Teaching culture to students and learning language

The ways of teaching culture. Activities to introduce culture in the classroom.

1. “ Time for Action ” program Improving English language skills among disadvantage communities Topic : Teaching culture and learning language Date: 03.03.2024 Venue: Zoom (online) Trainers: Qurbanova Gulnara, Karimova Nargiz

2. WARM-UP

3. What is a Global Language? A global language is a language that is spoken in countries all over the world. It holds a special place within their communities, even though they may have few (or no) mother-tongue speakers. Untitled by a3 poster via Pixabay is licensed under CC0

4. English is a Global Language As a global language, English is spoken in countries all over the world. Crystal (1987) established that English is used as either a first (mother-tongue) or second language in various contexts by people of all different nationalities on every continent. The USA has nearly 70 percent of all English mother-tongue speakers in the world. Untitled by Gordon Johnson via Pixabay is licensed under CC0

5. English is a Global Language English is the language of science and technology globally. It is often the language used in international organizations, media, international travel, and the Internet (Crystal, 1997). Untitled by Geralt via Pixabay is licensed under CC0

6. Kachru’s Circles (1989) Kachru (1989) explained English use as it expands outwards from countries where it is the primary language of the country. Inner circle : English is the primary language of the country Outer circle : English serves as a second language in a multilingual country Expanding circle : English is widely studied as a foreign language “Kachru’s Circles” (2009) by University of Maryland Baltimore County is licensed under  CC BY 4.0  for use in the AE E-Teacher Program, sponsored by the U.S. Department of State

7. Today, English is used worldwide as an international language by inner, outer, and expanding circle countries. “Kachru’s Circles” (2009) by University of Maryland Baltimore County is licensed under  CC BY 4.0  for use in the AE E-Teacher Program, sponsored by the U.S. Department of State

8. In the past, English was associated with the culture of inner circle countries. Now we know that it is an international language with speakers across the globe. English belongs to the world, and includes the cultures of its many speakers.

9. Implications for Teaching C ulture in the EIL Classroom Since a language belongs to its users, interculturalism instead of biculturalism should be the goal. Learners do not have to adopt or accept the ideas and behaviors of Inner Circle countries to use English. They can learn English through many cultures. (McKay, 2002, p. 94)

10. Sphere of Interculturality (KRAMSCH, 1993) EFL teachers should enable speakers to share with others their ideas and culture in cross-cultural interactions and create a… SPHERE OF INTERCULTURALITY In this sphere, or intercultural place… Learners need to learn about another culture. Learners need to reflect on their own culture in relation to others. Kramsch emphasizes teaching culture as difference.

11. Cultural Difference Within each culture there are differences related to age, gender, regional origin, ethnic background, and social class. People from the same country or language groups will not necessarily have the same cultural beliefs, values or ways of doing things. (McKay, 2002) “ Untitled ” by Mrs. Brown via Pixabay is licensed under CC0

12. Using Cultural Materials Teaching EIL authentically means including a variety of cultural materials. McKay (2002) identified three types of cultural materials. Source culture materials Target culture materials International culture materials

13. “Kachru’s Circles and Culture” (2009) by University of Maryland Baltimore County is licensed under  CC BY 4.0  for use in the AE E-Teacher Program, sponsored by the U.S. Department of State

14. “ 3 Types of Cultural Materials ” by Zarin Marvi for University of Maryland Baltimore County is licensed under  CC BY 4.0 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.

15. This new understanding of English as an international language changes the role of non-native English speaking teachers (NNESTs). “The evidence clearly suggests that the use of EIL will continue to grow, an international language that belongs, not just to native speakers, but to all of its users. Given this shift in ownership, the time has come for decisions regarding teaching goals and approaches to be given to local educators so that they can take their rightful place as valid users of English. For, in the end, they are in the best position to understand what their students need to know, and to encourage them to learn and use English fully to participate in our growing global community.” (McKay, 2002 )

16. Workshop 1: Prepare an activity to introduce culture in your classroom

17. Why is it important to know the cultural component (part) of language? One important argument is that it is not enough just to have linguistic ability when communicating with someone in a foreign language. Specific cultural ideas from geography, occupations, pastimes, and historical events and personalities always appear in language, and each culture follows special rules for formal and informal conversational routines. Anyone becoming skilled in a foreign language must know these sociocultural rules native speakers use when they communicate with one another. Linguistic ability goes only so far. In order to truly communicate effectively, students of a foreign language need both linguistic and intercultural competence. The more we know about one another’s world, the more smoothly we can communicate, whatever the language we are speaking.

18. Information Sources: there are many places to get authentic cultural information from… Video Fieldwork CDs Interviews TV Guest speakers Readings Anecdotes Internet Souvenirs Stories Photographs Students own information Surveys Illustrations Songs Literature Newspapers Realia

19. Activity Types Examples: Ask students to make predictions before seeing the cultural information, i.e. true/false questions. Noticing – Students must listen or read and notice certain facts or information. Reformulation – Students put what they have read/listened to/seen in their own words, orally or in writing; 1st time use notes, 2nd time no notes. Action logs – Students reflect upon what they have done and learned in a class. Research – Students must be carefully guided by teacher!

20. Sell different aspects of the culture, not just one perspective. Attractive vs. Shocking Similarities vs. Differences Dark aspects of culture vs. Bright Facts vs. Behavior Historical vs. Modern Old people vs. Young people City life vs. Country life Stated beliefs vs. Actual behavior

21. Activities to introduce culture in the classroom • Activity 1: Restaurant role play The restaurant role play has been a basic part of EFL textbooks for a long time. However, we made small changes to add a clearer intercultural component and to make using the language Sample language point: learning food vocabulary and pronunciation Sample intercultural point: learning the rules for giving a tip more challenging. The role play is an excellent beginning activity. It is possibly the easiest of the three activities, so it is a good way to encourage student self-confidence.

22. Activities to introduce culture in the classroom • Activity 2: International city poster presentation We assigned groups of three learners to make poster presentations to other groups in the form of a multi-day tour plan to an international destination. We feel that this works as a step forward from the restaurant role play, which is more structured in terms of context and language use, toward a more open-ended yet still controlled task. The poster can include photos or drawings of an international city, an outline of planned activities, and a city map. Sample language point: presenting activities in order (“Our first/second/next/last destination is…”) Sample intercultural point: increasing the learners’ view and knowledge of a place

23. Activities to introduce culture in the classroom • Activity 3: Intercultural interview-discussion Toward the end of the term we move onto the last of our intercultural communication projects, an interview-discussion activity. Once again, we start with the format of a standard EFL speaking task—a student interview—and alter it to add interaction and an element of cross-cultural learning. Because instructors sometimes come from a different culture than those of their learners, we use this difference so that both sides might learn and educate at the same time. Other options are to invite a guest speaker to be the interviewer (allowing the teacher to focus solely on assessment). Sample language point: providing enough detail to make answers clearly understood Sample intercultural point: strengthening intercultural understanding while correcting (or confirming) the beliefs learners already have.

24. Workshop 2 : Prepare a lesson to introduce culture in your classroom

25. How many types of cultural materials have you learnt from this module? What are they? Explain the meaning of each of them. Name Kachru’s Circles. Describe each circle. What are the inner , outer, and expanding circle countries? Do you agree with the following statement: “The more we know about one another’s world, the more smoothly we can communicate, whatever the language we are speaking .” ? Give examples of activities to introduce culture in the classroom. Answer the questions:

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