Culture Learning in the Language Classroom

Language learning is linked to culture learning through the assumption that language and culture are inseparable and that full understanding of a language is only possible if learners have some knowledge of one or more countries where the language is spoken. For many years, culture learning involved knowing about national cultures; this has often been criticized as leading to stereotyping or essentializing. More recently, however, the emphasis has been on culture as complex and constantly evolving, and thus, culture learning involves knowing about different groups within societies as well as the changes taking place in those societies. In addition to the long-established focus on knowledge of other cultures, the cultural dimension of foreign language teaching is more recently expected to also influence attitudes and build skills, both components of intercultural competence. Language educators design activities to enhance learners’ attitudes toward people speaking the target languages, reduce prejudice, and increase their ability to interact successfully with such people. Thus, intercultural competence is now considered by many to be a central aspect of learning in the language classroom, even though there may not be as much attention paid to it as might be expected, owing to gaps in language teachers’ preparation or lack of teachers’ skills in culture teaching. This entry provides a historical overview of the cultural dimension in the language classroom, demonstrates how various education policies reflect theoretical developments, and outlines some of the pedagogical principles and methods of intercultural language teachin

Intercultural ethics: questions of methods in language and intercultural communication

This paper explores how questions of ethics and questions of method are intertwined and unavoidable in any serious study of language and intercultural communication. It argues that the focus on difference and solution orientations to intercultural conflict has been a fundamental driver for theory, data collection and methods in the field. These approaches, the paper argues, have created a considerable consciousness raising industry, with methods, trainings and ‘critical incidents’, which ultimately focus intellectual energy in areas which may be productive in terms of courses and publications but which have a problematic basis in their ethical terrain. Dieser Artikel untersucht wie ethische und methodische Fragen nicht nur ineinander greifen, sondern in keiner ernstzunehmenden Studie ueber Sprache und interkulturelle Kommunikation ausgelassen werden duerfen. Es wird hier argumentiert, dass der Schwerpunkt auf Verschiedenheit und Problemorientierung im interkulturellen Konflikt einen wesentlichen Einfluss auf theoretische Entwicklungen, Datenerhebung und Methoden in diesem Bereich hatte. Dieser Artikel legt auch dar, wie diese Ansaetze eine betraechtliche ‘Bewusstseinsbildungs – Branche' erzeugt haben, mit Methoden, Trainings, und ‘kritischen Interaktionssituationen’, welche letztendlich allen intellektuellen Arbeitseifer auf Bereiche konzentriert hat, die zwar ertragreich sind in Bezug auf Kurse und Publikationen, jedoch eine problematische Grundlage im ethischen Bereich aufweisen

Linguistic incompetence: giving an account of researching multilingually

This paper considers the place of linguistic competence and incompetence in the context of researching multilingually. It offers a critique of the concept of competence and explores the performative dimensions of multilingual research and its narration, through the philosophy of Judith Butler, and in particular her study Giving an account of oneself. It explores aspects of risk, justice, narrative limit and a morality of multilingualism in emergent multilingual research frameworks. These theoretical dimensions are explored through consideration of ‘linguistically incompetent’ ethnographic work with refugees and asylum seekers, in contexts of hospitality and in life long learning research in the Gaza Strip, and of early attempts to learn new languages. The paper offers a prospect of a relational approach to researching multilingually and affirms the vulnerability at the heart of linguistic hospitality

Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model

Competences for democratic culture: An empirical study of an intercultural citizenship project in language pedagogy

This article reports on a pedagogical intervention in foreign language teaching in higher education. It analizes the competences developed by Argentinian and UK-based students as they used Skype to design a leaflet that addressed a real world issue: the Argentinian military dictatorship and its manipulation of the 1978 Football World Cup. The data consists of students’ discussions of this highly disturbing human rights issue. A first level of analysis focused on identifying evidence of competences using the Council of Europe’s conceptual model of ‘competences for democratic culture’ (2016). In a second level of analysis, the data was categorized within the framework of Article 2.2 of the United Nations Declaration on Human Rights Education and Training (2011). This research study provides an empirical test of these two frameworks in the field of language education, an aspect that has not been investigated before. It also contributes to our understanding of the potential of intercultural citizenship projects in achieving the goals of human rights education in foreign language teaching. Results indicate the development of substantial competences for democratic culture defined in the Council of Europe’s model

'Why Should I Study English If I'm Never Going To Leave This Town?' Developing Alternative Orientations To Culture in the EFL Classroom Through CAR

This article describes the progress and findings of a collaborative action research project on the cultural dimension in primary levels of EFL education in Valencia (Spain). Its aim was to explore whether the EFL subject tended to ignore the students¿ native cultural background, and if so, whether this omission brought negative pedagogical consequences. It involved ten student-teachers who were carrying out their practicum placements at schools in the region, ten EFL school teachers, and a university researcher. Collective meetings were held to critically analyze the school experiences, and design experimental interventions to give a different orientation to culture in the EFL class. By the end of the CAR, the STs had become better teachers and researchers: they were more aware of the need for the learners¿ cultural background to become integrated into the communicative aims of the EFL subject, and more prepared to improve their theoretical and practical understanding of this dimension through research on their own teaching

Changes in the long term intensity variations in Cyg X-2 and LMC X-3

We report the detection of changes in the long-term intensity variations in two X-ray binaries, Cyg X-2 and LMC X-3. In this work, we have used the long-term light curves obtained with the All-Sky Monitors (ASMs) of the Rossi X-Ray Timing Explorer (RXTE), Ginga, Ariel 5, and Vela 5B and the scanning modulation collimator of HEAO 1. It is found that in the light curves of both the sources, obtained with these instruments at various times over the last 30 years, more than one periodic or quasi-periodic component is always present. The multiple prominent peaks in the periodograms have frequencies unrelated to each other. In Cyg X-2, RXTE-ASM data show strong peaks at 40.4 and 68.8 days, and Ginga-ASM data show strong peaks at 53.7 and 61.3 days. Multiple peaks are also observed in LMC X-3. The various strong peaks in the periodograms of LMC X-3 appear at 104, 169, and 216 days (observed with RXTE-ASM) and 105, 214, and 328 days (observed with Ginga-ASM). The present results, when compared with the earlier observations of periodicities in these two systems, demonstrate the absence of any stable long period. The 78 day periodicity detected earlier in Cyg X-2 was probably due to the short time base in the RXTE data that were used, and the periodicity of 198 days in LMC X-3 was due to a relatively short duration of observation with HEAO 1.Comment: 11 pages, 7 postscript figures include