Teaching culture-through-language in the adult language classroom: adopting multiple perspectives - Jan Van Maele & Ana Beaven ...
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Teaching culture-through-language in the adult language classroom: adopting multiple perspectives Jan Van Maele & Ana Beaven jan.vanmaele@kuleuven.be; anamaria.beaven@unibo.it Symposium 40 jaar CLT: Talen in actie 6 June 2014
Opleidingsprofiel Volwassenonderwijs
Talen R2
Kennis van de socioculturele context van de aangeleerde taal is
nodig bij de uitvoering van een aantal basiscompetenties. …
• Voor een taalgebruiker op het basisniveau volstaat het dat hij
een minimale kennis heeft van sociale conventies (bv. bij het
begroeten van iemand).
• Op niveau 4 kan een taalgebruiker niet functioneren zonder
een gedegen kennis van de socioculturele context, dit
betekent een genuanceerde kennis van land en volk, van
sociale conventies en gebruiken en van ideologische en
historische achtergronden, trends en ontwikkelingen. (56)
Bij de uitvoering van de taaltaak zijn bepaalde attitudes
onmisbaar. … : de bereidheid om zich in te leven in de
socioculturele wereld van de tekst … (57)
Opleidingsprofiel Volwassenonderwijs
Talen R2
Kennis van de socioculturele context van de aangeleerde taal is
nodig bij de uitvoering van een aantal basiscompetenties. …
• Voor een taalgebruiker op het basisniveau volstaat het dat hij
een minimale kennis heeft van sociale conventies (bv. bij het
begroeten van iemand).
• Op niveau 4 kan een taalgebruiker niet functioneren zonder
een gedegen kennis van de socioculturele context, dit
betekent een genuanceerde kennis van land en volk, van
sociale conventies en gebruiken en van ideologische en
historische achtergronden, trends en ontwikkelingen. (56)
Bij de uitvoering van de taaltaak zijn bepaalde attitudes
onmisbaar. … : de bereidheid om zich in te leven in de
socioculturele wereld van de tekst … (57)
Ways of understanding the cultural in
language teaching and learning
1. As national attributes
2. As societal norms
3. As symbolic systems
4. As practices
“A solid approach to culture in language education should
integrate a range of different understandings of culture.”
(Liddicoat & Scarino, 2013:21)
Exploring multiple perspectives • Sociocultural context - (explicit) • Crosscultural perspective - (implied) • Intercultural perspective - (missing)
Sociocultural knowledge
Limited language proficiency limited socio-cultural knowledge
5.1 General competences
5.1.1 Declarative knowledge (savoir)
5.1.1.2. Sociocultural knowledge
5.1.1.3. Intercultural awareness
5.1.2. Skills and know-how (savoir faire)
5.1.2.2. Intercultural skills and know-how
5.1.3. Existential competence (savoir-être)
5.1.3.1. Attitudes: openness, …
5.2. Communicative language competences
• 5.2.2. Sociolinguistic competences
Sociocultural knowledge
At the ticket office of a monument
A: (offering B £30) Please take this.
B. No, I’m the host.
At the car park
A: (handing B some coins) I’m leaving tomorrow…
B: Let’s do it the Chinese way.
At the coffee shop
A: Let me pay for this.
B: No, it’s too expensive
(A is physically closer to the till, so pays)
Crosscultural perspective
Crosscultural perspective
Word of the Year
Flanders
2013: ‘selfie’
2012: ‘frietchinees’
2011: ‘stoeproken’
2010: ‘tentsletje’
2009: ‘ontvrienden’
Spain
2013: ‘escrache’
Germany
2013: ‘GroKo’
Italy
2013: ‘femminicidio’
Crosscultural perspective
I never knew there was a word for it
‘wo-mbwa’ The smiling in sleep of children
(Bakweri, Cameroon)
‘karelu’ The mark left on the skin by wearing
(Tulu, India) anything tight
(de Boinod, 2010)
‘[…..]’
(your target language)Crosscultural perspective rat mouse
Crosscultural perspective Porridge • Pappa d’avena? at Hogwarts • Torta della nonna?
Crosscultural perspective
individualism individualisme
‘the free expression of the ‘the selfish act of thinking
self’s uniqueness’ of oneself without
reference to the group’
Blyth, 2014Crosscultural perspective
argument = war
• I’ve never won an argument with him.
• His criticisms were right on target.
• He’ll wipe you out.
• Your claims are indefensible.
• Shoot!
(Lakoff & Johnson, 1980)Crosscultural perspective
argument = war
• I’ve never won an argument with him.
• His criticisms were right on target.
• He’ll wipe you out.
• Your claims are indefensible.
• Shoot!
(Lakoff & Johnson, 1980)
evaluation = verdict
• Hyouka-wo-kudasu
* to hand down an evaluation
(Maemura, 2014)Crosscultural perspective
“Why there is no such thing as a simple question in cross-
cultural encounters”
• “Did you have a good weekend?”
• “T’as passé un bon weekend?”
Béal, 1992From a crosscultural to an intercultural perspective Jan
Intercultural perspective
5.1 General competences
5.1.1 Declarative knowledge (savoir)
5.1.1.2. Sociocultural knowledge
5.1.1.3. Intercultural awareness
5.1.2. Skills and know-how (savoir faire)
5.1.2.2. Intercultural skills and know-how
5.1.3. Existential competence (savoir-être)
5.1.3.1. Attitudes: openness, …
5.2. Communicative language competences
• 5.2.2. Sociolinguistic competences
CEFRLearners are from the beginning of their
learning users of language, in fact users of
languages, through which they present
themselves and construct and explore
their worlds. Language is not a thing to be
studied but a way of seeing,
understanding, and communicating about
the world and each language user uses his
or her language(s) differently to do this.
Liddicoat and Scarino (2013) p.14What kind of activities help develop intercultural skills? • Activities that help learners to: - become aware of cultural similarities and differences, revealed through language - compare this to what they already know about other languages/cultures - reflect on cultural diversity, and on ways of personally engaging with this diversity - interact and create meanings on the basis of one’s learning, communicate those meanings and reshape them in response to others.
LA CITTÀ ITALIANA TRA LUOGO, RAPPRESENTAZIONE E
PAROLA
Destinatari • Studenti adulti (dai 18 anni circa) in contesti di lingua
straniera
• Livello di competenza in italiano: A2-B1 (e superiori)
Obiettivi • Sviluppare la consapevolezza del legame tra cultura
alta/popolare e oggettiva/soggettiva
• Accentuare il senso critico (nei confronti dei media)
• Fare esperienza di un percorso di lettura della complessità
culturale
• Sperimentare la lingua italiana quale strumento conoscitivo
della cultura, oltre che come mezzo di comunicazione
Claudia Borghetti – Università di BolognaLa mia città ideale Quali sono gli elementi fondamentali della tua città ideale? Crea qui sotto una lista cominciando dall’elemento più importante (numero 1). Dove è possibile, spiega le ragioni della tua scelta (in base alle tue abitudini o necessità quotidiane, al tuo gusto personale, alla tua opinione, ecc.). 1) _______________________ Perché? _____________________________________ 2) ________________________ Perché? _____________________________________ 3)_______________________ Perché? _____________________________________
Interviewed sample: 9 persons Age: 18, 24, 26 (x2), 27(x2), 28, 49 and 55 years old Interviews means: E-mail Interviewed persons are from: Emilia-Romagna, Liguria, Piemonte e Toscana QUESTION: Which are the fundamental elements of your ideal city? 1 Respondent 1. Anthropocentrism Respondent 2. Green areas, squares Respondent 3. Beautiful in its exterior aspect Respondent 4. Politeness in human relationships Respondent 5. Well-developed cultural activities Respondent 6. The sea and a warm climate Respondent 7. Green areas, parks where you can enjoy fresh air Respondent 8. Clean city without rubbish in the street Respondent 9. Respect of the rules of civic cohabitation by every citizen.
2 Respondent 1. Beauty Respondent 2. Efficient public transport Respondent 3. Safe Respondent 4. High architectural quality Respondent 5. Smiling citizens who love living in shared spaces, open places of the city. (squares, streets) Respondent 6. Theatre, cinema, libraries, libraries with media sections, and in general places where you can have a cultural experience. Respondent 7. Squares where young and not-so-young people can meet and talk Respondent 8. Many places for young people such as cinemas, bowling alleys, discos. Respondent 9. Cleanliness and respect for the environment
3 Respondent 1. Sociability/Solidarity Respondent 2. Museums, cinemas, theatres and cultural centres Respondent 3. Funny, enjoyable Respondent 4. A choice of cultural initiatives and activities, cultural institutions Respondent 5. The sun Respondent 6. Public places such as squares, parks, swimming pools, etc. Respondent 7. Many music schools. Respondent 8. We can’t do without pizzerias and restaurants Respondent 9. The presence of places where people can meet, squares, porticos where people can do things together
da PIAZZA…
s. f. Ampio spazio urbano circondato da edifici in cui confluiscono molte strade.
ample urban space surrounded by buildings where several streets converge.
... derivano:
Piazzale s. m.
Ampio spiazzo; nei centri urbani, piazza molto grande e non completamente
circondata da edifici.
Ample open space; in urban centres, a big square (‘piazza’) that is not completely
surrounded by buildings.
Piazzare v. tr.
1. Collocare, mettere in una data posizione. Es. Ha piazzato l'automobile
davanti al cancello.
To place, to put in a given position.
2. Vendere, collocare un prodotto presso un compratore. Es. non è riuscito a
piazzare la merce.
To sell.
Piazza Affari
Così viene chiamata la Borsa Italiana che ha sede a Milano, in Piazza degli Affari.
The name of the Italian Stock Exchange in Milan, located in the Piazza degli Affari.Piazzarsi v. rifl.
1. Collocarsi in un posto, sistemarsi bene, comodamente. Es. si è piazzato
davanti al televisore e nessuno lo smuove più
To place oneself in a specific position, to position oneself well, comfortably.
2. Raggiungere una buona posizione economica e professionale. Es. un giovane
che si è ben piazzato.
To obtain a good economic and professional position.
3. Classificarsi tra i primi in una gara sportiva. Es. Piazzarsi secondo, terzo
To classify among the top positions in a sporting competition.
Piazzista s. m. e f. [pl. m. -sti]
Chi è incaricato da una o più aziende di raccogliere ordini o vendere prodotti su
una determinata piazza commerciale.
Someone who works for one or more companies gathering orders or selling
products in a given commercial square.
Assegno su piazza/Assegno fuori piazza
Assegno da incassare da una banca presente nella stessa città/ in una città
diversa da quella in cui l’assegno è presentato all’incasso.
Cheque to be cashed in a bank located in the same city/outside of the city where
it was issued.Mettere in piazza
Dire, far sapere a tutti.
Tell everyone.
Rovinare la piazza
Rovinare la reputazione.
Ruin the reputation of something or someone.
Fare piazza pulita
Togliere tutto, sgomberare tutto.
Move everything out.
Scendere in piazza
Manifestare, protestare pubblicamente.
Hold a demonstration.
Fare una piazzata
Rimproverare, sgridare, ‘fare una scenata’.
Reprimand, scold, ‘make a scene’.
Il meglio che offre la piazza
La migliore occasione, il miglior prodotto.
The best bargain, the best product.Conclusion
Teaching culture-through-language
• Strategies for dealing with the sociocultural context
• Authentic input
• All languages
• Crosscultural perspective
• Beyond denotation
• All levels
• Intercultural perspective
• Variability
• Doing culture togetherReferences I • Béal, C. (1992). Did you have a good weekend: Or why there is no such thing as a simple question in cross-cultural encounters. Australian Review of Applied Linguistics 15 (1), 23-52. • Blyth, C. (2014). Preparing language teachers to teach for intercultural competence: the promise of cultural linguistics. Presentation at the Fourth international conference on the development and assessment of intercultural competence , CERCLL, University of Arizona, January 23-26, 2014. • Borghetti, C. (2010). La città italiana tra luogo, rappresentazione e parola. Bollettina Itals VIII (36), (http://venus.unive.it/italslab/modules.php?op=modload&name=ez cms&file=index&menu=79&page_id=582 • Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press. • Cultura Exchanges Site. (n.d.) http://cultura.mit.edu/
References II • de Boinod, A.J. (2010). I never knew there was a word for it. London: Penguin. • Lakoff, G. & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press. • Liddicoat, A.J. & Scarino, A. (2013). Intercultural language teaching and learning. Oxford: Blackwell. • Maemura, Y. (2014). Discourse analysis of impartiality in JICA evaluations. Tokyo Workshop on intercultural communication for engineers, University of Tokyo, 15-16 May 2014. • Ministerie van de Vlaamse Gemeenschap. (2006). Opleidingsprofiel. Modulaire Opleiding. Andere Talen R2. http://www.ond.vlaanderen.be/curriculum/volwassenenonderwijs/s ecundair-volwassenenonderwijs/index.htm • Wierzbicka, A. (1999). Emotions across languages and cultures. Diversity and universals. Cambridge: Cambridge University Press.
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