PRESENTER
Title: Associate Professor
First Name: Jeanette
Family Name:OnongenMiddle Initial: B
E-mail Address: survivor 426@yahoo.com
Institutional Affiliation: Saint Louis University, Baguio City, Philippines
Topic Area:Language Policy
Type of Presentation: Paper Presentation (30 minutes)
Title of Presentation:Scaffolding Culturally Proficient L2 Learning thru Indigenous
Knowledge
Abstract: (For the Main Conference)
Developmental model of intercultural sensitivity postulates that intercultural
educators move from a position of ethnocentricism (in which one’s own culture is
the prism through which all other cultures are judged) to ethnorelativity (in which
one is to see other cultures on their own terms) as they become more able to
accept the existence of alternative patterns for the organization of reality, and
integrate these alternatives into a flexible repertoire of intercultural communication
options. This frees the individual from the ethnocentric need to deny, defend
against, or minimize the differences of others.
Teachers with a strong interest in intercultural communication and a sense of
compassion for the difficulties faced by culturally diverse students are often
successful in promoting the academic success of second language learners.
However, many prospective teachers initially are unaware of their own cultural
values, and how these values engender behaviors that may be at odds with the
home cultures of students. Those who are willing to engage in self-assessment
activities are often richly rewarded with an understanding and appreciation of the
origins and characteristics of the values underlying their professional and personal
lives. The goal of such assessment is to enable prospective teachers to sustain
intercultural contact, foster culturally responsive and responsible pedagogy, and
develop the skills of advocacy for, and appreciation of, English learners.
Real cultural understanding is precisely the ability to step in someone else’s shoes,
or, to “rotate the axes of one’s thinking” without losing one’s own cultural identity.
The psychological aspect of this approach makes it particularly suited as a starting
point in emancipating the use of Indigenous Knowledge (IK) in teaching/learning a
second language.
PRESENTER
Title: Associate Professor
First Name: Jeanette
Family Name:OnongenMiddle Initial: B
E-mail Address: survivor 426@yahoo.com
Institutional Affiliation: Saint Louis University, Baguio City, Philippines
Topic Area:Sociolinguistics
Type of Presentation: Paper Presentation (30 minutes)
Title of Presentation: Towards a Home Culture-Based Second Language
Acquisition Model
ABSTRACT:(For the Regional Symposium)
As language pedagogy is rapidly changing to meet the needs of communication and
interaction, it is urgent that language teachers reevaluate the ways in which culture
is taught in the classroom. In the last ten years, much has been done to provide
teachers and textbooks with cultural authentic materials.
The methodology,
however, is lagging behind.
It is not for lack of excellent studies on the “silent language” of cultural attitudes
and values, or thorough investigations into the nature of formal versus deep
culture, or studies in cross-cultural communications, or many useful suggestions for
cultural activities in the classroom, that the current study is being pursued. Yet
most often than not educators find it challenging having to construct a clear
connection that bridges language and culture for expediting second language
acquisition.
Hence, in the teaching and in the learning of English as a second language, it is
hereby advanced that Cordillera Annual Festivals shall serve as the main anchor in
the design of instruction. This therefore promotes the preservation and the
emancipation of home culture identity while acquiring English as second language.
In this instance, the American or British culture does not dominate the context in
which the second language is taught.