). Using the
national standards as an organizing framework, students address ACTFL and TESOL
goals and standards as well as state standards:
From the ACTFL Standards for Foreign Language Learning
2.0 Cultures Gain Knowledge and Understanding of Other Cultures
Standard 2.1 Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
3.0 Connections Connect with Other Disciplines and Acquire Information
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only available
through the foreign language and its culture.
4.0 Comparisons Develop Insight into the Nature of Language and Culture
Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons of the
cultures studied and their own.
5.0 Communities Participate in Multilingual Communities at Home and Around the World
Standard 5.2 Students show evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment.
From the PreK-12 English Language Proficiency Standards (TESOL, 2006):
Standard 1: English language learners communicate for social, intercultural, and instructional purposes
within the school setting.
At the state level, recently adopted World Language Content Standards demand expertise
in teaching both language and culture (www.cde.ca.gov.nr/ne.ur09.yr09re/l/asp).
Culturally appropriate language use requires the understanding of the relationship
between the products a culture produces, the practices that the culture manifests,
and the perspectives that underlie them. Students must acquire the ability to
interact appropriately with target culture bearers in order to communicate
successfully. This . . . allows students to make connections and comparisons
between languages and cultures (cib-pdd-jan09ite06, Attachment 1, p. 4).
Language teachers and specialists need opportunities to develop an appreciation of and
skills in the integration of standards, cultural dimensions, and authentic materials in
culture teaching. In the course, this is achieved through assignments that engage students
in instructional planning encompassing the building blocks for instruction, and the
evaluation of instructional materials for culture content (Hernández, 2009).
“The cultural dimension of foreign/second language teaching encompasses more than
what transpires within the classroom. To this end, the course also focuses on key areas
central to the development of language specialists’ understanding of the broader context
of culture teaching and culture learning. This includes a conceptualization of
intercultural competence and a knowledge base in research and scholarship” (Hernández,
2009).
Course Rationale:
Highly accomplished teaching practice is characterized by the capacity to link theory,
research, and practice directly. This course enables professionals to use their knowledge
of and skills to address culture-related standards in foreign/second language teaching.
This complements and enhances the development of language proficiency and
intercultural competence for all language learners.
Course Objectives:
This course examines the cultural dimensions of language teaching and learning. More
specifically, it focuses on the professional knowledge and skills that language teachers
and instructors need in order to address national and state standards related to culture
(i.e., ACTFL, TESOL, California Department of Education). The course is designed to:
• advance the understanding of culture, cultural content and context in language teaching;
• promote the use of authentic materials and cultural products in language teaching and
culture learning (i.e., designing authenticity into language learning materials);
• highlight strategies and techniques incorporating ‘cultural products’ from literature,
broadcast media, newspapers, advertising, songs, films, and Information and
Communication Technology (ICT);
• explore the alignment of cultural content with state and national standards;
• foster culture learning and teaching focused on the five dimensions of culture: cultural
products, cultural perspectives, cultural processes, cultural persons and cultural
communities;
• incorporate culture content and cultural products in lesson plans utilizing the Effective
Instructional Sequence;
• advance the critical analysis of textbooks from a cultural perspective;
• examine issues in achieving academic success with heritage language learners;
• examine the development of interculture and intercultural competence in language
education;
• promote development of research skills; and
• foster reflective professional practice.
Program Goals With Corresponding Student Learning Outcomes:
This course addresses the following program goals and student learning outcomes,
consistent with the preparation of professionals who . . .
2.0 Develop knowledge of and competencies in curriculum, instruction, and assessment in
foreign languages/TESOL (Teaching English to Speakers of Other Languages) guided by
state and national standards.
SLO#2 TIL students demonstrate knowledge of and skills in foreign/second language teaching
(e.g., methods, approaches, and strategies) and culture teaching/learning in foreign/second
language contexts (e.g., lesson plans).
SLO#3 TIL students demonstrate knowledge of and skills in curriculum development and
language learning materials in foreign languages/TESOL (e.g., lesson plans, text analysis).
4.0 Engage in professional development that advances accomplished teaching of international
languages and effective utilization of an ever-expanding interdisciplinary knowledge base for the
benefit of language learning.
SLO#6 TIL students develop knowledge of professional standards and demonstrate competencies
in inquiry-oriented, standards-based, reflective practice (e.g., lesson plans, final exam)
SLO#7 TIL students demonstrate knowledge of and tools for conducting a broad variety of
research for continued professional development and/or further academic study (e.g., pragmatic
ethnography, research paper).
Course Requirements:
In selecting and organizing course content and activities, an effort has been made to
balance theory and research with practice and application. This is reflected in classroom
discussion, assignments, presentations, reflections, and readings. Each student is
expected to do the following:
• Attend and actively participate in all discussions and activities. Attendance will be
taken. More than two absences (for reasons other than illness, etc.) are considered
excessive and will result in lowering of the final grade. Perfect attendance will be
rewarded in the attendance and participation portion of your grade.
• Read and discuss assigned readings according to schedule and instructor updates.
• Complete all assignments and projects according to the schedule. The instructor will
provide specific information for course work.
• Demonstrate mastery of theory and practice related to culture teaching and learning.
• Develop, write, and present a research paper.
Course Grading & Evaluation:
Grades for the course will be based upon performance in each of the following areas:
10% Attendance, class participation, readings, discussion leader (Webb & Miller)
15% Assignment 1 – Text analysis and evaluation
25% Lessons 1-5 – The five dimensions of culture (5% per lesson)
10% Assignment 2 – Pragmatic ethnography
20% Research Paper
20% Final exam
Specific information, suggestions and examples regarding the project, presentations, and
assignments will be provided in class. It is the student’s responsibility to complete all
requirements on or before the due date given, and to contact the instructor as soon as
possible if problems arise. Late work will not receive full credit unless prior
arrangements have been made. In the event that changes in the syllabus are required, the
instructor will inform students accordingly.
The instructor will determine which course work may revised and resubmitted for a
change in grade. When this is an option, students will have no more than two weeks in
which to return both the original and revised versions of graded papers.
Ideas and text drawn directly from readings and other sources must be appropriately cited
and referenced in all written assignments and in the instructional unit in accordance with
University guidelines. Failure to do so may constitute plagiarism (refer to the University
catalog for further clarification).
Should you be unable to complete the course this semester, requests for incompletes will
be honored on an individual basis for compelling reasons only. If you are unable to
finish at least 60-70% of the coursework this semester, you are advised to withdraw from
the course as soon as it becomes evident that you cannot satisfy all of the requirements.
Be advised that you must adhere to all University and institutional (e.g., school,
community college) requirements in completing any assignment involving human
subjects (e.g., pragmatic ethnography). This includes making it clear to administrators,
instructors, teachers, students, parents or other individuals involved that participation is
strictly voluntary. Make sure that you indicate that the assignment is part of a university
class and that information will only be reported within the course. Observe all policies
and procedures at school and college sites and in reporting information orally and in
writing. Let the instructor know if you have any questions. Use the oral consent form
with consultants over 18 years of age.
CULTURE AS CONTENT
Assignment #1: Text analysis and evaluation (15%)
DUE DATE: October 18
TEACHING CULTURE: The Five Dimensions of Culture
Lesson #1: Cultural Products (5%)
DUE DATE:
Lesson #2: Cultural Practices (5%)
DUE DATE:
Lesson #3: Cultural Perspectives (5%)
DUE DATE:
Lesson #4: Cultural Persons (5%)
DUE DATE:
Lesson #5: Cultural Communities (5%)
Presentation on Cultural Products based upon one
chapter in Part II of Mishan (Credit/No Credit)
DUE DATE:
CULTURE AS PROCESS
Assignment #2: Pragmatic Ethnography (10%)
DUE DATE:
DUE DATE: November 15
RESEARCH ON CULTURE LEARNING AND TEACHING
Research Paper: Research related to culture as process,
culture as content, culture learning, and/or culture teaching.
Written paper and Oral Presentation (20%)
DUE DATE: November 29
SYNTHESIS AND PROFESSIONAL PRINCIPLES
Final Examination: Synthesis/Principles (20%)
DUE DATE: December 20
Required Readings:
Byram, M., and Feng, Anwei. (2005). “Teaching and Researching Intercultural
Competence.” In Eli Hinkel (Ed.), Handbook of Research in Second Language
Teaching and Learning, pp. 911-930. Mahwah, NJ: Lawrence Erlbaum Associates.
(A copy of this chapter will be available on Vista.)
Liddicoat, Anthony J. (2011) “Language Teaching and Learning from an Intercultural
Perspective.” In Eli Hinkel (Ed.), Handbook of Research in Second Language
Teaching and Learning, Vol. II, pp. 837-855. Mahwah, NJ: Lawrence Erlbaum
Associates. (A copy of this chapter will be available on Vista.)
Mishan, Freda. (2005). Designing Authenticity Into Language Learning Materials.
Bristol, UK: intellect.
Moran, Patrick R. (2001). Teaching Culture: Perspectives in Practice. Boston, MA:
Heinle & Heinle.
Webb, John B., and Miller, Barbara L. (Co-Eds.). (2000). Teaching Heritage Language
Learners: Voices from the Classroom. New York, NY: American Council on
the Teaching of Foreign Languages.
State and national standards.
Recommended Readings (Optional):
Byram, Michael. (2008). From Foreign Language Education to Education for
Intercultural Citizenship Essays and Reflections. Clevedon: Multilingual Matters.
Davidheiser, James C. (Summer 2007). “Fairy tales and foreign languages: Ever the
twain shall meet.” Foreign Language Annals, 40(2), 215-225.
Glaser, Evelyne; Guilherme, Manuela; Méndez García, María del Carmen; and Mughan,
Terry. (2007). ICOPROMO—Intercultural competence for professional mobility.
Graz, Austria: European Centre for Modern Languages/Council of Europe
Publishing.
Schofer, Peter. (2002). Text as Culture: Teaching Through Literature and Language.
Orlando, FL: Harcourt College Publishers.
Sherman, J. (2003). Using Authentic Video in the Language Classroom. Cambridge
Handbooks for Language Teachers. Series Editor Penny Ur. Cambridge, UK:
Cambridge University Press.
Taylor, E.K. (2000). Using Folktales. Cambridge Handbooks for Language Teachers.
Series Editor Penny Ur. Cambridge, UK: Cambridge University Press.
Valdés, G., Fishman, J.A., Chávez, & Pérez, W. (2006). Developing Minority Language
Resources: The Case of Spanish in California. Clevedon, UK: Multilingual
Matters Ltd.
Course Usage of Blackboard Vista:
Copies of the course syllabus, selected readings, and materials may be found on Vista.
Students are responsible for regularly checking the online resources, which may be
accessed through the Chico State Portal at http://portal.csuchico.edu.
Student Responsibilities:
• The standards delineated in the Code of Students’ Rights and Responsibilities (EM 9638), are adhered to in this course. Students are subject to disciplinary action for code
violations.
• Students are responsible for completing all requirements on or before the due date
given, and contacting the instructor as soon as possible if problems arise. Late work will
not receive full credit unless prior arrangements have been made. A missed assignment,
paper, or exam will result in no grade unless prior arrangements have been made with the
instructor or there is evidence of a serious and compelling reason.
• Students should make and keep a copy of all assignments and papers submitted to the
instructor.
• Requests for incompletes will be honored on an individual basis for compelling reasons
only. Anyone unable to finish at least 60-70% of the course work is advised to withdraw
from the course as soon as it becomes evident that all requirements will not be completed.
A student must have a passing grade at the time an incomplete is requested; incompletes
are not granted simply because a student is unable or unwilling to keep pace with course
requirements. Incompletes are awarded at the instructor’s discretion, and students may or
may not qualify. If an incomplete is granted, the student is to complete all remaining
course work the following semester, if at all possible.
• Students have one week in which to request a review of their grade if they feel that the
instructor has made an error in grading. A written request in which the student identifies
the error, provides supporting evidence, and suggests correction should be attached to the
original assignment and submitted to the instructor for consideration.
University Policies and Campus Resources
• Academic Integrity
Students are expected to be familiar with the University’s Academic Integrity Policy. An
integral part of the commitment to learning at California State University, Chico is
evidenced by adherence to the University’s Academic Integrity Policy, which requires
that students be honest in all academic course work. Faculty members are required to
report all infractions to the Office of Student Judicial Affairs. The policy on academic
integrity and other resources related to student conduct can be found at:
http://www.csuchico.edu/sjd/integrity.shtml.
Ideas and text drawn directly from readings and other sources must be appropriately cited
and referenced in all written assignments, papers, and exams in accordance with
University guidelines. Failure to do so may constitute plagiarism. If there is evidence of
involvement in any form of academic dishonesty, students may receive an “F” grade for
the course and a report will be provided to Student Judicial Affairs for further action.
Student work will be submitted to Turnitin periodically. Students will be asked to
maintain a CD disk with their written work and provide it as requested.
• Campus Policy in Compliance with the American Disabilities Act
Students with disabilities requesting accommodations must register with the DSS Office
(Disability Support Services) to establish a record of their disability. DSS is responsible
for approving and coordinating reasonable accommodations and services for students
with disabilities, and helping students to understand their rights and responsibilities under
the Americans with Disabilities Act. DSS provides assistance in requesting and
arranging accommodations. The DSS website is http://www.csuchico.edu/dss/.
Students who need course adaptations or accommodations because of a disability and
those who need to make special arrangements in case a building must be evacuated
should meet with the instructor as soon as possible during office hours.
Special accommodations for exams require ample notice to the testing office and must be
submitted to the instructor well in advance of the exam date.
Students with other special needs or concerns are invited to meet with the instructor early
in the semester to discuss possible accommodations.
• Dropping and Adding
Students are responsible for understanding the policies and procedures related to
add/drops, academic renewal, etc. found at http://www.csuchico.edu/catalog/. Students
need to be aware of current deadlines and penalties for adding and dropping classes.
They are responsible for handling the necessary paperwork for adding, dropping or
withdrawing from classes. If a student fails to withdraw, and does not attend class or
complete required work, an “F” grade will be reported. The instructor may drop a
student or issue a “W” for failure to attend the first two sessions. However, students
should not assume that the instructor automatically drops students from the class roster.
A WU may be assigned if the student stops attending class, but fails to withdraw.
Class Attendance
The official absence policy is as follows:
a. It is expected that candidates attend all sessions of each course: 15 three-hour
sessions plus two-hour session on finals week.
b. If one class session is missed, the course grade may be adjusted accordingly, as
indicated in the syllabus. The attendance and class participation portion of the final
grade will be affected when one class session is missed.
c. If more than two sessions must be missed, for any reason, the candidate may receive
no credit (NC). As noted in the syllabus, the grade will be lowered for more than
two absences and this will result in no credit (NC) if there are additional absences.
*A session is defined by the instructor and delivery mode of course and will be specified in each class syllabus.
Students sometimes ask if children can accompany them to class. The University
Provost has determined that no ‘outsiders’ may attend classes for reasons of University
liability and to maintain optimum learning conditions.
Important Deadlines and Procedures to Add or Drop Classes:
Aug. 1–Sept. 7 Course Add/Drop Period–Use Portal
Sept. 10–21
Limited Add/Drop Period–Use COP process. Requires the signature of
the instructor.
Sept. 24–Nov. 16 Restricted Add/Drop Period–Use the COP process. You need a serious
and compelling reason to add and drop classes. Requires the signature
of the instructor, department chair, and college dean.
Nov. 19–Dec. 21 Final Course Drop Period–Use the COP process. You need a serious,
compelling, and verified reason due to accident or illness to drop
classes. Requires the signature of the instructor, department chair, and
college dean.
Schedule: The following is a tentative schedule and may be subject to change.
August 30
TOPIC: Standards and the Five C’s
READING FOR NEXT WEEK:
Moran, Teaching Culture, Chapters 11-12, 122-155
Chapters 1-3, 1-33
September 6
TOPICS: The Culture Learning Process
Teaching Culture
The Cultural Experience
Defining Culture
READING FOR NEXT WEEK:
Moran, Teaching Culture, Chapters 4-5, 34-56
September 13
TOPICS: Language-and-Culture
Cultural Products
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Introduction, ix-xiii; Chapters 1-2, 1-43
Moran, Teaching Culture, Chapter 6, 57-73
September 20
TOPICS: Authenticity in Language Learning
Authentic Texts for Language Learning: SLA
Cultural Practices
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapters 3-4, 44-94
Moran, Teaching Culture, Chapter 7, 74-89
September 27
TOPICS: Authentic Texts for Language Learning: Pedagogy
Authentic Texts and Authentic Tasks
Cultural Perspectives
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapter 5, Literature, 97-131
Moran, Teaching Culture, Chapter 8, 90-97
October 4
TOPICS: Cultural Communities
Literature
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapter 6, The Broadcast Media,
132-153
Moran, Teaching Culture, Chapter 9, 98-106
October 11
TOPICS: Cultural Persons
The Broadcast Media
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapter 7, Newspapers, 154-181
Readings on Teaching About Religion
October 18
TOPICS: Teaching About Religion
Newspapers
READINGS FOR NEXT WEEK:
Byram & Feng, “Teaching and Researching Intercultural Competence,”
911-930 (Available on Vista.)
Liddicoat, “Language Teaching and Learning from an Intercultural
Perspective,” 837-855. (Available on Vista.)
Mishan, Designing Authenticity, Chapter 8, Advertising, 182-195
Assignment #1 is due today!
October 25
TOPICS: Teaching and Researching Intercultural Competence
Language Teaching and Learning from an Intercultural
Perspective
Advertising
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapter 9, Song and Music, 196-215
Moran, Teaching Culture, Chapter 10, 107-121
November 1
TOPICS: Culture Learning Outcomes
Song and Music
READINGS FOR NEXT WEEK:
Mishan, Designing Authenticity, Chapter 10, Film, 216-240
Webb & Miller, Chapter 1, 3-54
November 8
TOPICS: Teaching Heritage Languages
Getting to Know the Heritage Language Learner
Film
READING FOR NEXT WEEK:
Webb & Miller, Chapters 2-3, 55-85
Mishan, Designing Authenticity, Chapter 11, ICT, 241-282
November 15
TOPICS: Getting to Know the Heritage Language Learner
Goals and Fundamental Beliefs
Information and Communication Technologies (ICT)
Assignment #2 is due today!
November 22
Fall Break—Thanksgiving Day!
November 29
TOPIC: Research on Culture Teaching and Learning
Professional Principles
Research papers are due today!
December 6
TOPIC: Presentations on Research
December 13
TOPIC: Presentations on Research
December 20
Finals Week
Final Exam is due today!