adama day 2_sarah_done
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Presentation from Day 2 of the CALLing on Ethiopia workshop at ASTU in Adama, Ethiopia.TRANSCRIPT
CALLing on Ethiopia:Computer Assisted Language Learning at Adama UniversityDay 2:Teaching Culture through CALL
Sarah Guth, University Language Center
Francesca Helm, Dept. of Political Science
University of Padova, Italy
CALLing on Ethiopia, Sarah Guth and Francesca Helm
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Do you agree?
Language teaching can no longer make do with focusing on the target language and target countries – and on cultures as territorially
defined phenomena. […] Apart from developing the students’ communicative (dialogic)
competence in the target language, language teaching ought also as far as possible to enable
students to develop into multilingually and multiculturally aware world citizens.
(Risager, 2007 p. 1)
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What does ‘culture’ mean? In small groups come up with a
definition of the word ‘culture’.
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US definition of ‘culture’? The Standards for Foreign Language Learning developed by the American
Council on the Teaching of Foreign Languages (National Standards in Foreign Language Education Project, 1996)
5 C’s for foreign language learning: Communication Connections Comparisons Communities Culture
The ‘Culture’ standard, or the three Ps of culture: practices, perspectives and products practices refer to “patterns of behavior accepted by a society and deal with
aspects of culture such as rites of passage, the use of forms of discourse, the social ‘pecking order’, and the use of space” and derive from
perspectives, which are “the traditional ideas and attitudes [...] of a culture” ( p. 50)
products can be tangible or intangible, but it is important for students to be aware that whatever form a product takes, “[...] its presence within the culture is required or justified by the underlying beliefs and values (perspectives) of that culture” (p. 51).
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EU definition of ‘culture’? the Common European Framework of Reference (CEFR)
(Council of Europe, 2001) aims to provide a European standard for the teaching and assessment of foreign languages in order to promote mobility throughout the multicultural, multilingual European Union. In this document, the key to developing plurilingualism and pluricultural competence is interculturality. The document states that in learning a foreign language: “the learner does not simply acquire two distinct, unrelated
ways of acting and communicating. The language learner becomes plurilingual and develops interculturality. The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how. They enable the individual to develop an enriched, more complex personality and an enhanced capacity for further language learning and greater openness to new cultural experiences.” (p. 43)
Do you know what the CEFR, or Common
European Framework of Reference, is?
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Intercultural Competence Notion of intercultural competence
originally developed within the context of the world of business, e.g. Hofstede’s cultural dimensions to enable business people to work effectively with people from other cultures.
Hofstede developed 4 dimensions to characterize national cultures: Power distance (PDI) Individualism (IDV) Masculinity/Femininity (MAS) Uncertainty Avoidance (UAI)
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Hofstede’s Dimensions Power distance (PDI): H=4, L=2
the extent to which the less powerful members of institutions and organisations within a country expect and accept that power is distributed unequally
Individualism (IDV): H=0, L=6 In Individualist societies people are supposed to look after themselves
and their direct family only. In Collectivist societies people belong to ‘in groups’ that take care of them in exchange for loyalty.
Masculinity/Femininity (MAS): H=6, L=0 A high score (masculine) = society will be driven by competition,
achievement and success, with success being defined by the winner / best in field; a low score (feminine) = the dominant values in society are caring for others and quality of life
Uncertainty Avoidance (UAI): H=3, L=3 the way that a society deals with the fact that the future can never be
known: should we try to control the future or just let it happen? This ambiguity brings with it anxiety and different cultures have learnt to deal with this anxiety in different ways.
How do you think Ethiopia will rate on these dimensions?
High or low?
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http://geert-hofstede.com/countries.html
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Critical Analysis Does this fit with what you think and
feel about your country? What might the limitations to this
approach be?
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Intercultural Communicative Competence Michael Byram (1997) expanded on this concept within the
context of foreign language learning and moved beyond simply ‘intercultural competence’ to ‘intercultural communicative competence’. In other words, Byram’s model of ICC places importance
on the communicative aspect of intercultural competence
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a culture? the culture? these documents refer to:
‘a culture’, ‘the culture’, ‘that culture’ and 'target culture'
this reflects a notion which is popular in many L2 teaching and learning contexts where one language is still considered to equal one culture and where culture is associated with a nation (e.g. French culture is that of France)
Do you feel like you could say there is a culture or the culture in Ethiopia?
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Does language = culture? In strong versions of this 'national' paradigm,
the standard language of the native speaker is idealized and the language learner is seen as aspiring to the native model including what is considered to be appropriate behavior in the target culture. This process of acculturation assumes that there is indeed a standard language and, consequently, a standard culture.
Do you feel you could say there is ‘a’ language and ‘a’ culture in Ethiopia?
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Does this make more sense? New paradigms such as English as a Lingua
Franca (Seidlhofer, 2009) and the transnational paradigm (Risager, 2007) challenge this native speaker model and place the learner in a local and/or global context, not the target, national context.
L2 learners, who are complex, often multilingual subjects with multiple identities, appropriate the language(s) and cultures studied in a way that they find comfortable, without losing or disguising their original identity/ies.
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Is English the future? “monoglot English graduates face a bleak
eonomoic future as qualified multilingual youngsters from other countries are proving to have a competitive advantage over their British counterparts” (Graddol)
What advantages do you think you and your students might have over native speakers of English in an ever-globalized world?
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Krachu’s 3 circles: do you agree?
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What role does EFL play in Ethiopia?
We don’t know, so we ask you: English (at least for now) is the language of
international communication and research – is this relevant to your students?
What role does Jamaican English (Patwa) or other types of English play in schools in Ethiopia?
What role do different ‘Englishes’ play in Ethiopian society? Patwa? Indian English? British English? US English?
Do people react differently depending on the ‘English’ people use?
Is any specific ‘English’ regarded as more important than others? If so, how can you fight this?
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What about ELF? What’s ELF? – English as a Lingua Franca:
Situations in which English is used as the language of communication, but the majority, or all, of the participants are non-native speakers of English.
This is becoming more and more commonplace both in ‘spare time’ where people participate in conversations on social networks, using English to communicate their ideas.
If the English is not accurate, but effective from a communicative point of view, do we still promote it?
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Just a few questions before we break…
What does culture learning entail besides acquiring knowledge?
What impact have the Internet and Web 2.0 had on languages and cultures?
How do you think the Internet can be used to integrate culture learning into the language classroom?
How aware do you think students are of their own cultural identity and the influence of language and location (be it physical or online) on their culture?
What considerations do teachers need to take into account when planning to use CALL for culture and language teaching?
What skills and competencies do teachers and learners need to engage in culture learning through CALL?
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Afternoon workshop First, let’s see what you think:
Word Associations Go to this site and write down the first
1-5 words that come to mind. If you can do it in English, please do so, if not do it in your native language and we can translate.
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Word association task- compare the responses
- are they similar or not? - What words appear more frequently in
one list rather than another?- What words appear only in one list?- Do these words generate positive,
negative or neutral associations?
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ITALY GERMANY JORDAN USA
war, nation, deathsafety, Afghanistan, deathviolenzaduty, courage, wartoday wars are uselessWarmilitary, organization, warsoldier,warErroruniform, generalDanger, exploitationnecessary
war, JewsJewsConflictweaponsJesus"God's chosen people", dead seabibleJews, Muslims, ChristiansJerusalemtroubledifficult subject for Germans
killingpowerthe power of statejust a nameLiberationPowersecurity, borderJapanisraeli Army killing people in GazaWar, power,security
StrongBraveforceful, bravemoneywar, killing, bombs, death, Overextended
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ITALY GERMANY JORDAN USA
loneliness, ingiustiziaNorth, Southracism,violenceignorance prejudiceRacism-Sexualapartheidracism immigrantsage, nationalitygenderimmigrants, womensocial and economic oneStadiumWomen Blacks Weak
blacks, attack, segregationhabits, tradition, rightsprejudicehappens to oftenmobbing, prejudicesbeing gay/ womenNazi regime, Martin Luther Kingstupid, understanding
Bushawfulvery bad thingDestructionUSA, Israelblack, Muslimsblack and whiteUnited Nationsthe worst thing----bad people -----vanity-
blacks and whitesActs of hatredbad, unnecessaryimmigration, Colombiapolice, anti-semitism, genocideunjust
discrimination
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ITALY GERMANY JORDAN USA
University, schoolUniversity, familyschool, teacherteachers knowledges School-Family-Studyschool universityscuola, famigliaculture growth enrichmentgraduationRiforma Gelmini, pochi soldipolite, teaching, respect
school, learn, childhoodschool, teacher, booksuniversity, schoolStudy feesimportantway to broaden one´s horizonpossibilities, childrenJob, Chances, Moneyhard work, knowledge, basics for becoming a socialized person, great opportunity
greatimportantgood futurewhat we have in the futureFutureMy passportuniversity,computermy universityknowledgesoul foodunderstanding lifesmartpeople
universitycollegeImportantsmart, intelligent, necessarynecessary, time-consumingdiplomaAdvancement
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ITALY GERMANY JORDAN USA
culture, names, styleindividual, country, habitsnationality,religionpersonalcharacter culture background Culture-Personalitymultiwhat I amname, charactermyself,trademarkCulturedocument, nationalcardI.D Cardchanging
nationlity, countryid-cardlangugae, culturePrivatecharacter, culture, attitude, moralfriends, family, things I likeNationality, Cultural Background, Languagesearching for itculture, history, experiencepart of one´s personality, flexibility
Palestinianlandimportant thingjust a nameIslamIslamPalestinian, culture,namePalestineJordanaian Arab
personmyselfUniquetrue, meconfidencename, image, Self
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ITALY GERMANY JORDAN USAdifferent culture, difficultyintegration, Padua, culturesculture,boatsrefuge wars too manyproblemi,scontri di idee, discriminazionecrime, integration, integrazione, forza lavoronon-Eu citizen, Albanian, integrationintegration,societyBrothersdiscrimination, illegalto protectpoor countriesa problemclandestine, africapoverty, loneliness, integration, different culturesillegality, difficult lifeperson, wish, escapeillegal, exploitationAlone Difficulties Discriminationnord africa afghanistan cina
travel, new beginningproblems, integrationmeellis islandcultural differencesTurkish peoplewelcomeAmericaintegration, minoritiesintegration, culture clashimportant, sometimes difficultlanguage problems, insecurity, disadvantagenew opportunities
lebaneeshomelessbad ideawho think that the other world is the bestforced Looking for another chanceillegal immigration, displacement of Palestinians Francenot goodsome one who needs assistance, harsh conditions, fatigue
Mexicomy ancestersJobshard-working, smartUnited States, discriminationday laborlegal?
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ITALY GERMANY JORDAN USA
solitudeidentity,own ideascommunityloneliness no joySolitude-Mindegoismoselfishness lonelinesswhat I want to beideologia libertàIndependent, social positionautonomy,independenceEvilour societymakes problemsfreedom, choosemodern societyWest Widespread Downfall
extraordinary, strangemoral, society, freedomfakepersonal characteristicscharacterfreedomimportantuniquenessbeing myself, being friends with myselfidentity, variety, important not to loseself-confidence, doing whatever you wantimportantfreedom, choice, othernessambition, originality
goodnot badit causes bad imprestionevery one do what he or she wantself-relianceBadfreedom, selfishness myselfno cooperationisolation, grief
being originalvery goodUniquenesscreativesearching, finding, believingme, personalityAutonomy
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ITALY GERMANY JORDAN USA
responsability, fame, loneliness, drugGovernment, mafia, USeconomics,politicstoo few peoplestrength controlStrenght-Politicswomenpericolositàsuccess moneypolitics and moneyabuse, money, manageOpportunityUsa, forceaction, money, forceUnited States, war
strong, politicsmoney, relations, politicsUSApoliticians, economicsPoliticsdangerousfemaleUSA, war, moneyUSAresponsibility, dangerStrength, Decisionsstrong, energyoverrated, especially by Americaposition, money, mediaunbalanced, capitalism
weaponfamilyevery thing in lifesomething will disapear in the futureNeedPower CorruptsAmerica, Nuclear powereducationOilKnowledgedouble-edged sword
government citizensMoneystrong, glorymilitaryMoneycontrol
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Mapping stereotypes
What about stereotypes?What stereotypes do you
have of different countries? What
stereotypes do you think they have of your
country? What is the foundation of these
stereotypes?
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Make a taskHere are several online resourcs regarding mapping stereotypes. In groups develop a task (pre-task, task, post-task) using these resources. Reading:
Stereotype maps: Is that what they think of us? (article from the Guardian newspaper)
Speaking/Discussion: maps on the website (picture maps of different parts of the world seen by different peoples)
Listening: an interview with the designer
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