Make Culture Come Alive! From Products to Perspective

Presented by Lou Baskinger and Ed Weiss

NECTFL Conference February 9, 2017Make Culture Come Alive!From Products to Perspective

What is your greatest challenge in integrating culture into everyday instruction?

Your presenters

Our esteemed colleaguesYour nameYour schoolLanguage and levels taught

Introductions

What is culture?Connection between language and cultureThe question of teaching culture interculturality?The concept of products, practices and perspectivesSpecific examples of presenting cultureEnriching vocabularyUnderstanding differences between peopleComparing culturesFinding resourcesProject-based assessment /IPA

Todays Agenda

A faux pas with my 1st exchange

Culture shock!

What is your view of culture?How do you define culture?What cultural aspects are important to your teaching?

In groups, brainstorm your own definition of culture

Our group consensus

Culture Defined

Culture is what binds people together Brown

Culture is all the accepted and patterned ways of behavior of a given people

Culture is our social legacy

Without the study of culture, world language instruction is inaccurate and incomplete.Scholarly Views of Culture

Foreign language instruction at any level should be a humanistic pursuit intended to sensitize students to other cultures, to the relativity of values, to appreciation of similarities among peoples and respect for the differences among them Presidents Commission on Foreign Language and International StudiesMore Views of Culture

Culture is an integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group NCCC, Georgetown UniversityScholarly Views of Culture

Discussion of cultureEngagement in culture

Intercultural CommunicationA complex activity that combines cross-cultural knowledge and language skills. It involves initiating, understanding and responding to what is communicated, using culturally appropriate language and behavior in a given context.

As a philosophy for instruction, it goes against traditional teaching methodology stressing authentic cultural interaction vs. intense grammar approachAt its core, introducing students to language via interactions with speakers from target language area to better understand their cultural backgroundIt is student-centered, supported by the flipped classroom modelIts goal prepare students for real world language experiences and interactionsInterculturality

Possible features of instruction:Students first encounter language forms in contextGrammar aspects such as conjugation are handled via videos viewed at home-the flipped classroom!Video blogs by students in target language countries expose our learners to languageContinuous exposure to authentic materialsIPA is used for assessment centered on both cultural and linguistic competence

Interculturality

Appreciate the similarities and differences between their own and cultures of others where target language is spokenIdentify the perspective of people who live in target language communitiesUse this knowledge to develop a more objective view of their own customs and ways of thinkingHave the ability to use language in real life situations for meaningful interactions

Outcomes of Interculturality

Linking Language and Culture

How do we know that the role of culture needs to be emphasized in our teaching?

Standards for Foreign Language Learning in the 21st Century (1999)

Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical.

ACTFL World Readiness Standards (2013)The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world.

Changes from 1999 and 2013 show culture focus

Communication (1999) Communicate in Languages Other Than English(2013) Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposesCultures (1999) Gain Knowledge and Understanding of Other Cultures(2013) Interact with cultural competence and understandingConnections (1999) Connect with Other Disciplines and Acquire Information(2013) Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations

Comparisons (1999) Develop insight into the nature of Language and Culture(2013) Develop insight into the nature of language and culture in order to interact with cultural competenceCommunities (1999) Participate in Multilingual Communities at Home and Around the World(2013) Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world

Changes from 1999 and 2013 show culture focus

ACTFL Can-Do Statements for Intercultural Communication

How language can be used to express interculturality. These statements are a tool intended to clarify and support the World Readiness Cultures Standards and lead learners toward developing intercultural communicative competence.

Teach?Learn?

savoirsabersaperewissenconnatreconocerconoscerekennenAPPRECIATE

Cultural Intelligence (CQ)The capability to function effectively across a variety of cultural contexts. Customs of the World: Using Cultural Intelligence to Adapt, Wherever You Are

David Livermore, Cultural Intelligence Center

CQ Driveinterest and motivation to learn about different culture

CQ Knowledgea grasp of cultural similarities and differences

CQ Strategyplanning appropriately in light of our cultural understanding

CQ Actionhow we behave when we engageCQ Factors

The traditional way- the great intellectual and artistic products of civilizations such as pyramids, mathematics, calligraphy, classical music

Big C vs. Little C

The modern way includes the products, practices and perspectives of our everyday life: what we eat, how we greet each other, the clothes we wear, the games we play. In addition it includes popular culture, such as movies, popular music, and television

How to Look at Culture

PRODUCTS

Cultural products are the pieces of the culture, both tangible (Big Ben, baklava, backgammon board), and intangible (folk tales, religion, mathematics) that reflect the perspectives of the culture and are used in the practices.

The 3 Ps of Culture

They are the patterns of behavior accepted by a given society and define the way individuals interact with each other - they represent the knowledge of what to do when and where.

Examples are the way holidays are celebrated, how, when and what we eat, or the use of forms of discourse (e.g., use of formal vs. informal forms of address)

Practices

This can be defined as the traditional ideas, attitudes, and values of a culture.

Examples:Attitudes towards foods Political/religious/moral beliefs Ideas about healthAttitudes about roles within the family Attitudes about polite behavior

Perspective

ProductsPerspectivesPractices

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ProductsPerspectivesPractices

ObjectsWhy?Events and Routines

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In the U.S., youth has traditionally been valued more than old age (a perspective). As a result, products that purport to prolong youth and vitality (e.g., face creams, high fiber breakfast cereals, and fitness equipment) have become an integral part of our culture. At the same time, practices that are perceived as prolonging youth and health are encouraged: school children have physical education to promote physical exercise; many invest in running shoes (products) or join a fitness club (product); some take extreme measures to look younger and have plastic surgery (practice) or wear clothes associated with a younger set (products).

How the 3 Ps Relate

In Spain, bread is considered a fundamental part of every meal (perspective). Fresh, long baguette-type loaves of bread (products) are baked and sold daily in panaderias (products). They are not placed in bags. At the table, people break off (rather than slice) pieces of bread from the long loaves and often use the bread to scoop food onto eating utensils (practices). Butter isnt served with the bread (practice).

How the 3 Ps Relate (cont.)

List 2 products from your target countryConnect those products to a practiceGive the perspective

How does this activity connect to and activate language learning?How do we engage students in this kind of activity?Group activity

Students carefully observe products of the target language culture and identify their contexts and uses Students create authentic target language products Students carefully observe the behaviors of individuals in given situations to learn about target language practices Students gain access to everyday life and customs through face-to-face real or virtual encounters Students learn about the historical and artistic heritage of target language culture Students look for influences of target language culture in U.S. culture, U.S. culture on target language culture, and the globalization of both cultures.

Activities that reveal Culture

Essential Question: What role is played by food in the francophone world?

The first step involves:

The observation of the actual products themselves

Identifying significant vocabulary

Identify their uses and contexts

Our first product Crpes!!!

A Cultural Product

Ingrdients / pour 4 personnes250 g de farine4 ufs 1/2 l de lait1 pince de sel2 cuillres soupe de sucre50 g de beurre fonduLa Recette

La recette des crpesDe la farineDu sucreDes tomatesDes oeufsDu jambonDe lhuileDu laitDe la mayonnaiseDu fromage cantal Vocabulary resources

Measurements The French usually dont give measurementsin cups but instead in liters and fractions of liters

Weights are given in grammes (g) Conversions 1 litre (1000 ml) about 4 cups14 litre (250 ml) about one cup1 kilo (1000 g) 2.2 pounds30 grammes about 1 ounce

Metric system vs USA system

Oven temperature: 110C 230F 150C 302F 180C 356F 220C 428F

T(F) = T(C) 9/5 + 32

More Metric ideas

La recette des crpesRegardez la vido et rpondex aux questionsCochez les ingrdients ncessaires parmi cette listeDe la farineDu sucreDes tomatesDes oeufsDu jambonDe lhuileDu laitDe la mayonnaiseDu fromage cantal Vocabulary activity

Making Crpes

Hands on activity Making Crpes!!

la Chandeleur, l'hiver cesse ou reprend vigueurOn Candlemas, winter ends or strengthens

Do we have an American equivalent of this French tradition?Crpe Day in France February 2

Groundhog Day!

A French proverb = Simple comme les crpes

The English equivalent?????Crpes and language

A visit to a restaurantFrom products to practices

Cultural connections

Le bl noir = buckwheatLa Bretagne = Brittany

Our example of the study of crepes would be part of a larger unit on French food.As a summative assessment, students would be given the opportunity to demonstrate their familiarity with the products, practices and perspectives associated with French cuisine.One key reminder when students are presenting to the classCulturally based IPA on French Food

IPA structure

Each group will research the traditional foods of one country or region. A teacher handout with a series of essential questions (in the target language) will guide their research. Resources may include recipes, menus, short descriptions of foods, videos, pictures, advertisements, interviews, going to a restaurant with food from the region, going to a target culture grocery store, cooking some dishes. What essential questions would you create to guide students in this effort?Step 1

In the target language, students in each group will share their information with each other and design a presentation for the class on the traditional foods of their region and how they are prepared and served. The teacher can encourage the students to be creative in developing presentations that will be of interest to the class. These could include skits, PowerPoint presentations, demonstrations of cooking and/or eating, videos, recipe books, etc.

Step 2

Students give their presentations in the target language. Each student in each group participates. Presenters should be prepared to answer questions from other students after the presentation. Each student will listen to and view the presentations of the others, take notes, and complete another handout that summarizes the content of all the presentations.

Step 3

A Cultural Comparison

EspaaMxico

La Tortilla de Patatas

Desarrollar el vocabulario

En tus propias palabras, explica ...

Cmo se hace la tortilla de patatas?

In small groups, make a step-by-step list of how to make this dishCombining culture and language

Connecting Culture with Language

Hacer algo una tortillaTo make a mess of somethingVolverse la tortillaTo turn the table onA falta de pan, tortillas.Let them eat cake

After the tortilla exercise, Idioms with tortilla

Contigo, pan y cebolla.Through thick and thin.Ganarse el pan.To earn a living.Nacer con un pan debajo del brazo.To be born with a silver spoon in ones mouth.Cuando hay hambre, no hay pan duro.Beggars cant be choosers!Nunca digas de esta agua,no tomar.Never say never!

Idioms with food implications

No puedes estar en misa y repicando.You cant have your cake and eat it too!Oye la campana pero no sabe dnde est la misa.The lights are on but nobody is home!Hasta que no pasa el ltimo cura, no acaba la procesin.Its not over until the fat lady sings!Idioms with religious implications

Brainstorm a list of idioms in your language that are associated with food, religion or history.

Ex. Apple of my eye Bad eggLets share!

Advantages:Students experience language in contextStories are told by people from the country of origin so students hear various dialects and accentsStories reveal cultural features of the country of originStudents have a better understanding of the scope of the francophone worldLearning Language via Authentic Stories

There is a rich heritage in the francophone world of les contes, tales that reflect the traditions, history and values of a certain people.

The richest French language site is Conte-moi which contains dozens of tales from all over the French speaking world with fantastic teacher support.Les Contes (stories)

They encourage the study of many countries / regionsThey display the cultural diversity in our worldThey engage curiosity and interest in othersThey offer lessons in avoiding stereotyping and prejudiceThey create a link between story and language learningCultural advantages of these Tales

They promote comprehension of authentic materialThey provide the opportunity for oral comprehension and subsequent retellingThey allow students to broaden their world view as well as their vocabulary and languageThey encourage students to learn more about the country of origin of the taleThe oral story telling introduces many students to lesser heard versions of the languageReasons for using les contes

This is a tale from the country of MaliMali is the largest of the western African nations Mali has a population of 15 million peopleFrench and Bambara are the official languages of MaliFrench is the official government language while more people actually speak BambaraMali has been independent since 1960

A video of the tale narrated by a Malian La Princesse Orgueilleuse The Proud Princesse

Narrated by Kari KouribaliLa Princesse Orgueilleuse

In Malian culture, even if you are a member of royalty, humility and acceptance of others are traits that are cherished.Listening to the Malian narrator, we hear a French that is less typicalThe tradition of story telling is rich, dating back centuries

Lessons learned

Students can retell the storyStudents can draw a picture version of this tale and narrate it or write the key messages taken from the storyStudents could write out their own version of the taleStudents can compare the values of the story with those of their own country Follow up activities

Guantanamera73Culture via Music

Jos Mart

The amazing legacy of Jos MartHis many professionsThe voice of Cuban independenceThe Mart eraOrigin of the song Poetry influencing musicVersions of the song

Background on song and writer

Cuba

History

Travel

Current relationship with the United StatesCuban Cultural Connections

Yo soy un hombre sinceroDe donde crece la palma,Y antes de morirme quieroEchar mis versos del alma.

Yo vengo de todas partes,Y hacia todas partes voy:Arte soy entre las artes,En los montes, monte soy.Guantanamera Lyrics

MIS VERSOS SENCILLOS

Yo soy un(a) __________ _____________De donde ____________ _____________,Y antes de ______________ quiero___________________________________

Yo vengo de ____________________,Y _________________________ voy:_____________ soy entre los (las)___________,En los montes, monte soy.

Guantanamara is a song that reflects the ideas of freedom and independence

What songs from our culture have demonstrated a similar theme?Cultural Connections

The French were pioneers in the art of cinemaThe Lumire brothers produced some of the first films in the 1890s and inspired many others, including Georges Mlis, who built the finest film studio of the day in the late 1890s and went on to produce over 500 filmsFrancophone cinema offers a multitude of possibilities to examine culture.

French Cinema A Gateway to Culture

French films are an archive of French culture telling the stories of:

Artists & AuthorsLeadersWars - 188 films on ww2FashionMassive number of dramas and comedies that reveal most aspects of French culture

French Cinema and Culture

A typical French film scheduleParis has the distinction of having the most movie theaters per person than any other city on earth

A movie schedule contains a number of culturally pertinent items here is such a schedule from a cinema in the 6th arrondissement of Paris

Le Chandail Opening Scene

Essential Question:What role does cinema play in francophone society and how does it reflect the culture of the francophone world?What features of qubecois culture are demonstrated in the film Le Chandail?

Teacher provides films/clips/information on French cinema as authentic resourcesStudents discuss their favorite films/scenes in groupsStudents produce a written and/or spoken presentation on a particular film and demonstrate how it reflects the culture of the target country IPA on French cinema

American advertising is designed to inform and persuade. French and Spanish advertising is designed to seduce and entertain. To appreciate French and Spanish advertising, you must understand the cultural perspective that they present.Ads Culture revealed

Air France Ad

US Air Ad

Televised political ads are banned only a small number of statements by each candidate, following strict rules on time and editing, can be broadcast on television and only during the five-week period of the official campaign as defined by law.Movies cannot be advertised on French TVAlcohol cannot be advertised on French TVPrices are generally never given in French TV adsMore about French Ads

From the New York Times, In France Ads Aim at Heart, Not Wallet ( Michael Kimmelman).

Long on sensuality, style and poetry, they are notably lean on facts and nearly allergic to the rough-and-tumble of commerce. Its forbidden here to denigrate your competitors in a television advertisement or to instruct viewers to call a certain number now to buy a product (save for exceptional cases). Hard-sell tactics, standard in America, just dont wash in France.

French ad philosophy

Nicolas Carson, from Business Insider, puts it best when he said, French commercials speak to French culture no less than French literature or music does. Long on sensuality, style and poetry, they are notably lean on facts and nearly allergic to the rough-and-tumble of commerce. American commercials go from the head to the wallet- French, from the heart to the head. Where the American advertisements goal is to sell and gain profit, the French advertisements like to connect with the viewers in an artistic way.Culture revealed via Ads

American Perspective

Francophone Perspective

What aspects of French culture are revealed via TV ads?

What conclusions can de drawn about the nature of French society via these ads?

How do the strategies used by French advertisers differ from those of American advertisers?Essential Questions

The four charactertistics are : la sduction, le spectacle, l'amour, and l'humour.

La sduction: The French verb "seduire" does not always carry the same connotation as the English word "seduce." One meaning of "seduire" is to "lure another person," but more commonly it means to tempt, to fascinate, to attract, to charm, or to entice. A good French advertisement is one that tempts the consumer with its offering.Four types of Adsthat demonstrate a French perspective

La Sduction

Le spectacle: "Spectacle" incorporates the meanings of sight, an attraction, a show, a play, a story, a lavish production, high production values. A good French ad is one that has the drama, the entertainment value, the production values, and the excitment of the theatre.

Le Spectacle

Le Spectacle

L'amour: Romance and innuendo are integral parts of French culture and as such form an integral part of French advertising. A slogan such as "the coffee of desire" (un caf nomm dsir) brings together two cultural expectations for advertising: (1) romantic notions should be expressed or alluded to whenever possible and (2) advertising should not focus on product functions.

LAmour

LAmour

L'humour: Humor is central to French advertising. It may take the form of ribald approaches that may be shocking to Americans or the humor expressed in the playful use of words and amusing association.

LHumour

Ikea Ad

Emma

Cell Phone Ad

A list of the features of French ads vs. a similar list for American ads

A group discussion on the perceived effectiveness of French ads vs. American ads

Students create a French language ad based on a relatively well-known American ad to show a different cultural approachActivities based on study of French Ads

Compared to ads in our US cultural

Compared to what we have just seen in French adsAds from the Spanish-speaking world

The impact and the power of the messageAmrica Interculturality

los valores de todos los pases del continente, su cultura y las distintas nacionalidades que conviven en la regin

"Amrica somos todos"

Qu es ser americano?Essential Question

InterpersonalDiscutir en grupos o en pareja el mensajePresentacionalMe orgullezco de ser americanoQu podemos hacer con este anuncio?

Heart-warming Interpretive - Emotions

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List the emotions that you observeList your emotions as you react

Give details of the advertisementSer vs. Estar

Interpretive What feelings is the husband experiencing at the end of this advertisement?Scaffolding

Interculturality Cultural Identification

What Spanish words that you know and that are found this ad?

What can you say in sentence form that describes the boy, the parents, the boss?

What message does this ad give about Latino families?

PERSPECTIVE

Novice, Intermediate and Pre-Advanced levels

Interculturality Cultural Identification

Give a summary of this advertisement

What does this message make you think about the Latino culture and the connection they have to their car?Intermediate - Pre-Advanced

Temas Connection to what you are teaching

Comprehension, Connections, Comparisons, Interpretive

Cultural Differences and Similarities

Activities - Qu se puede hacer con un anuncio escrito?Printed AdsLos anuncios impesos

Connect with lesson topics

Connecting More than 1 ad

Compare - Scaffold

Development of vocabulary

Use of verb structures, articles, adjectives, pronouns, etc. in contextGrammar and Vocabulary

An ad for all levels and all modes

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Culture can and should be integrated into our curriculum via a variety of activities using products such as:FoodStoriesFilmsAds

Products lead us to understanding and appreciation of practices and perspectives. Language teaching needs context culture provides it!

Our Message

Enriching our curriculum with culture gives our instruction a rich context

Products, practices and perspectives give our students a depth of knowledge about the world and a framework for language learning

There is no shortage of cultural material that can easily be integrated into your current curriculum

Teaching Culture Keep in mind=

Questions & Comments

NECTFL portal

edweiss.org

In Summary

Au Revoir / Adis

MERCI!!!

GRACIAS!!