Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Promoting Intercultural Understanding among school-age students

Practicum II project
by

jessica garcia

on 22 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Promoting Intercultural Understanding among school-age students

Promoting Intercultural
Understanding and Knowledge among school-aged students CULTURE INTERCULTURAL
LANGUAGE LEARNING LANGUAGE & CULTURE Weaver (1993)
-The cultural iceberg- Thanasoulas (2001) Bates and Plog (1990) 7th grade Andrés Páez de Sotomayor School by:
Jessica García
Xiomara Gualdrón Theoretical framework Problems Disrespect Intolerance Violence offensive
attitude impolite
attitude Objectives "Culture is the system of shared beliefs, values, customs, behaviors, and artifacts that the members of society use to cope with their world and with one another, and that are transmitted from generation to generation through learning." "culture as an iceberg which has both external (on the surface) and internal (below the surface) parts. The external part of culture deals with elements that can be seen, heard and touched like food, music, or clothes. The internal part is represented by those elements that are not as obvious such as beliefs, values, thoughts, myths; and like the iceberg, that which cannot be seen makes up the majority of the mass." "language teaching is culture teaching, and someone involved in teaching language is also involved in teaching culture at the same time."
"Culture is inextricably and implicitly related to language." Baschman (1990) "Teaching and learning a foreign language cannot be reduced to the direct teaching of linguistic skills like phonology, morphology vocabulary and syntax. The contemporary models of communicative competence show that there is much more to learning a language than the language skills and they include the vital component of cultural knowledge and awareness" Kramsch (1993) "we cannot be competent in the language “if we do not have an awareness of that culture, and how that culture relates to our own first language/first culture" Tomalin (1995) Research Centre for Languages and Cultures Education (2003) "In order to learn about another culture we need to learn about our own culture at the same time by comparing our own culture with the target culture." Trujillo (cited in Chlopek, 2008) "the Intensive intercultural education is a good way to sow the seeds of tolerance, acceptance, understanding, and respect." “cultural awareness and tolerance should be created in students because it enables students to express their cultural opinions" "the study of culture affects student’s motivation when learning a foreign language. . It also increases not only learners’ curiosity about and interest in target countries but also their motivation to study foreign languages " Gardner & Lambert (1959) Implementation 12 groups 6 micro-projects Final product Findings During the classes students demonstrated respect and tolerance from those things that are different in each culture. Students demonstrated fascination and understanding for other cultures. At the beginning some students reacted in a negative way because they did not want to work with others , but with time those students started to enjoy working with others and share tasks in the group in order to share responsibilities. At the end, it was observed that students preferred the classes where they had to work in groups. Cultural aspect increased students’ motivation and stimulate respect and tolerance among students. Students' interview Conclusions The use of the cultural aspect in the project was meaningful, since it made classes dynamic and interesting for students.. In addition, while students became aware of the differences of others countries their lexical English knowledge was improving. At the end, students were able to demonstrate respect and tolerance towards different aspects of each culture as well as compare and value their own culture.

The group understood the importance of teamwork and reinforces their interpersonal relationships. However, there were some students who were reluctant to work with others. jesik8garcia@hotmail.com xiomaragualdron@hotmail.com Thank you!
Full transcript