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[stoth1972]

Hello sister/fellow ESL teachers!

I'm a student at the University of Newcastle Upon Tyne, and I'm collecting data for my study on the occurrences of target language culture (that's any culture associated with English-speaking countries) in ESL coursebooks. I've got a questionnaire that should take less than 10 minutes to complete, and I've included it in the body of this message. If you would prefer to receive it via email, please don't hesitate to PM me and say so. Thank you in advance for participating.

Q U E S T I O N N A I R E

1. Check the answer that best completes this sentence as it pertains to your class(es):

Ideally, the coursebook(s) I use for second language learners would�

0 include very few references, if any, to English-speaking culture
(s).
0 include some references to English-speaking culture(s), but no
more than other than references to non-English speaking
cultures.
0 include many cultural references to English-speaking culture(s).

1a. Please explain your choice here (use as much space as necessary):

________________________________________________________

________________________________________________________

2. Check the answer that best completes this sentence as it pertains to your class(es):

Overall, my students� motivation to learn English is _______ by the inclusion of content associated with English-speaking culture.

0 increased
0 decreased
0 unaffected

3. Check the answer that best completes this sentence as it pertains to your class(es):

Overall, my students� language acquisition is ____ by content specific to English-speaking culture(s).

0 helped
0 hindered
0 neither helped nor hindered


4. Does content associated with English-speaking culture(s) ever impair the forward movement of your class?

0 Yes
0 No


4a.If yes, please explain (specific examples are welcome):

_______________________________________________________

_______________________________________________________

5. Check the task types below that you believe present a challenge to your students based on cultural differences.

0 Students listen to a recorded conversation and answer
questions.
0 Students practice a scripted conversation from the text.
0 Students fill in the blanks to complete a written task.
0 Students complete matching exercises in written form.
0 Students role play.
0 Students write and deliver a speech in class.
0 Students are asked argue their own opinions in a debate.
0 Students are asked to argue opinions that are not their own in
a debate.
0 Students are asked to look at illustrations, images, charts and
then come to conclusions based on what they see.
0 Students work individually on an assigned task and then
compare their answers with other students.
0 Students must complete a task with very little help from the
teacher, but can ask their peers for help.
0 Students work as a whole class to complete a task.
0 Student work in pairs/groups to complete a task.
0 Students think hypothetically about a topic in order to
complete a task.
0 Students answer questions based on a passage they�ve read.
0 Students discuss a set topic in pairs/small groups.
0 Students write an essay.
0 Students write a letter.




5a. Please elaborate on the challenges those task types present to your students. Specific anecdotes from the classroom are appreciated.

___________________________________________________________

___________________________________________________________

___________________________________________________________

______________________________________________________


Please feel free to comment openly about target language culture and its place in the ESL curriculum.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Thank you for your time!

[lmbeharry]

Q U E S T I O N N A I R E

1. Check the answer that best completes this sentence as it pertains to your class(es):

Ideally, the coursebook(s) I use for second language learners would�

0 include very few references, if any, to English-speaking culture
(s).
0 include some references to English-speaking culture(s), but no
more than other than references to non-English speaking
cultures.
0 include many cultural references to English-speaking culture(s).

1a. Please explain your choice here (use as much space as necessary):

One should not study language without also learning the evolution of the language. The evolution of the language certainly includes the history and culture of the people. For instance, when I teach English, I will inevitably run into a discussion of the Roman influence upon the Danes (Angles, Saxons, and Jeutes) and their relationship with the Celts. I will also, certainly show the influence of the Nor(se)men French (cousins of the Danes who settled in AngleLand, but who lived in France and spoke French). Finally, it is necessary to also show the relationship of the Protestant Reformation and the Enlightenment to analyze the choice of many WASPS to emigrate to America to begin the discussion of Americana and American English�


2. Check the answer that best completes this sentence as it pertains to your class(es):

Overall, my students� motivation to learn English is _______ by the inclusion of content associated with English-speaking culture.

0 increased IN GENERAL
0 decreased
0 unaffected

3. Check the answer that best completes this sentence as it pertains to your class(es):

Overall, my students� language acquisition is ____ by content specific to English-speaking culture(s).

0 helped BUT THIS IS CONTINGENT UPON THE STUDENT�S MOTIVATION. IS THIS A CHILD WHO STUDIES BECAUSE HIS PARENTS IMPEL HIM/HER; OR IS THIS A MATURE INDIVIDUAL WHO TRULY WISHES TO LEARN?
0 hindered
0 neither helped nor hindered


4. Does content associated with English-speaking culture(s) ever impair the forward movement of your class?

0 Yes
0 No SEE QUESTION 03 ABOVE


4a.If yes, please explain (specific examples are welcome):

_______________________________________________________

_______________________________________________________

5. Check the task types below that you believe present a challenge to your students based on cultural differences.

0 Students listen to a recorded conversation and answer
questions.
0 Students practice a scripted conversation from the text.
0 Students fill in the blanks to complete a written task.
0 Students complete matching exercises in written form.
0 Students role play.
0 Students write and deliver a speech in class.
0 Students are asked argue their own opinions in a debate.
0 Students are asked to argue opinions that are not their own in
a debate.
0 Students are asked to look at illustrations, images, charts and
then come to conclusions based on what they see. 0 Students work individually on an assigned task and then
compare their answers with other students.
0 Students must complete a task with very little help from the
teacher, but can ask their peers for help.
0 Students work as a whole class to complete a task.
0 Student work in pairs/groups to complete a task. 0 Students think hypothetically about a topic in order to
complete a task.
0 Students answer questions based on a passage they�ve read.
0 Students discuss a set topic in pairs/small groups.
0 Students write an essay.
0 Students write a letter.




5a. Please elaborate on the challenges those task types present to your students. Specific anecdotes from the classroom are appreciated.

I prefer group-work because the group is often (not always) able to find the root of the issue by sharing information (and speaking/explaining) in the Mother tongue.
I usually prescribe group papers and group exercises (i.e. group papers) for Social Sciences topics. I find that, although the grammar may not be perfect, groups of students are more likely to give more insightful responses to tasks. This past semester I required several papers on Mongolia development using Statistics and readings from IMF etc. Individually, I doubt that most of the students could have completed the task. As a group, I received reasonably good responses indicating that the students understood the English material that they read. In addition, the students were able to provide papers with good graphics, charts, etc.

Please feel free to comment openly about target language culture and its place in the ESL curriculum.

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Thank you for your time!