Job Discussion Forums

[jfcooper1]

TEACHING LANGUAGE AND CULTURE


In order for a student to be bilingual, he or she needs to be bicultural as well. The two are inseparable in second language acquisition. The teaching of culture should always be related to the teaching of language through concrete manifestations in the culture itself. U.S. cultural components can be taught from beginning to advanced levels by having students learn:

1. Local English - The better students can express themselves and understand the natives, the faster acculturation will take place.


2. The Importance of Private Property in U.S. Culture - Reflected by the constant use of possessive adjectives where other languages would tend to use the definite article. This cultural component is also reflected in U.S. government documents emphasizing the rights and protection of private property ownership.


3. Speaking Distance - Culturally accepted and expected spacial proxemics in U.S. culture versus those in other nations.


4. Everyday Life on U.S. Campuses - Students compare and contrast typical activities and rituals on their respective U.S. campus to those on campuses in their respective countries (applies only for ESL students studying at an American college or university).



5. Importance of Punctuality in U.S. Culture - Reflected by puritan work ethic, reinforced by school system, employers, cultural expectations, and proverbs and sayings.



6. The Importance of Precision - Reflected by industry, school system, sports, business, American institutions, employers, cultural expectations, and sayings and proverbs.





7. Competition and the Importance of Success in U.S. Culture - Reflected by the grammatical use of the comparative and superlative; reinforced by sports, advertising, school system, idiomatic expressions, one upmanship and interpersonal betting.





8. Calendar and U.S. Holidays - Customs, observances, seasonal activities, patriotism, religion, and cultural prioritization.





9. The Importance of Individual Freedom and the Individual in U.S. Culture- Reflected by U.S. documents, entrepreneurial opportunities, self-reliance, collectivism vs. individualism, expressions, sayings and proverbs, and �if� clauses in grammar.





10. The Importance of Personal Appearance and Hygiene in U.S. Culture - Reflected by national obsession for personal cleanliness, physical attractiveness, advertising, peer pressure, dating, proverbs and sayings, cultural need of acceptance.





11. Relationships - Types of friendships, �buddy� system (golf buddy, drinking buddy, etc.), dating, marriage, same-sex partners, norms and traditions.





12. Family - Traditional vs. modern, nuclear vs. extended, single parent families, decline of family unit and its affects/effects on U.S. society, norms and mores.





13. Religion - Reflected by historical role, freedom of religion, importance of God in America (�In God We Trust�) representation in U.S. Documents, role in U.S. politics, influence on voting (Christian Coalition, televangelists), separation of church and state.





14. Effects of Multiethnicity on U.S. Culture - Melting Pot Theory, racial division, ethnic contributions, ethnic influence on American English (accent and lexical borrowings), crime, gangs, and the Mafia.





15. Legal System - Equal justice for all, crime and punishment, innocent until proven guilty, historical role, inequality of, revolving door of justice, court system, and sayings and proverbs.





16. American Advertisements - Power and influence of, persuasive wording by the use of the superlative and comparative in grammar (newer, better, most improved, superior to all others, proven to be the best by...) psychological control of the consumer.





17. Idiomatic Expressions - (including phrasal verbs) - Idiomatic expressions are cultural sayings that unite us as a common culture, reflect our core beliefs and attitudes. Their usage is so widespread that an understanding of these expressions is essential to successful second-language acquisition whether in listening, speaking, writing, or reading. They comprise much of our connotative language. Connotation is the thread of unity in a culture. It operates on a subconscious level, learned by enculturation. The instructor needs to be aware of this when presenting vocabulary lessons by teaching both the denotation of a word or _expression as well as the connotative meaning. General categories of idioms deal with: colors, animals, weather, nature, physical structures, trust, emotions, war, work, education, religion, love and hate, etc.





18. U.S. Social Behavior - The ability to predict American behavior in general and specific settings by student observations, comparisons and contrasts between target culture (USA) and students� native cultures.





19. Historical Influence on U.S. Culture - War for Independence (�give me liberty or give me death�), the Civil War (north vs. south), slavery, industrial revolution, world wars, Cold War, Space Program, presidential assassinations, and Vietnam.





20. Entertainment Industry�s Influence on Popular Culture - Movies (cultural themes), books, television (strong purveyor of culture), humor, dramas. Unifier of a common language and culture. Elective classes can be offered where these materials are presented for discussion and assignments.





21. Rules and Regulations of Grammar and Usage - Nonexistence of a royal academy or governmental office on required and proper usage of the English language. Usage by the educated is considered the final arbiter. The acceptance of new words into the lexicon via popular usage and lexical borrowings from other languages. Regional usage throughout the native English-speaking countries.





22. British vs. American English - The differences in spelling, grammar, cultural expressions, attitudes toward the language itself, historical and cultural bias, and American English as the international language.





23. The Study of U.S. Documents - Cultural beliefs, national rights, privileges, and guarantees for citizens, patriotism, and freedom of the individual.



24. By Way of Keeping a Diary (Daily Ledger) - Students record cultural observations, compare and contrast aspects of U.S. culture with their own respective cultures, likes and dislikes, etc. Ledgers are turned in to teacher every Friday for review, and returned on Monday.





25. Acculturation (suggestions)



a. Association with native speakers



b. Disassociation from own ethnic group



c. Join campus social clubs



d. Read periodicals, newspapers, books, etc.



e. View television, films, plays, etc.



f. Attend church (preferred denomination)



g. Volunteer work in the community



h. Homestay (living with an American family)



i. Listen to music



j. Maintain daily ledger (personal or academic in English)



N.B. Some of the suggestions for acculturation are advantageous to students living in the United States or other English speaking countries.

[marblez]

Acculturation or assimilation? Some of those suggestions are very good... and some are blatant bias towards a particular political viewpoint. Did you write this yourself? What is the source?

[dyak]

[jfcooper1]

D:

That was not my intention by writing these ideas. These steps of acculturation can be practiced for any learner of a second language and culture in any country. I used these while living in South America and Italy.

I will not write anything more on these chatboards for I see the seeds are not landing on fertile soil.

Pax vobiscum....

[spiral78]

My European students are not learning English primarily to communicate with native speakers, but to enable them to study/work in an international community where English is the COMMON language. I fail to see how inculating a strong cultural element is needed. What is important to students like these is knowledge of the conventions of their specific fields, as expressed in English - English for academia, international business, etc.

[Justin Trullinger]

Umm, did somebody think that the US invented English? Or that everybody learns English in order to go there?
In my classes, I like to investigate the interesting plurality of cultures that speak English. But I also have to take into account that many of my students are learning it to speak to: Chinese, German, Malaysian, Korean, Japanese, African, Australian, Canadian, or in fact ENGLISH people.
We speak English in the USA. Doesn't mean we own it.
Regards,
Justin

[Guy Courchesne]

[ls650]

Did the OP ask a question?

[marblez]

[Yu]

There are a few assumptions of the OP that are just not that good.

First the idea that students want to be bilingual/bicultural.
Second, that it would be American culture they would be intersted in following.

Before teaching overseas I thought it would be important to teach culture in the classroom. Now I am not sure sure about it. I think that many of my students will never speak English with a native speaker, so it is not really necessary for them to knwo so much about culture but more about intercultural communication.

It addresses similar issues, but not foucusing on any one culture.

[Ben Round de Bloc]

[Stephen Jones]

[Glenski]

[Guy Courchesne]

Let's assume for a moment that this is part of the OP's thesis.

Before we shoot it up piece by piece, how about some comparison? I'll agree for the most part with the opening statement...

[GambateBingBangBOOM]