global communication

1. Unit 2 ‘What is language?’ Culture What do we mean by culture? global communication Created by Leighton Park School

2. Go around the classroom and look at the items on display. For each one, think about and discuss the following questions. • Is this a ‘cultural’ artefact? • If yes, why? • If no, why? On your own, with a partner or with the whole class, think about the following questions. • What is culture? • What does culture mean to me? Created by Leighton Park School

3. Professor Robert Winston here again! In my book ‘Human’, I define culture like this…. Culture includes what people believe, how they behave, how they shape their environment and what they understand about the world. Most elements of culture are passed on by the family or community. People absorb this knowledge unconsciously as they grow up; the values and habits of their social group seem normal, while those of other groups may seem strange. A shared culture strengthens social bonds, however some people choose to rejectcertain elements. Created by Leighton Park School

4. Every culture is based on three elements: ideas, customs and objects. In addition, art (including music and literature) and science are the most sophisticated types of cultural expression Common ideas are the cornerstone of a culture. People find it easier to relate to one another if they share an understanding of how the world works, for example ideas about family structures, communication, morality (‘right and wrong’) and religion. Myths, legends and stories are often a way of passing on ideas, rules and beliefs in society. People’s worldviews are revealed in their customs. Some customs provide a way for individuals and groups to assert their identity, especially when meeting strangers. Other customs develop for practical reasons to ensure health and safety. They include rules about what is safe to eat, how to dress for protection in harsh climates, and hygiene habits. Certain customs are designed to ensure that people treat each other fairly. A culture is also defined by the objects with which people surround themselves. Certain possessions, such as a shaman’s drum or a cross in a church, are designed for ritualor symbolic purposes. Some objects have both symbolic and practical value: for example, the tools of a person’s trade, such as a doctor’s stethoscope or white coat, may be status symbols as well as essential equipment. Some objects, such as jewellery or art, are for decorationbut they can also show the owner’s wealth, status or taste. Created by Leighton Park School

5. Which culture are you part of? Do you think people can belong to more than one culture? What ideas, customs and objects form your culture Is your culture important to you? What happens when two groups with different cultures meet? In what different ways can culture be passed on? We have learned that some people reject certain aspects of their culture. Can you think of any examples of this and suggest reasons people might do this?? What can influence or change a culture? What is a cultural stereotype? Created by Leighton Park School

6. Read these statements about culture and say whether or not you agree with them – explain your answers, and give an example if you can! We express some aspects of our culture without even realising it. Rap music isn’t culture, only classical music. When we shake hands with someone we meet, this is an expression of our culture. The clothes people wear can tell us something about their culture. People learn their cultures in school. If people have a shared culture, it can bring them closer together. Language is part of culture. Folk tales, myths and legends can be used to pass on cultural ideas. We should be afraid of other cultures. It we are travelling abroad, it is useful to learn something about that country’s culture. Technological developments can change cultures. Cultures can be under threat, and even die out. Every culture is of equal value. Not everybody wants to be part of their culture. Created by Leighton Park School

7. Next lesson we will be looking in more detail at a particular culture. For homework, find some cultural artefacts relating to that particular culture and bring them in. You could bring: • Pictures • Objects • Items of clothing • Music • Stories • Food • Information • Anything else you think would be interesting! Created by Leighton Park School

8. Unit 2 ‘What is language?’ Culture A cultural case study global communication Created by Leighton Park School

9. Look at the cultural artefacts which you and your classmates have brought in. Discuss them as a class, then choose three which you are particularly interested and complete a piece of work in your book, or on your laptop or tablet, in which you draw or photograph the artefact, and then answer the following questions: • What is the artefact? • Who made it? Who might use it? • Who and / or what does it represent? Is it ‘stereotypical’? • Is it used in today’s culture? If not, how has it helped shape today’s culture? • Do you have anything like this in your own culture? • How could it help someone from a different culture understand the culture it represents? • What are your opinions about this artefact? Why? Created by Leighton Park School

10. Unit 2 ‘What is language?’ Culture Culture and communication – Signs and symbols global communication Created by Leighton Park School

11. What do the following signs, symbols and logos mean or represent? • How do you know what these symbols mean? • How and why do they put across such a clear message? Created by Leighton Park School

12. It’s me again! Here’s what I have to say about symbols…. Read the text and then answer the questions in your own words. Symbols. A symbol is an image that conveys a message or stands for a person, object or concept. The most basic symbols are designed to be understood instantly, such as the stylized male and female figures on toilet doors or the skull and crossbones meaning “danger”. Others may need to be learnt at first but are then easy to understand, such as road signs, symbols for chemicals and icons on computers. Writing systems are more complex systems of symbols, in which letters, characters, or other marks represent sounds or words. Other systems based on symbols include numbers and other mathematical signs and musical notation. Many symbols are recognized across cultural boundaries. The most common examples are religious symbols such as the Start of David and the Taoist “ying-yang” sign, and national flags. Certain global organizations, such as the Red Cross, also have emblems that are instantly recognized. In addition, some of the world’s most successful companies are represented by simple logos that have become widespread and are now familiar sights in many cultures. What is the purpose of a symbol? Why is it sometimes more useful to use a symbol rather than a word? Give an example of a simple symbol and a complex symbol and explain the difference between how we use and learn the two different types. What are the most common types of globally recognisable symbols? Why do you think such symbols have become so widespread? Why might global companies prefer to use a sign or symbol rather than words to promote themselves? Think of a commonly used symbol, then draw it and explain its meaning and usage. Created by Leighton Park School

13. The study of signs and symbols is called semiotics. • We can think of a sign (or symbol) as being made up of two parts. We call these the signifier and the signified. • Take the recycling logo….. The signified is whatever the sign refers to in the real world – or put another way – what we think of when we see the sign. In this case we could say that the main signified is the idea of recycling paper, glass or plastic. Another signified could be an environmentally friendly lifestyle or guarantee that a product is ‘green’. The signifier is the visual image – a green ‘cycle’ of triangles. • Signifieds can be concepts, ideas and lifestyles as well as tangible objects. • Signifiers are always the same, but signifieds can be different things for different people. Created by Leighton Park School

14. What are the signifier and signified for each of these signs and symbols? Created by Leighton Park School

15. Global brands work hard to ensure that the signs they use to promote themselves are effective. Sometimes, people might not agree with the message being conveyed by a sign, or they might feel that the sign is misleading, so they try to change the signifier or signified. This is called ‘subvertising’ and reminds us that we should always think carefully about whether we agree or not with a message that a sign or symbol is intending to convey. Look at this example of subvertising of the BP logo by environmental campaign group Greenpeace. Firstly, think about what the signifieds of the BP logo are, then click on it to see what Greenpeace did….. • Why do you think Greenpeace chose to subvertise the logo in the way they did? • What are the signifiers of some of the subvertised logos? • What does this action tell us about the power of signs and symbols? Created by Leighton Park School

16. Unit 2 ‘What is language?’ Culture Culture and communication – Gestures and body language global communication Created by Leighton Park School

17. Look at these examples of body language and gesture – what do they mean? I lost  I won  I’m worried Shhhh! Stop! I’m listening / I’m sorry / I understand I don’t like you! / I don’t care! I love you! Created by Leighton Park School

18. Look at these examples of body language and gesture – what do they mean? Created by Leighton Park School

19. Communication which does not use speech is called ‘nonverbal communication’. In my book, ‘Human’, I describe it like this…. Body Language In contacts between individuals, body language – movements, posture, facial expression, and use of personal space – is the most powerful form of communication. Even when a person is speaking, it is estimated that only 7% of his or her message is conveyed through the words; 38% comes from the tone of voice, and a full 55% comes from the body language. This form of communication usually shows someone’s subconscious feelings about other people or situations. It includes signs of social dominance or submission, aggression, anxiety and attraction. These basic signals are recognized by most people in the world and even by domestic animals, such as dogs. We can learn to “read” body language by noticing clusters of signals (rather than isolated actions). For example, the signs showing that a person likes us might include direct, friendly eye contact together with leaning closer and pointing the hands and feet towards us. Gestures A gesture is a deliberate nonverbal signal. In everyday life, gestures are most often used to convey particular types of message, such as greetings, expressions of respect, or insults. Many of these actions are specific to one or a few cultures, such as the hongi, the Maori greeting in which people touch their noses together. Other gestures have different meanings depending on the context: for example, making an O shape with the thumb and forefinger could mean “OK” or it could signify “no money”. Certain gestures act like punctuation marks in speech, emphasizing the words. Formalized systems of gestures have been devised for situations in which people cannot usually heard, such as the hand signals for scuba divers…..The most complex gesture systems are the sign languages created for deaf and deaf-blind people, which are used in the same way as spoken language but involve forming words with hand movements and facial expressions. • Write about two ‘real life’ examples of where you or someone you were communicating with used body language and gestures. Use these texts to help you explain what was happening in each situation. Created by Leighton Park School

20. Some examples of body language and gestures appear to be universal, but others can form part of a particular culture. It is important to have some awareness of the meaning of different customs relating to gesture and body language if you are travelling to a different country, in particular one whose culture is very different to your own. Watch this advert for the bank HSBC, which uses body language as a theme. • Why do you think the bank chose to advertise its services in this way? What message is it trying to put across? • What could be the effect of causing a cultural ‘faux pas’? • How could it affect communication? • What could a tourist or business traveller do if they accidentally caused offence in a different culture? • Where could a tourist or business traveller find out about different cultural customs? Created by Leighton Park School

21. Unit 2 ‘What is language?’ Culture Culture and communication – Phatic communion global communication Created by Leighton Park School

22. Think back to what you learned about the functions of language – can you remember what they were? Here’s a recap! Communicating Ideas and Information Forming and Sustaining Relationships Demonstrating Power We use language to form relationships with other people, and then to keep those relationships going successfully. We use language to be polite, and show that we are interested in other people and their feelings. We can use language to indicate that we have power or authority over someone else. Sometimes this can be useful and necessary, but at other times it can be unpleasant. We use language to ask for and give information, and to share our ideas about things. We ask and answer questions on and tell people about all manner of things every day, from the trivial to the extremely important. Today we are going to look more closely at the second function, which we call Phatic Communication. Created by Leighton Park School

23. Look at these examples of phatic language use and answer the questions. • What are the ‘face’ symbols called? • Why do we use them? • How do they help develop and sustain the friendship between these two people? • Are there situations in which you would not use these symbols? Why not? Created by Leighton Park School

24. Who are these people? • What are they doing? • Why? • Can you think of other examples of phatic gestures? Created by Leighton Park School

25. Now watch this clip of and read the article about teenagers using slang and ‘novel’ language to communicate with one another. (Click on the picture) • Why do teenagers seem to use more slang than older or younger people? • Do you and your friends use slang or make up new words? • Why do you do it? • What effect does it have on your friendships? Finally, think about the role of phatic communication when it comes to communicating in a foreign language. • How could trying to communicate in a foreign language serve a phatic purpose? Created by Leighton Park School

26. Unit 2 ‘What is language?’ Culture Telling stories project 1 global communication Created by Leighton Park School

27. Sit back, and listen to the stories! How did you feel when you were listening to the stories? Why do we tell stories? What kinds of stories did you enjoy as a small child? What kinds of stories do you enjoy now? Why do parents tell small children stories? How does storytelling contribute to culture? Created by Leighton Park School

28. Storytelling is important for children’s language development…… When I was little…… Storytelling is part of culture…… In the future, storytelling…… When people listen to stories being told... Complete the sentences with your own ideas about storytelling. Created by Leighton Park School

29. What do you think storytelling will look like in the future? Click on the speech bubbles for a taste of things to come…? Created by Leighton Park School

30. Unit 2 ‘What is language?’ Culture Telling stories project 2 global communication Created by Leighton Park School

31. We learned last term that you don’t need to be able to speak perfectly fluently in a foreign language in order to get your message across. Equally, you don’t need to be able to understand every single word in order to be able to enjoy reading in another language. What strategies can you use to understand a text in a foreign language? C ognates C ontext C ommon Sense C ut out the bits you don’t need Created by Leighton Park School

32. Let’s try out the 4Cs on this Dutch text! Unless you can speak Dutch fluently, you won’t understand the whole thing, but that doesn’t mean you can’t get the gist, and come out with a few key pieces of information. This is a skill which could really come in useful if you are in a foreign country! • What cognates can you find? • What key words can you understand? • What is the text about? • Where did the text come from? • What pieces of information can you work out? • Which words are most important to understand? • Which words can we get by without understanding? Created by Leighton Park School

33. What cognates can you find? • What key words can you understand? • What is the text about? • Which would you order?! Created by Leighton Park School

34. What cognates can you find? • What key words can you understand? • On what date does Madagascar 3 come out? • How do you say ‘The Dark Knight’ in Italian? Created by Leighton Park School

35. What cognates can you find? • What key words can you understand? • What is the text about? • Where did the text come from? • What pieces of information can you work out? • Which words are most important to understand? • Which words can we get by without understanding? Created by Leighton Park School

36. Use the 4Cs to try and understand as much as you can of the foreign language story you will read or hear in class. Created by Leighton Park School