Job Discussion Forums

[jdl]

The idea of 'teaching culture/about culture' can be considered arrogant by many since it assumes there is a quantified/identifiable body of knowledge possessed by someone or group. Some would say that culture if it had a 'teachable content' was one of process and perception rather than of structure, rule and form. Just as some say that language is truly learned rather than taught since language is the internalizing and expression of thought as opposed to the following of structure, rule and form; although, it can be suggested that the structure, form and rule of each is the entry point to understanding.

The case can be made that 'teaching' culture/language is actually a very delicate balance with indoctrination and liberation on either end of the lever.

[gaijinalways]

jdl posted

[jdl]

"I do think though that both language and culture can be aped without internalizing them, though sometimes with comic results. But generally speaking, the way English is used recently does sometimes imply a loosening of culture from the language as English is more often used as a lingua franca or what I like to term a 'bridge' language. So quite often now we have 2 non-native English speakers using English to communicate, and thus the culture tied to the language is largely rendered irrelevent."

Language with limited cultural context/culture with a limited linguistic context...an interesting point of view. Do we run the risk of limiting our language and culture to the literal?

Perhaps as discussed on another thread communication is served through attentive interpersonal appreciation, suspension of judgement and an earnest desire to understand leading to good faith cultural/linguistic mingling. Is it possible for peoples of various cultures and languages to share the same metaphor? Or are we all destined to be outsiders/foreigners to each other?

Now having said all this, what is the role of the language teacher? Do we tread on very soft soil when we teach culture rather than using it as a context for language learning? Is the cultural context the medium in which language is understood?

[housecattn]

I think one role of teachers is to help their students prepare for their own goals. There are a few goals that students have that may necessitate that some culture is dealt with.

"I need to do business in Britain"
"I want to go to school in the US"
"I want to visit Australia"
"I want to be able to understand the songs I like"
etc.

Non of this removes the need to teach the core subject, the things that wil make it functional as a bridge language. But I think we have to take into consideration what motivates the students.

Of course I am not a education professional by any stretch of the imagination, so this opinion is worth precisely what you paid for it.

[jdl]

Purposeful learning as determined by the learner? The teacher as a knowledgable guide? Do you think this view of 'teaching and learning' is a uniquely (not exclusively) North American perspective? A la John Dewey et al?

[wintermute2]

...VERY interesting and informative thread!...for what it is worth, my early childhood education background and experience tells me that maybe a basic way to address the "needs and wants" of our learners is to fall back on the old tried and true KWL (what the students Know, what they Want to know, and what they have Learned)...a bit basic, perhaps, but if we are going to be about purposeful learning and addressing student goals, this may be a way to get at some of the 'front end" stuff that will help us...cannot even begin to imagine the situations I will be in in the UAE, but I am determined to be successful and make as few gaffs (international incidents?) as is humanly possible...

[housecattn]

[jdl]

wintermute,

Spoken like a primary teacher...a great point of view! Are you teaching children or adults in UAE? Starting with the learner will serve you very well indeed! Nothing wrong with the basics.... they are basic for good reason. As far as international incidents are concerned, "All I ever needed to know I learned in Kindergarten" (sorry about the loose paraphrase) Good luck!

housecattn,

And I had you pegged for a seasoned educator coming out of a North American Public Primary or Middle School. How did you learn or develop a bent toward learner driven teaching? There is a school of thought that holds adult learners (andragogy) differ from young learners (pedagogy) in that life experience helps adult learners set learning goals more easily. This view of leaner driven education has had a great impact upon teaching in the public schools of N.A. over the last 30-50 years; but, as you may ironically find has had less impact in college ESL overseas where 'stand and deliver' and teach the text are very common.

Dewey was just some old guy a long time ago (1859-1952) who played with the idea of eduaction for a purpose and student motivation. Get a chance, give him a read......had a BIG impact on education reform!

[housecattn]

jdl,

I take that as a complement.

No, I have no training as an educator and no valid real life classroom experience. Some amazing teacher s in high school and college and service schools. And I spent a lot o time explaining IT things to folks over the years. Mentoring new programmers, presenting to various upper management and (sh!) teaching Sunday school. I am a geek people person. Over the years I have found that it is easier to get people to learn things that the want to learn and sometimes easier if they need to learn. It is certainly true with me.

I may also be influenced by a couple of Russian and Ukrainian university students that I know. I have spent a fair amount of time the last 2 years in email and on the phone trying to give them the perspective they wanted.

I will definitely check out Dewey as it sounds like I will resonate with him.

I realize that you cannot hope to cater to every expectation in a class room but I hope I can learn to connect well enough to give them the nudges that will make a difference.

[jdl]

Housecattn,
It was a compliment indeed. Dewey sounds a bit 'old fashioned' now and some of his views when looked at in today's climate are 'odd' but in his time a 'rebel' challenging contemporary thinking. He did make a difference and our public schools owe him a great deal. Wiki pedia gives a good overview.

You will do well. Good luck overseas.

North America in my view has a very unique view and expression of education owing to our vast geography and educational need in building our nations. Whereas education in many parts of the world was an elitest pastime, here public education was the basis for a nation(s) and the means by which the population had access to and contributed to growth. The "little red school house' is legend. I must apologize for my entusiasm but I do believe our systems of public education are one of our greatest contributions not so much for what they are, although that is significant; but, more for the principles upon which they were founded..

[gaijinalways]

I think also the sharing of ideas is a strong point in American education, ideally of course. But we're not the only ones who have this sort of education system. One of my Indian colleagues at one uni I teach at was sharing about Indian education versus in Japan where I currently am.

A world of difference in what education means.

[jdl]

And these differences being? Some similarities? The comparison/contrast of educational systems is often a good insight into respective cultures.

[gaijinalways]

Often in Japan, university is referred to as the 4 year vacation (8 years for some !). India is similar to the US. Just because you got into a good school, doesn't mean the pressure stops there.

The amount of discussion in Japanese classes is very poor. They still tend to have many lecturer oriented classes with very little learner autonomy. Language education taught by Japanese lecturers and professors still often relies on yakudoku (direct translation method), whereby 'new' languages are created with 'unique' phrases. Practical skills beyond learning how to pass tests is minimally stressed in most classes.