Building intercultural communicative competence one activity at a time
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Building intercultural communicative competence one activity at a time. Pablo Muirhead , Ph.D. WAFLT November 2 nd , 2013 [email protected] THE PERSONAL Connection between Language & Culture. Conceptualization of Culture. THE PROFESSIONAL Intercultural Communicative Competence.

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Building intercultural communicative competence one activity at a time

Building intercultural communicative competence one activity at a time

Pablo Muirhead, Ph.D.

WAFLT

November 2nd, 2013

[email protected]


Building intercultural communicative competence one activity at a time

THE PERSONAL

Connection between

Language & Culture

Conceptualization of

Culture

THE PROFESSIONAL

Intercultural Communicative Competence


Culture as an iceberg

Culture as an iceberg

What do you see?

And now?


Culture is

Culture is…

… tantamount to perspective

… intertwined with issues of power

… products and practices


In other words

In other words…

“Culture is a fluctuating embodiment of a group’s products, practices and perspectives. Inseparable from language, culture is also impacted by issues of power as it can be used to marginalize or privilege.”

Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.

Pablo Muirhead


How is culture integrated into the teaching of languages

How is culture integrated into the teaching of languages?


Building intercultural communicative competence one activity at a time

AVOID BEING

CULTURE BOUND

Having a single cultural perspective.

Not being able to adopt different points of view.


Building intercultural communicative competence one activity at a time

CULTURE

POWER

Perspectives

Products

Practices

Pablo Muirhead


Building intercultural communicative competence one activity at a time

PERSPECTIVES

What can we gain?

the 3 Ps

PRODUCTS

Family meal

PRACTICES

Sobremesa

Pablo Muirhead


Building intercultural communicative competence one activity at a time

PRACTICE:

Gemütlichkeit

PRODUCTS:

What products do you associate with this?

PERSPECTIVES:

Whatperspectives do youassociatewiththis?


Building intercultural communicative competence one activity at a time

Unspoken Rules

  • Read the unspoken rules of behavior associated with your culture.

  • Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.

THEN, get to know several people by…

Introducing yourselves.

Talking about your roles as language educators.

Sharing the impact of your intercultural immersion experiences.


Building intercultural communicative competence one activity at a time

(INTERCULTURAL)

COMMUNICATION

To study another language and culture gives one the powerful key to successful communication: knowing how, when,andwhyto say what to whom.


Building intercultural communicative competence one activity at a time

CULTUR

E

INTEGRATIVE MOTIVATION

INSTRUMENTAL MOTIVATION

LANGUAG


First impressions

First impressions

  • Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.

  • You are about to view a series of images. Share your first impression with a neighbor.


Building intercultural communicative competence one activity at a time

Young or old woman?


Building intercultural communicative competence one activity at a time

Man Playing Horn... or Woman's Silhouette?

Hint: woman's right eye is the black speck in front of horn handle


Building intercultural communicative competence one activity at a time

Woman in vanity... or Skull?

Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)


Building intercultural communicative competence one activity at a time

Two Faces... or One?

Hint: two faces side

profile or one face

front view


Building intercultural communicative competence one activity at a time

A Rabbit... or a Duck?

Hint: the duck is looking left, the rabbit is looking right


Reflections

Reflections…

Fact is…

…impressions and decisions are made very quickly.

…we will gain a bigger picture of issues if we can first suspend judgment.

Chances are…

…you and your partner didn’t see the same thing at first.

…you may have struggled to see both representations all the time.


Harvard hidden bias tests

Harvard Hidden-Bias Tests

Excellent resource for self-reflection.

Multiple tests are available to measure your subconscious.

Find at http://hvrd.me/Wgh2pm


Bennett model experience of difference development of intercultural sensitivity

Bennett ModelExperience of DifferenceDevelopment of Intercultural Sensitivity

Denial

Defense

Minimization

Acceptance

Adaptation

Integration

ETHNOCENTRIC

STAGES

ETHNORELATIVE

STAGES

Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R.

K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57

135). Lincolnwood, Illinois: National Textbook Company.


Building intercultural communicative competence one activity at a time

I haven’t left my little bubble yet…

DENIAL

Individual does not perceive cultural differences, or avoids them.

Focus on PRODUCTS

ETHNOCENTRIC

STAGES


Building intercultural communicative competence one activity at a time

There “they” go speaking Spanish again.

DEFENSE

Reflect on own cultures

Individual demonstrates intolerance toward differences.

ETHNOCENTRIC

STAGES


Building intercultural communicative competence one activity at a time

I like to think of myself as color blind. I don’t see a person’s race.

MINIMIZATION

Individual downplays

differences and takes on belief that everyone is the same.

ETHNOCENTRIC

STAGES

increase contact with cultures studied


Building intercultural communicative competence one activity at a time

I don’t understand but I’m okay with that and am open to learning.

comparisons & contrasts

ACCEPTANCE

Individual begins to value the richness that cultures offer.

ETHNORELATIVE

STAGES


Building intercultural communicative competence one activity at a time

I see things differently now and can better understand why others feel the way they do.

ADAPTATION

Individual begins to develop other perspectives and skills to get along better with “others”.

tolerate greater ambiguity

ETHNORELATIVE

STAGES


Building intercultural communicative competence one activity at a time

I have acquired various lenses through which to understand the world.

INTEGRATION

  • \

Individual is able to view the world from multiple perspectives.

challenge societal injustices

ETHNORELATIVE

STAGES


Reflecting on these stages prepare to answer some questions

Reflecting on these stages, prepare to answer some questions.

Denial

Defense

Minimization

Acceptance

Adaptation

Integration

ETHNOCENTRIC

STAGES

ETHNORELATIVE

STAGES

Pull out your phones and text your responses to...


Reflecting on these stages prepare to answer some questions1

Reflecting on these stages, prepare to answer some questions.

Denial

Defense

Minimization

Acceptance

Adaptation

Integration

ETHNOCENTRIC

STAGES

ETHNORELATIVE

STAGES

And now respond to…


Developing icc

Developing ICC

  • It’s a gradual process

  • Move from seeing cultures from the OUTSIDE  IN to the INSIDE  OUT


To seamlessly weave culture and language we need to

To seamlessly weave culture and language, we need to…

  • Make relevant to students’ lives.

  • Reclaim curriculum by developing standards-based thematic units and using the text as a resource.

  • Develop multiple perspectives.


Useful strategies

Useful Strategies

  • Write from a different perspective.

  • Weather from different parts.

  • Interview community members.

  • Activities in the community.

  • Listen to and work with music.

  • Reenact an event.

  • Noticias del mundohispanohablante.

  • Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity

  • 10 Chairs of Wealth


Language exchange

p. 13

Language Exchange

Objective: Create an opportunity for Spanish-dominant English-language learners and Spanish learners to interact on an even playing field.

Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.

Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.


Mil gracias pablo muirhead muirheap@matc edu

Mil GraciasPablo [email protected]

I hope you were able to reflect today on the art of teaching. As we return to our students and try new strategies, let’s stay in touch to support one another. Feel free to contact me!! I look forward to hearing from you.


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