visit //padlet.com/muirheap/actfl15 introduce yourself. if you’d like, take a selfie to include as...

Visit http://padlet.com/muirheap/actfl15 Introduce yourself.If you’d like, take a selfie to include as well.

#actfl14 @PabloMuirhead http://losmuirhead.wikispaces.com

Dolly J. Young, Ph.D.djyoung@utk.edu

Pablo Muirhead, Ph.D.muirheap@matc.edu

CHALLENGECHALLENGEHow can we design tasks

that will stimulate language and lead to

increased cultural competence?

(native and “other” culture)

“When confronted with the dilemma of how to integrate proficiency and intercultural goals, teachers may have several reactions: …

(1) avoid culture instruction altogether, (2) strip away some of the cultural analysis so that students can engage completely in the target language, or (3) develop dynamic ways of incorporating the critical study of culture that do not take away from language goals. We argue that even for novice language classes it is possible to engage students in critical intercultural study without sacrificing language goals.”

(Johnson & Randolph, 2015)

Take a moment and write down your understanding of

culture.

and now?What do you see?

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

POWER

Perspectives

Practices Products

Pablo Muirhead

“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.

“If you lead with culture,

language will follow.”

Recognizing variation in one’s native culture is a useful way of diffusing the propensity toward stereotypes.

“As one’s experience of culture difference becomes more

complex, one’s intercultural competence is enhanced.”

Wendy Allen (2014)

¿Dónde estamos? As a group write a skit in Spanish. The script and physical gestures in your role play should provide hints as to the relationship among speakers and the context (place/location) in which the conversation takes place. Share your skits with the class. The class must guess who is playing what role and indicate the place in which the conversation occurs.

Recognizing variation in one’s native culture is a

useful way of diffusing the

propensity toward stereotypes.

Nice TIP!!!

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?

PRACTICE:Use of two last

names

PERSPECTIVES:What cultural

perspectives canwe gain from this?

PRODUCTS:Last names

PRACTICE:What practices would you associate with

“tamales”?

PERSPECTIVES:What

perspectives would you

associate with this practice?

PRODUCTS:Tamales

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)

Balance between content and process is key

LOW-CHALLENGE PROCESS

HIGH-CHALLENGE CONTENT

• Lecture• Films • Groups or pairs• Songs, games, or

TPR• Cloze activities,• Multiple choice• Research projects• Routine activities• Matching or sorting

exercises• Reading

• Politics• Homophobia• Religion• Sexuality• Diversity• Racism• Social class• Justice / fairness /

inequalities• Xenophobia

Content adapted from Wendy W. Allen

HIGH-CHALLENGE PROCESS

LOW-CHALLENGE CONTENT

• Performance on the stage

• Simulations• Role plays• Oral

presentations• Open-ended• Debates• Voicing an

opinion• Essays

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

Content prepared by Wendy W. Allen

the 3 the 3 PsPs

PERSPECTIVES

PRODUCTS

PRACTICES

Summary of Proyectos Culturales

Exploracion Cultural

Antes 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

modalesYoung, D. J., Berne, J., Muirhead, P., & Montoya, C.

(2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

The 3 Ps

CCUURRRREENNTT

IIDDEEAALL

Activity to practice pronunciation vowels/ diphthongs with sentences providing real information about prominent Hispanics:

-Cristina Saralegui tiene su propio programa en la cadena Univisión.

-Juan García es psicólogo y descubrió la aversión condicionada al sabor.

-Ellen Ochoa es astronauta y voló en el transbordador espacial tres veces.

-Adriana Ocampo es geóloga y estudia el impacto de asteroides en la Tierra.

Examples of how to lace culture into pronunciation practice

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

Example of how to lace culture into an explanation of grammar indirect object

pronouns using prominent Hispanics in the example sentences.

You have learned that the direct object is the person or thing that receives the action of the verb. In the example Juanes escribe muchas canciones, muchas canciones is the direct object because it answers the question“What does Juanes write”? In addition to a direct object, many verbs in Spanish take an indirect object. The indirect object, which is usually a person, expresses to whom or for whom an action is done.

Note the following examples in English and Spanish.

Bill Richardson les da consejos a sus amigos.

Bill Richardson gives advice to his friends.Alejandro Sanz me habla después de su

concierto. Alejandro Sanz speaks to me after his

concert.Julieta Venegas nos explica por qué canta. Julieta Venegas explains to us why she

sings.Juanes le ha escrito una canción a Shakira.

Juanes has written a song for Shakira.

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

La historia de Texas. Con un/una compañera de clase, lean el párrafo a continuación y escojan la palabra correcta según el contexto de la oración.

Stephen F. Austin logró/lograba recibir permiso del gobierno español para ir a Texas con 300 colonialistas anglosajones. Austin fue/iba a Texas porque quiso/quería fundar una colonia en Texas. Sin embargo (however), Austin no pudo/podía fundar la colonia porque México luego ganó/ganaba su independencia de España en 1821.

Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016). ¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.

We wish you great success in making a more seamless connection between language and culture. Stay in

touch.

DollyPablo

https://losmuirhead.wikispaces.com/

muirheap@matc.edu djyoung@utk.edu