Download PRACTICE - Pablo Muirhead

Visit http://padlet.com/muirheap/actfl15
Introduce yourself.
If you’d like, take a selfie to include as well.
Dolly J. Young, Ph.D.
[email protected]
#actfl14
Pablo Muirhead, Ph.D.
[email protected]
@PabloMuirhead
http://losmuirhead.wikispaces.com
CHALLENGE
How can we design tasks
that will stimulate language
and lead to increased
cultural competence?
(native and “other” culture)
“When confronted with the
dilemma of how to integrate
proficiency and intercultural
goals, teachers may have several
reactions: …
(1) avoid culture instruction altogether,
(2) strip away some of the cultural analysis
so that students can engage completely in
the target language, or
(3) develop dynamic ways of incorporating
the critical study of culture that do not
take away from language goals.
We argue that even for novice language
classes it is possible to engage students in
critical intercultural study without
sacrificing language goals.”
(Johnson & Randolph, 2015)
Take a moment and write down
your understanding of culture.
and
What do you see?
now?
Place the following aspects of culture either above
or below the water
 Clothing
 Views on equality
 Religious beliefs
 Personal distance
 Works of art
 Rules of politeness
 Relationship with nature
 Degree of eye contact
 Time management
 Methods of worship
 Tipping customs
 Gestures
 Attitudes towards
sexuality
 Concept of beauty
 Food
Content prepared by Wendy W. Allen
C
Perspectives
U
L
T
POWER
U
R
E
Products
Practices
“Culture is a fluctuating embodiment
of a group’s products, practices and
perspectives. Inseparable from
language, culture is also impacted by
issues of power as it can be used to
marginalize or privilege.”
Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility
in world language education. Critical Inquiry in Language Studies,
6(4), 243-268.
Pablo Muirhead
“If you lead with
culture,
language will follow.”
Recognizing variation in one’s
native culture is a useful way of
diffusing the propensity toward
stereotypes.
“As one’s experience of culture
difference becomes more
complex, one’s intercultural
competence is enhanced.”
Wendy Allen (2014)
¿Dónde estamos? As a group write a skit
in Spanish. The script and physical
gestures in your role play should provide
hints as to the relationship among
speakers and the context (place/location)
in which the conversation takes place.
Share your skits with the class. The class
must guess who is playing what role and
indicate the place in which the
conversation occurs.
Recognizing variation in
one’s native culture is a
useful way of diffusing
the propensity toward
stereotypes.
Nice TIP!!!
PRACTICE:
Extended conversation at table during and
after a meal
PRODUCTS:
What products
would you
associate with
this practice?
PERSPECTIVES:
What perspectives
would you
associate with this
practice?
PRACTICE:
Use of two last names
PRODUCTS:
Last names
PERSPECTIVES:
What cultural
perspectives can
we gain from this?
PRACTICE:
What practices would you associate with
“tamales”?
PRODUCTS:
Tamales
PERSPECTIVES:
What perspectives
would you
associate with this
practice?
Balance between content and process is key
High-Challenge
Content
Learner Leaves
Learner Acquires Knowledge
High-Challenge
Process
Low-Challenge
Process
Learner Develops Skills
Learner Rests
Low-Challenge
Content
The Bennett Model
(as cited by Lange, 1999, p. 76)
•
•
•
•
•
•
•
•
•
•
LOW-CHALLENGE
PROCESS
Lecture
Films
Groups or pairs
Songs, games, or TPR
Cloze activities,
Multiple choice
Research projects
Routine activities
Matching or sorting
exercises
Reading
•
•
•
•
•
•
•
•
•
HIGH-CHALLENGE
CONTENT
Politics
Homophobia
Religion
Sexuality
Diversity
Racism
Social class
Justice / fairness /
inequalities
Xenophobia
Content adapted from Wendy W. Allen
HIGH-CHALLENGE
PROCESS
• Performance on
the stage
• Simulations
• Role plays
• Oral
presentations
• Open-ended
• Debates
• Voicing an opinion
• Essays
LOW-CHALLENGE
CONTENT
•
•
•
•
•
•
•
•
•
•
Weather
Leisure activities
Food
Calendar
Numbers
Big C "products“
Courses of study
Travel
Colors
Family
Content prepared by Wendy W. Allen
PERSPECTIVES
the 3 Ps
PRODUCTS
PRACTICES
La dieta tradicional latina, a diferencia de la
estadounidense, es rica en alimentos que previenen el
cáncer, la diabetes y las enfermedades cardíacas. Estos
alimentos incluyen granos enteros (whole grains), frutas
frescas y frijoles, y son ricos en vitaminas A y C, ácido
fólico y calcio. Además, contienen fibra y poca grasa.
Sin embargo, el Hispanic Health and Nutrition
Examination Survey encontró que los latinos de segunda
generación en EE.UU. prefieren una dieta
estadounidense, baja en frutas y verduras. Además, las
tortillas de maíz son reemplazadas por las de harina
(flour), que son menos nutritivas, y las comidas caseras
(home-cooked) a menudo (often) son reemplazadas por
comidas rápidas.
Summary of Proyectos Culturales
Exploracion Cultural
Antes de leer. Select four words from the list
below that you might use in describing the
concept of “family” in your native culture. As a
class, tally the most cited descriptions by native
culture.
___ unidos
___ ayuda financiera
___ reuniones frecuentes ___ ayuda moral
___ celebraciones religiosas ___ familias grandes
___ fiestas familiares
___ familias extendidas
___ familias nucleares
___ ayuda médica
___ respetar la autoridad ___ inculcar buenos modales
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
C
U
R
R
E
N
T
The 3 Ps
I
D
E
A
L
Examples of how to lace culture
into pronunciation practice
Activity to practice pronunciation vowels/
diphthongs with sentences providing real
information about prominent Hispanics:
-Cristina Saralegui tiene su propio
programa en la cadena Univisión.
-Juan García es psicólogo y descubrió
la aversión condicionada al sabor.
-Ellen Ochoa es astronauta y voló en el
transbordador espacial tres veces.
-Adriana Ocampo es geóloga y estudia el
impacto de asteroides en la Tierra.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Example of how to lace culture into an explanation of
grammar indirect object pronouns using prominent
Hispanics in the example sentences.
You have learned that the direct object is the person or
thing that receives the action of the verb.
In the example
Juanes escribe muchas canciones, muchas canciones
is the direct object because it answers the question
“What does Juanes write”? In addition to a direct object,
many verbs in Spanish take an indirect object.
The indirect object, which is usually a person, expresses
to whom or for whom an action is done.
Note the following examples in English and Spanish.
Bill Richardson les da consejos a sus amigos.
Bill Richardson gives advice to his friends.
Alejandro Sanz me habla después de su concierto.
Alejandro Sanz speaks to me after his
concert.
Julieta Venegas nos explica por qué canta.
Julieta Venegas explains to us why she sings.
Juanes le ha escrito una canción a Shakira.
Juanes has written a song for Shakira.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
La historia de Texas. Con un/una compañera de
clase, lean el párrafo a continuación y escojan la
palabra correcta según el contexto de la oración.
Stephen F. Austin logró/lograba recibir permiso
del gobierno español para ir a Texas con 300
colonialistas anglosajones.
Austin fue/iba a
Texas porque quiso/quería fundar una colonia en
Texas. Sin embargo (however), Austin no
pudo/podía fundar la colonia porque México luego
ganó/ganaba su independencia de España en 1821.
Young, D. J., Berne, J., Muirhead, P., & Montoya, C. (2016).
¡Vívelo! (2nd Ed.). Hoboken, New Jersey: Wiley & Sons.
We wish you great success in making a
more seamless connection between
language and culture. Stay in touch.
Dolly
[email protected]
Pablo
[email protected]
https://losmuirhead.wikispaces.com/