Articulating a foreign language sequence through content: A look at the culture standards

Byrnes, Heidi

doi:10.1017/s0261444807004764

Cited by 29 publications

(41 citation statements)

References 9 publications

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“…During the last decade, a lot of research focuses on the inseparable nature and relationship between culture and language (such as Byram, 1997;Kramsch, 2001;Pulverness, 2003;McKay, 2003) which reflects that language learning grounded in culture may guide the learners to develop a sense of multiculturalism and they may have an improved sense of achievement in learning a foreign language (Byrnes, 2008;Rubio, 2007;Tochon, 2009). …”

Section: Relevant Studiesmentioning

confidence: 99%

English Language Teaching and Cultural Implications in Saudi Arabia

Farooq

Soomro²,

Umer³

2018

IJEL

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Culture and language are inseparable. Language is used both as a means of communication as well as a carrier of culture. Language without culture is unthinkable, so is human culture without language (Wei, 2005). While teaching a foreign language, a teacher needs to accustom himself with the culture of the target language and the culture of learners. However, teachers in different classrooms in different parts of the world still ignore the importance of culture as a part of language study. This study focuses on perception and practices of teachers regarding culture and English language teaching in Saudi Arabia. The data were collected from 121 (60 male and 61 female) teachers of different cultural background through a questionnaire on their perceptions and implication of teaching target culture in the classroom through English language courses. It was revealed that all teachers have knowledge about the aspects of the target culture to some extent, but how they deal with the target culture is affected highly by the curricular considerations and limitations.

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Section: Relevant Studiesmentioning

confidence: 99%

English Language Teaching and Cultural Implications in Saudi Arabia

Farooq

Soomro²,

Umer³

2018

IJEL

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“…Sin embargo, no es fácil trabajar con este tipo de competencias y tampoco son fáciles de evaluar (Byram, 2009;Byrnes, 2008;Schulz, Lalande, Dykstra-Pruim, Zimmer-Loew y James, 2005), tal y como señala Vinagre (2010, p. 299): "…la evaluación de la competencia intercultural es compleja y la investigación aún escasa". Este artículo pretende ser una contribución a la necesidad de introducir la competencia intercultural en el aula de lengua inglesa, al poner de manifiesto que las actividades llevadas a cabo en el aula pueden fomentar no solo el desarrollo de la competencia lingüística sino también intercultural.…”

Section: Estado De La Cuestiónunclassified

La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas

Martínez-Lirola

2017

Rev. Electr. Educare

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Teaching a foreign language like English involves teaching aspects, not only related to the target language content, but also the introduction of cultural aspects that help to learn the language embedded in a culture. This article is a contribution that shows how to include cultural aspects in the foreign language classroom in higher education. Different cooperative activities favoring the acquisition of intercultural competence were designed, and a cooperative methodology was chosen to make it easier for students to have an active role and acquire social competences. In addition, a survey was prepared to know the opinion of students on different aspects of intercultural competence. The students participating in the study were enrolled in the English Language V mandatory course, in the third year of the degree in English Studies. The results presented are significant, thanks to the importance students attach to this competence, and to how they appreciate working with it in the proposed activities. It is concluded that it is essential to introduce this competence in the twenty-first century, so that students grow as global citizens and teaching is linked to social demands.

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“…The value of this formulation is that the goals of language learning are being seen as more than simply ‘communication.’ As with all such categorizations, however, there are questions about the theoretical bases for each of these key concepts, how they might be interrelated or work together in a view of using and learning languages and cultures, and how these terms are actually understood by different users at different moments in time. (See Kramsch, , for a discussion of changing senses of these concepts from modernist to postmodern perspectives; see Byrnes, , for a discussion in particular of the culture standards; and see Magnan, Murphy, & Sahakyan, , for an in‐depth study of the understanding and prioritization of these five concepts on the part of undergraduate students of languages in the United States.) This kind of conceptual framing is consequential for the nature of learning goals and programs that are made available to learners and the nature and scope or range of the achievements that are anticipated.…”

Section: Goals As Specifications Of Achievement: ‘Standards’ ‘Levelsmentioning

confidence: 99%

Reconceptualizing the Nature of Goals and Outcomes in Language/s Education

Leung

Scarino

2016

The Modern Language Journal

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Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, ). This complex diversity has changed the very nature of communication within and across languages, in society in general, and in education. These changes in turn require a reconceptualization of our approach to language/s education in ways that recognize a diversity of goals for people from different backgrounds, people who are learning a variety of languages in diverse settings and who may be interested in developing different capabilities and achieving different outcomes. In this article, we address the reconceptualization of the goals and outcomes of learning additional languages and processes for their formulation and realization. We will make explicit the educational values that underpin our position. Recognizing the immense diversity that the learning of additional languages in diverse contexts encompasses, our consideration is necessarily conceptual. The point of departure for our discussion is communicative language teaching, the dominant paradigm for language teaching for the past 40 years. We briefly trace its historical development and provide an account of some of the conceptual and theoretical expansions since its initial formulation. In light of this expansion we then discuss goals for learning additional languages by: (a) reaffirming the multilingual character of communication and learning to communicate, focusing on the exchange of meaning, (b) (re‐)inserting the importance of personal development and aesthetics, and (c) recognizing the centrality of reflectivity and reflexivity in communication and learning to communicate. We conclude with a set of principles that are intended to capture the expanded nature of goals and their rendering for the purposes of teaching and learning.

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Articulating a foreign language sequence through content: A look at the culture standards

Cited by 29 publications

References 9 publications

English Language Teaching and Cultural Implications in Saudi Arabia

English Language Teaching and Cultural Implications in Saudi Arabia

La importancia de introducir la competencia intercultural en la educación superior: Propuesta de actividades prácticas

Reconceptualizing the Nature of Goals and Outcomes in Language/s Education

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