Language and Culture

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COMMUNICATIVE PROFICIENCY

Verbena Wilburgにより

Second Conditional

Cecília Franco Moraisにより

spaces of appearance

Gary Schultzにより

into the wild analaysis

adham samyにより

Culture is the key to understanding speakers' behavior and worldviews.

Culture in Language Teaching

3. New Ways of Integrating Language, Culture, History and Identity

3.3 Resignifying Culture as Historicity and Subjectivity

Culture is embodied history and language is the bridge that connect individual with society.

3.2 Heritage Languages, Second Languages

Culture must be think as a subjective, entity linked to an individual's history in variable contexts of language use.

Preservation of endangered languages

3.1 Foreign Language

Pluriculturalism and interculturalism. Interest in teaching other languages than English.

Reconceptualization of culture to supply need of learners of

Heritage language: long time residents need to learn the language of their ancestor to feel reconnected with their roots.

Second language: for industialized countries, the immigrants need to be integrated into the host societies.

Foreign language: citizens of nation states needs to learn languages of citizens of other nation states.

2. The Cultural Dimensions of Language Study

Perspectives of culture

2.2 The Post-Modernist Perspective

Referring to Discourse, identity and power. This has influenced the teching of other languages.

Culture as the moral right to be heard and listened to

Moral and ideological struggle--->How to teach cultural and moral difference without ignoring conflictual aspects of that difference?

Individuals who define themselves as members of cultural groups characterized by ethnicity, gender, sexual prefernces, religional affiliation, etc.

Culture as Identity

Individuality is also cultural

Dissociates the individual learner from the collective history, it gives people power to take their destiny in their own hands.

Culture as Discourse

Culture as a discourse is embodied history

Ways of using language, of thinking, feeling, believing and acting that can be used to identify oneself as member of a socially group or 'social network'.

2.1 The Modernist Perspective

Mastery of English as second or international language

Context in which language is spoken

Intercultural Education

Objective: Increase dialogue and cooperation between different cultures within a global economy.

Sociolinguistic Concept

Depends on whether language

Heritage language

Classes for native speakers who wich to connect with their ancestral roots. Culture is the reason to be of language teaching.

Second language

Classes in the target country or with native speakers. Culture can take form as debates, discussions about living and working conditions for immigrants.

Foreign language

Classes without contact with native speakers. Culture is practical and tourist.

Native speakers using language for communicative purposes. Also called Little c culture.

Humanistic Concept

General knowledge of literature and the arts. Also called Big C culture.

1. Culture: An Integral Component of Language Teaching

A global concept was problematic

Important question

What culture should we teach?

because

Information technologies, globalizatin, multicultural democracies

Way of life and behaviors of speech communities