Culture in the class room

1. Culture in the class room

2. Teacher who follow an experiential or process model of culture learning in the class room can help students turn such an experience into one of increased cultural and self awareness.

3. In teaching we an alien language, we need to be sensitive to the fragility of students by using techniques that promote cultural understanding . • e. g. role play

4. The advantages of role play in ESL classroom: • _as a means of helping students to overcome cultural fatigue. • _role play promotes the process of cross cultural dialog while • providing opportunities for oral communication . • .

5. Other techniques : • Readings,films,simulation games, culture assimilation, "culture capsules " and "culturgrams" • Are available to language teachers to assist them in the process of acculturationin the class room .

6. What is the nature of those students expectations of behavior in their new educational system? • Some means of conceptualizing mismatches in expectations: • 1\ Individualism as a characteristic of a culture opposes collectivism. A collectivist society is tightly integrated ; an individualist society is loosely integrated.

7. 2\ Power distance as a characteristic of a culture defines the extent to which the less powerful persons in a society accept inequality in power and consider it as normal.

8. 3\ uncertainty avoidance as a characteristic of a culture defines the extent to which people within a culture are made nervous by situations they perceive as unstructured , unclear, or unpredictable , situations which they therefore try to avoid by maintaining strict codes of behavior and a belief in absolute truths.

9. 4\ Masculinity as a characteristic of a culture opposes femininity .The two differ in the social roles associated with the biological fact of the existence of two sexes , and in particular in the social roles attributed to men.

10. The climate for effective class room language acquisition may be considerably clouded by what students see as contradictory expectations for their participation , and as a result , certain unnecessary blocks stand in the way of their success.

11. Language policy and politics: • Every country has some form of explicit "official" or implicit "unofficial", policy affecting the status of its native language and foreign language. • English is the subject of international debates as policy makers struggle over the legitimization of varieties of English.

12. World Englishes : • The rapid growth of English as an international language (EIL) of communication . • English in its varieties of what is now commonly called " world Englishes"

13. For example, • Indian English in India • The " Indianization" of English in India has led to a situation in which English has few if any British cultural attributes. • In such contexts English is commonly learned by childrenat school age and is the medium for most of theirprimary , secondary, and tertiary education.

14. Done by: • KhadijaBa- Dawood • Hanan Al-Mas’udi • Asmaa Al-Thaqafi

15. ESL and EFL • Learning ESL • Learning ESL – English within a culture where English is spoken natively • Learning EFL • Learning EFL –English in one’s own culture with few immediate opportunities to use the language within the environment of that culture

16. Two global developments mitigate the clarity of identifying a simple *EFL*context: • The current trend toward immigrant communities establishing themselves within various countries provides ready access to user of so-called foreign languages • In the case of English, the penetration of English-based media provides further ready access to English even in somewhat isolate settings

17. The problem with the ESL\EFL terminology • Degree of acculturation • Deepest form of culture acquisition • The purposes for which one is learning the language

18. Linguistic Imperialism and Language Rights • Linguistic Imperialism • Calls attention to the potential consequences of English teaching worldwide • 1-Legitimizing colonial or establishment power and resources • 2-Reconstituting cultural inequalities between English and other language • 3- Devaluing of native languages through the colonial spread of English.

19. Recently: 1-European Charter for Regional and Minority Languages support minority languages. 2- The Universal Declaration of linguistic Rights has endorsed the right of all people to develop and promote their own languages and to offer children access to education in their own languages.

20. As teachers of English:- 1*We should respect the languages and cultures of our students. 2*We must beware of imposing a foreign value system on our learners. 3*We can break down barriers of communication with English, but we are reminded that EIL carries with it the danger of the imperialistic destruction of a global ecology of languages and cultures.

21. Languages Policy and the “English Only” Debate Sociopolitical domain of second language acquisition: 1-The language of the education of children: The language of education involves the decision by some political entity to offer education in a designated language or languages. 2- The adoption of “official” status for a language in a country.

22. In the United States, an official English policy was needed to unify the country and end decades-long debates over bilingual education.

24. Presented By: Mash’il Al-Subhi AmaniFaqeeh