GE Global GE Global Cultures:Cultures: Do Do

introductory language introductory language courses fulfill the courses fulfill the

requirement?requirement?By: Suzanne Alborg, Jaclyn By: Suzanne Alborg, Jaclyn Allen, Anita Chan, Jennifer Allen, Anita Chan, Jennifer

Goerzen, Stephanie Eng and Goerzen, Stephanie Eng and Elizabeth SolomonElizabeth Solomon

Examining the GEExamining the GE In 2004, a task force was created to In 2004, a task force was created to

revise the current GE curriculum.revise the current GE curriculum.Civic and Cultural Literacy sectionCivic and Cultural Literacy section

American Cultures, Governance and American Cultures, Governance and History History

Global CulturesGlobal Cultures

““Global Cultures” is what we will be Global Cultures” is what we will be focusing on todayfocusing on today

Global Cultures GEGlobal Cultures GEObjectiveObjective: create citizens who…: create citizens who…

1.1. Are comfortable with communication, Are comfortable with communication, technology, social interactions and technology, social interactions and economic exchange at the economic exchange at the international level international level

2.2. Have respectful understanding of Have respectful understanding of other cultural worldviewsother cultural worldviews

Global Cultures GEGlobal Cultures GEVarious ways the task force proposed

the 3 unit requirement could be fulfilled:

1. Taking an introductory, intermediate or upper division language course

2. Studying abroad3. Courses in natural sciences, with

emphasis on globalization issues

The ChargeThe ChargeEvaluate the amount of cultural Evaluate the amount of cultural

knowledge gained through introductory knowledge gained through introductory language courses (1, 2, 3) and whether language courses (1, 2, 3) and whether or not this fulfills the proposed Global or not this fulfills the proposed Global

Cultures GE requirement.Cultures GE requirement.

Sponsors: Charles E. Lesher and Diane AdamsCharles E. Lesher and Diane AdamsAdvisors: Dr. Chang and Dr. Martinez-CarazoDr. Chang and Dr. Martinez-Carazo

The ChallengeThe ChallengeHow do you measure if a student has How do you measure if a student has

enough cultural knowledge to fulfill enough cultural knowledge to fulfill the GE Global Culture’s component?the GE Global Culture’s component?

At what point can a student:At what point can a student:

1.1. Recognize world views other than Recognize world views other than their owntheir own

2.2. Feel comfortable interacting in an Feel comfortable interacting in an international settinginternational setting

Relevance of ChargeRelevance of ChargeThis new component needs to be This new component needs to be

backed by legitimate courses to backed by legitimate courses to fulfill the requirementfulfill the requirement

Purpose of our researchPurpose of our research: to : to determine whether introductory determine whether introductory language courses realistically meet language courses realistically meet the goals of the GE task forcethe goals of the GE task force

Research ConductedResearch ConductedSurveyed UC Davis students:Surveyed UC Davis students:

Introductory language coursesIntroductory language coursesChinese, French, German, Italian, Japanese Chinese, French, German, Italian, Japanese

and Spanishand SpanishGeneral UC Davis student populationGeneral UC Davis student population

Interviewed language professors Interviewed language professors

Student SurveysStudent SurveysThe student surveys were created in The student surveys were created in

an attempt to measure the level of an attempt to measure the level of awareness and comfort in an awareness and comfort in an international setting.international setting.

Challenges of measuring culture:Challenges of measuring culture:Qualitative informationQualitative informationSubjective topicSubjective topic

3-Part Survey3-Part SurveyBackground InformationBackground Information

Cultural ExperienceCultural Experience

Cultural Aspects of Language CourseCultural Aspects of Language CourseAspects of culture discussed in classAspects of culture discussed in classTime spent learning culture in classTime spent learning culture in classAppreciation, awareness, and interest in Appreciation, awareness, and interest in

cultureculture

Aspects of CultureAspects of Culture

Sports12%

Religion6%

Politics6%

Other1%

Food18%

Art, Music,Entertainment

17%

History,Architecture,

Historical Landmarks

16%

Family Life15%

Social Structure

9%

CCulture vs. ulture vs. ccultureulture CCulture: artistic and historical aspects ulture: artistic and historical aspects

of culture (i.e. historical monuments, of culture (i.e. historical monuments, food, sports)food, sports)

cculture: anthropological or ulture: anthropological or sociological view of culture (i.e. sociological view of culture (i.e. greetings appropriate for social greetings appropriate for social settings)settings)

CCulture vs. ulture vs. cculture in ulture in classclass

Family Life 15%Sports 12%

Art, Music, Entertainment

17%

Food 18%

Social Structure 9%

Religion 6%

Politics 6%Other 1%

History, Architecture, Historical

Landmarks 16%

Student Survey Student Survey ResultsResults

Amount of time in class spent on culture 36%

Level of interest in learning about that particular culture

7.4 out of 10

Appreciation for cultures other than their own

7.4 out of 10

Awareness of other cultures relative to their own

7.1 out of 10

SARISARI

Religion 8%

Politics 7%Sports 7%

Food 16%

Family Life 13%

Social Structure 12%

Other 7%

History, Architecture, Historical

Landmarks 14%

Art, Music, Entertainment

16%

““The Debate”The Debate”

In favor:In favor:

Absorbing culture is inherent through Absorbing culture is inherent through learning a language, even at an learning a language, even at an

introductory level.introductory level.

In opposition:In opposition:

True cultural understanding can only be True cultural understanding can only be achieved at a more advanced level.achieved at a more advanced level.

““Language is inseparable from Language is inseparable from cultural consciousness…it is a cultural consciousness…it is a language-world view.”language-world view.”

Mikhail Bakhtin,Mikhail Bakhtin, Russian Russian

ScholarScholar

In FavorIn Favor

In OppositionIn Opposition““Introductory [language courses] is a lot of Introductory [language courses] is a lot of

superficial knowledge and not a lot of superficial knowledge and not a lot of critical analysis or cross-cultural critical analysis or cross-cultural comparison. There is cultural material, comparison. There is cultural material, but not enough to satisfy a GE." but not enough to satisfy a GE."

-UC Davis Professor-UC Davis Professor

ConclusionsConclusions We cannot determine the extent to which We cannot determine the extent to which

culture is taught in introductory language culture is taught in introductory language courses.courses.

Introductory language classes mostly teach Introductory language classes mostly teach surface level aspects of culture.surface level aspects of culture.

The Global Cultures requirement needs to The Global Cultures requirement needs to be less vague in its objective. be less vague in its objective.

RecommendationsRecommendations

The goals of the Global Cultures The goals of the Global Cultures GE need to be re-worded to be GE need to be re-worded to be more specificmore specific..• i.e. “Openness, awareness, exposure”i.e. “Openness, awareness, exposure”

Final ThoughtsFinal Thoughts

Foreign language courses should Foreign language courses should continue to be encouraged,continue to be encouraged, even even though we found that they do not though we found that they do not

fulfill the proposed Global Cultures fulfill the proposed Global Cultures GE requirement.GE requirement.

AcknowledgementsAcknowledgementsThank you to:Thank you to:

Our Sponsors: Our Sponsors: Charles E. LesherCharles E. Lesher

Diane AdamsDiane Adams

Our Advisors:Our Advisors:Chia-ning Chang, Ph.D.Chia-ning Chang, Ph.D.

Cristina Martinez-Carazo, Cristina Martinez-Carazo, Ph.D.Ph.D.

All the participating language All the participating language Professors and studentsProfessors and students

Kathy J. Davis, SARIKathy J. Davis, SARI

Adrienne ReiningaAdrienne Reininga

Erin SchlemmerErin Schlemmer

Laurie StillmanLaurie Stillman

Ashley CliffordAshley Clifford

Jessica UttsJessica Utts

Ora SraboyantsOra Sraboyants

Ann OrelAnn Orel

Carrie DevineCarrie Devine