1.Visit http://padlet.com/muirheap/actflstevenson

2. Introduce yourself.3.Take a selfie to include as well.

Building Global Competence:Proficiency in

Communication, Cultures, and Comparisons

@PabloMuirheadmuirheap@matc.edu

http://losmuirhead.wikispaces.com

Conceptualization of culture

to the PROFESSIONAL

Global Competence

FROM the PERSONALConnection between

CULTURE & LANGUAGE

Morning Schedule

ACTFL StandardsConcept of Culture

Break

Reflection & Action

Lunch

Afternoon Schedule

Create atmoshpere + more activities

Break

Develop activities

MOTIVATIONWhy do you teach?

How do you teach?

What do you want your students to gain?

Text 761703 and your message to 

37607

LANGUAGE

CULTUR

INTEGRATIV

E

MOTIVATIO

N

INSTRUMENTA

L

MOTIVATIO

N

The United States must educate students who are

equipped linguistically and culturally to

communicate successfully in a pluralistic American

society and abroad.

National Standards Project

COMMUNICATION

To study another language and

culture gives one the powerful

key to successful communication:

knowing how, when,and whyto say what to whom.

ConnectionsComparisons

Communities Cultures

Communication

THE FIVE Cs

Communication

Communicate in Languages

Other Than English

Cultures

Gain Knowledge and Understanding of

Other Cultures

Connections

Connect with Other Disciplines and Acquire

Information

Comparisons

Develop Insight into the Nature of

Language and Culture

Communities

Participate in Multilingual Communities

at Home and Around the World

Revisiting the concept of

CULTURE

The Iceberg Metaphor

and now?

What do you see?

Activity based on the iceberg model

Place the following aspects of culture either above or below the water

ClothingViews on equalityReligious beliefs Personal distance Works of artRules of politenessRelationship with

natureDegree of eye contact

Time managementMethods of worshipTipping customsGesturesAttitudes towards

sexualityConcept of beautyFood

Content prepared by Wendy W. Allen

Culture is…

… tantamount to perspective … products and practices

… intertwined with issues of power

Pablo Muirhead

In other words…

“Culture is a fluctuating embodiment of a group’s

products, practices and perspectives. Inseparable from

language, culture is also impacted by issues of power as it

can be used to marginalize or privilege.”

Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.

 

How is culture integrated into the teaching of languages?

THEN NOW IDEALPure focus on language“Culture” limited to upper-level coursework (through literature)

Recognition of importance of cultureStruggle to make it natural part at all levelsMoving toward deeper understanding of cultureSubconsciously infusing culture in lessons

Inextricable link between culture and language visible in classroomsStudents gain multiple perspectives that help them challenge societal injustices

Having a single cultural perspective.

Not being able to adopt different points of view.

AVOID BEING CULTURE BOUND

Developer of Intercultural Communicative Competence

Recognizes this as a gradual process

Moves beyond viewing “other” cultures from the outside in, but rather the inside out

Seeks Cultural & Linguistic Legitimacy

Decenters dominant ways of viewing the world

Legitimizes traditionally dominated cultures and nonstandard language varieties

Presents cultural perspectives from traditionally marginalized groups

Conscienticized Reflective Being

Recognizes political nature of schooling

Creates an environment where discrimination is challenged

Having a single cultural perspective.

Not being able to adopt different points of view.

AVOID BEING CULTURE BOUND

CULTURE

POWER

Perspectives

Practices Products

the 3 Ps

PERSPECTIVES

PRODUCTS PRACTICES

PRACTICE:Extended conversation at table during and

after a meal

PERSPECTIVES:What

perspectives would you

associate with this practice?

PRODUCTS:What products

would you associate with this practice?

Share your thoughts about what PERSPECTIVES can be gained and PRODUCTS might exist from the PRACTICE

below.

PRACTICE:Gemütlichkeit

PERSPECTIVES:What perspectives

do you associate with

this?

PRODUCTS:What products

do you associate with

this?

PRACTICE:Use of two last

names

PERSPECTIVES:What cultural

perspectives canwe gain from this?

PRODUCTS:Last names

Share your thoughts about what PERSPECTIVES can be gained from the PRODUCT and PRACTICE below.

PRACTICE

PERSPECTIVESPRODUCTS

Working in small teams, identify a product or practice that you teach. Then consider the perspectives that can

be gained from these products and practices.

Workshop on Culture featuring Professor Alvino Fantini

Teaching Foreign Language Video Library Workshops

“If you lead with culture, language will follow.

-Donna Clementi

Pair up with a colleague who teaches a similar course as you. Begin developing the cultural framework for an upcoming unit.

Unit Plan Inventory

BREAK

High-Challenge Content

Low-Challenge Content

Low-ChallengeProcess

High-Challenge Process

Learner Develops Skills Learner Rests

Learner Leaves Learner Acquires Knowledge

The Bennett Model (as cited by Lange, 1999, p. 76)

Support / Challenge Framework PROCESSES

Consider the risk of disclosure / preparation time

Low challenge processes High challenge processes =Individual learners are on the spot

– Lecture– Films (in the dark)– Working together, group or paired activities– Songs, games, or TPR– Cloze activities, X choice– Research projects– Routine activities– Matching or sorting exercises– Reading [silently]

– Performance on the stage– Simulations– Role plays– Oral presentations– Open-ended– Debates– Voicing an opinion

Content prepared by Wendy W. Allen

Support/challenge framework CONTENT

Low challenge High challenge

– Weather– Leisure activities– Food– Calendar– Numbers– Big C "products"– Courses of study– Travel– Colors– Family

– Politics– Religion– Sexuality– Diversity– Social class– Justice / fairness / inequalities– Xenophobia

Consider the risk of disclosure / preparation time

EXAMPLE Cultural comparisons/InterpretiveAntes de leer. Select four words from the listbelow that you might use in describing theconcept of “family” in your native culture. As aclass, tally the most cited descriptions by nativeculture. ___ unidos ___ ayuda financiera___ reuniones frecuentes ___ ayuda moral___ celebraciones religiosas ___ familias grandes ___ fiestas familiares ___ familias

extendidas___ familias nucleares ___ ayuda médica___ respetar la autoridad ___ inculcar buenos

modales

EXAMPLECommunication (interpretive) /

Culture (perspectives)

La típica familia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)

Example: Communication (interpretive)

Reading Comprehension. With a classmate, indicatewhether the following statements are true or false,

basedon the reading above. Then, underline the sentence in

thereading that supports your answers. Confirm your

answerswith two other classmates. La familia es la unidad social más importante en la

cultura hispana. La familia hispana se limita a la familia nuclear. Una persona tiene la responsabilidad moral de

ayudar a los miembros de su familia. Las familias hispanas no se reúnen frecuentemente. El honor es un valor importante en las familias

hispanas. Los niños hispanos no aprenden a respetar la

autoridad.

EJEMPLO: COMPARANDO PERSPECTIVAS

Experiencia personal. Each of the stressors that made the “Top 7 list” in the Contextos reading selection received an average score of from 3.33 - 4. 37 on a scale of 1-5, indicating highly perceived stress on the part of the students. Which, if any, of the situations below cause stress for you? Rate each from 1-5 (1 = least stress; 5 = most stress). Compare your answers with those of a couple of classmates. How do your experiences of these situations compare to the experiences of Spanish students? 1 2 3 4 5 1. Tomar un examen1 2 3 4 5 2. Presentar trabajos en clase1 2 3 4 5 3. Estar en los salones de 200+ personas1 2 3 4 5 4. Excesivo número de créditos, trabajos obligatorios, etc.1 2 3 4 5 5. Ir a la oficina del profesor en horas de tutorías 1 2 3 4 5 6. Tiempo insuficiente para hacer los trabajos académicos1 2 3 4 5 7. Competitividad entre compañeros 1 2 3 4 5 8. Trabajar en grupo

EXAMPLE: Comparisons (cultural)

What situations produce the most stress in your

native culture? If similar to the Spanish students,

can you offer reasons for the similarities? If

different, investigate why. For example, in many

university level classes in Spain, many professors

expect students to take one sole exam at the end of

the semester and their performance on that exam

determines their grade.

EXAMPLE: Culture (interpretive mode)Resumir la idea principal. Read the following short excerpt from another article titled «Trabajar para vivir». Then, select the statement below that best summarizes the main idea of this paragraph? Compare your response with a classmate and then with the class.a. Attitudes about work in Spain are different from those in

the U.S., Japan, and China.b. People in Spain are becoming as “workaholic” as people

in the U.S., Japan, and China.c. People in Spain are struggling to find a balance between

work and other aspects of their lives, just like people in the U.S., Japan, and China.

[AIE: Remind students of some of the reading strategies they have practiced thus far (e.g. skimming, contextual clues, prior knowledge, titles). Answer: A]

Trabajar para vivir

por Eneko

Vivir para trabajar o trabajar para vivir. Esa pregunta

nos la hemos hecho casi todos, y todos decimos sin

pensar la misma respuesta: trabajar para vivir. En

eso, por norma general, los españoles van delante

de otros países del mundo, como Japón, China o

Estados Unidos donde la gente está mucho más

dedicada a su trabajo; es decir, su trabajo se

convierte en la parte fundamental de su vida.

http://ebeka.net/archives/872-Trabajar-para-vivir.html

¿Tú vives para trabajar? o ¿trabajas para vivir? Is the main idea of the reading above true for you and your classmates? Ask the questions to a classmate and based on his/her responses, determine if your partner lives to work or works to live. Your instructor will poll the class to see how many students in class live to work and how many work to live. Record the findings in your Profile of my Spanish Class.

1. ¿Con qué frecuencia comes comida rápida? ¿cocinas?

2. ¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)?

3. ¿Comes en la mesa o en otro lugar; por ejemplo en tu coche,

en tu oficina, enfrente del televisor?

4. Aunque estés ocupado/a, ¿tomas tiempo para comer

tranquilamente?

5. ¿Pasas mucho o poco tiempo preparándote por la mañana?

6. ¿Vas de compras sólo por necesidad o también para

relajarte?

STRATEGIES TO DEVELOP INTERCULTURALCOMMUNICATIVE COMPETENCE

at a NOVICE LEVEL

Situations• Formal vs Familiar

Proximity activities• Closer vs further

Greetings• Compare & contrast

Unspoken Rules• Read the unspoken rules of

behavior associated with your culture.

• Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…1. Introducing yourselves. 2. Talking about your roles as language

educators. 3. Sharing the impact of your intercultural

immersion experiences.

First Impressions

Our subconscious acts on its own

and we often make assumptions as

a result. These can often be

completely innocuous but

sometimes they can be very

detrimental.You are about to view a series of

images. Share your first impression

with a neighbor.

Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.

You are about to view a series of images. Share your first impression with a neighbor.

First impressions

Young or old woman?

Man Playing Horn... or Woman's Silhouette?

Hint: woman's right eye is the black speck in front of horn handle

Woman in vanity... or Skull?

Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)

Two Faces... or One?

Hint: two faces sideprofile or one facefront view

A Rabbit... or a Duck?

Hint: the duck is looking left, the rabbit is looking right

Chances are…

…you and your partner didn’t see the same thing at first.

…you may have struggled to see both representations all the time.

Fact is…

…impressions and decisions are made very quickly.

…we will gain a bigger picture of issues if we can first suspend judgment.

Reflections…

Bennett ModelExperience of Difference

Development of Intercultural Sensitivity

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57 135). Lincolnwood, Illinois: National Textbook Company.

DENIAL

Individual does not perceive cultural differences, or avoids

them. ETHNOCENTRIC

STAGES

I haven’t left my little

bubble yet…

DEFENSE

Individual demonstrates intolerance toward

differences. ETHNOCENTRIC

STAGES

There “they” go speaking Spanish again.

MINIMIZATION

Individual downplays differences and takes on belief that everyone is the same.

ETHNOCENTRIC STAGES

I like to think of

myself as color

blind. I don’t see a person’s

race.

ACCEPTANCE

Individual begins to value the richness that cultures offer.

ETHNORELATIVE STAGES

I don’t understand but I’m okay

with that and am open to learning.

ADAPTATION

Individual begins to develop other perspectives and skills to get along better with “others”.

ETHNORELATIVE STAGES

I see things differently

now and can better

understand why others feel the way

they do.

\INTEGRATION

Individual is able to view the world from multiple

perspectives.ETHNORELATIVE

STAGES

I have acquired various lenses

through which to

understand the world.

Reflecting on these stages, prepare to answer some

questions.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Pull out your phones and text your responses to...

Reflecting on these stages, prepare to answer some

questions.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

And now respond to…

Excellent resource for self-reflection.

http://bit.ly/1frij5P

Multiple tests are available to measure your subconscious.

Find at http://hvrd.me/Wgh2pm

Harvard Hidden-Bias Tests

Riqueza Lingüística

http://bit.ly/1hlrXKmhttp://bit.ly/1dR71dS

Take advantage of technology Music in background (e.g. Pandora, Spotify) Slideshow – Have it go on after a few

minutes of the computer not being used (pictures from target cultures)

Seating arrangement Student- or teacher-centered?Pedagogical Themes Documental – EDUCACION PROHIBIDA

http://www.youtube.com/watch?v=BPME2GHBe9s

Inviting Atmosphere

Objective: Create an opportunity for Spanish-dominant English-language learners and Spanish learners to interact on an even playing field.

Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.

Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.

Language Exchange

Useful StrategiesWrite from a different perspective.Weather from different parts. Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Noticias del mundo hispanohablante. Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity

Throw the ball at the target. Based on where it hits, you will receive a grade.

A

CB

C-

B+F

B-

C+

A-

DD+

?¿

We often inherently know the difference between an A and a B-. Do our students?

Clear rubrics help students target their progress, andprovide a roadmap to success.

Rubrics Help

A BCDF

CLEAR EXPECTATIONS BETTER RESULTS

Write a letter to the host family with whom you are about to go stay. Include the following:introduce yourself, tell them about your interests, where you’re from (describe city, weather, etc.), your family/friends, what you’d like to do while you’re abroad, and make sure to ask them a question, or two, as well. (24 puntos)

Build it into your RUBRICS

Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information: What the weather in December is like, What the people are like, What the food is like, Whether they should come live with you in the

U.S., and What your hopes are for your immediate future

(Espero que…).

Maria’s Email

Intercultural Communicative Competence

Look for examples of

products, practices and

perspectives in your

text(s). What do you see

more of?

Your Texts

Textbooks treated as sacred book and not as a resource.

Teachers that successfully integrated culture and language did so by following this advice:

And…

“Use the text,don’t be used by it.”

“Conceptualization of culture”

TO THEPROFESSIONAL

“Global Competence”

FROM THE PERSONAL“Connection betweenculture & language”

Putting it into PracticeNow that we’ve had the

day to reflect on the integration of culture, chat

with your neighbor about something that you would like to implement in your class or an idea that you

would like to further develop..

The work you do as language teachers is vitally important. I wish you tremendous success making a

more seamless connection between language and culture. Stay in touch.

Pablo

https://losmuirhead.wikispaces.com/

muirheap@matc.edu

Thank you for participating in the ACTFL workshop with Pablo Muirhead today.  Please go to the link below and provide your feedback and reflection from the workshop within the next week.  Your responses will help ACTFL continue to provide high quality professional development that meets the needs of world language teachers like you.  https://www.surveymonkey.com/r/RSJLND5

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