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Building Global Competence: Proficiency in Communication, Cultures, and Comparisons. @PabloMuirhead [email protected] http://losmuirhead.wikispaces.com. Sácate una foto Visita http://padlet.com/wall/uwmculture Cuelga tu foto y cuéntanos un poco de ti lingüística y culturalmente.

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Building Global Competence: Proficiency in Communication, Cultures, and Comparisons

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Building global competence proficiency in communication cultures and comparisons

Building Global Competence:Proficiency in Communication, Cultures, and Comparisons

@PabloMuirhead

[email protected]

http://losmuirhead.wikispaces.com


Building global competence proficiency in communication cultures and comparisons

  • Sácate una foto

  • Visita http://padlet.com/wall/uwmculture

  • Cuelga tu foto y cuéntanos un poco de ti lingüística y culturalmente.


Building global competence proficiency in communication cultures and comparisons

DE LO PERSONAL

Nexo entre

cultura e idioma

Conceptualización de Cultura

A LO PROFESIONAL

CompetenciaComunicativa Intercultural


Horario por la ma ana

Horariopor la mañana

1ra parte:

Los Standards de ACTFL,

Concepto de Cultura

Descanso

2da parte:

Reflexión y acción

Almuerzo


Horario por la tarde

Horario por la tarde

3ra parte:

Crear ambiente y más actividades

Descanso

4ta parte:

Desarrollar actividades


Building global competence proficiency in communication cultures and comparisons

The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad.

Standards Project


Building global competence proficiency in communication cultures and comparisons

COMUNICACION

Estudiar otra lengua y cultura

nos da las herramientas para

lograr una comunicación exitosa:

Saber cómo, cuándo y por qué

Decirquéaquién.


Building global competence proficiency in communication cultures and comparisons

p.6

Communication

Cultures

Communities

Comparisons

Connections

THE FIVE Cs


Building global competence proficiency in communication cultures and comparisons

p.7-9


Building global competence proficiency in communication cultures and comparisons

p.7


Building global competence proficiency in communication cultures and comparisons

p.7


Building global competence proficiency in communication cultures and comparisons

p.7


Building global competence proficiency in communication cultures and comparisons

p.7

Examples pgs.15-16


Profundizando el concepto de

Profundizando el concepto de

CULTURA


Met fora de cultura c mo iceberg

Metáfora de cultura cómo iceberg

¿Qué es lo que ves?

¿Y

ahora?


Activity based on the iceberg model

Activity based on the iceberg model

Place the following aspects of culture either above or below the water

  • Clothing

  • Views on equality

  • Religious beliefs

  • Personal distance

  • Works of art

  • Rules of politeness

  • Relationship with nature

  • Degree of eye contact

  • Time management

  • Methods of worship

  • Tipping customs

  • Gestures

  • Attitudes towards sexuality

  • Concept of beauty

  • Food

Content prepared by Wendy W. Allen


Culture is

Culture is…

… tantamount to perspective

… products and practices

… intertwined with issues of power


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


Developer of intercultural communicative competence

Developer of Intercultural Communicative Competence

  • Recognizes this as a gradual process

  • Moves beyond viewing “other” cultures from the outside in, but rather the inside out


Seeks cultural linguistic legitimacy

Seeks Cultural & Linguistic Legitimacy

  • Decenters dominant ways of viewing the world

  • Legitimizes traditionally dominated cultures and nonstandard language varieties

  • Presents cultural perspectives from traditionally marginalized groups


Conscienticized reflective being

ConscienticizedReflective Being

  • Recognizes political nature of schooling

  • Creates an environment where discrimination is challenged


Building global competence proficiency in communication cultures and comparisons

AVOID BEING

CULTURE BOUND

Having a single cultural perspective.

Not being able to adopt different points of view.


Building global competence proficiency in communication cultures and comparisons

CULTURA

PODER

Perspectivas

Productos

Prácticas


Building global competence proficiency in communication cultures and comparisons

PERSPECTIVAS

Las 3 Ps

PRODUCTOS

PRÁCTICAS


Building global competence proficiency in communication cultures and comparisons

AHORA HABLA CON TU VECINO/A DE LAS PERSPECTIVAS Y PRODUCTOS ASOCIADOS CON LA SOBREMESA

PRACTICA:

SOBREMESA

PRODUCTOS:

¿Qué productos

asociarías con la

práctica de

la sobremesa?

PERSPECTIVAS:

¿Qué perspectivas

asociarías con la

práctica de

la sobremesa?


Building global competence proficiency in communication cultures and comparisons

AHORA HABLA CON TU VECINO/A DE LAS PERSPECTIVAS ASOCIADAS CON LOS APELLIDOS

PRACTICA:

Usar dos apellidos

PRODUCTOS:

Apellidos

PERSPECTIVAS:

¿Qué nos indican

de las

perspectivas

culturales?


Building global competence proficiency in communication cultures and comparisons

EN PAREJAS IDENTIFIQUEN LAS TRES Ps ASOCIADAS

CON ALGUN TEMA QUE TOCAN, O LES GUSTARIA

TOCAR EN CLASE

PRACTICA

PRODUCTOS

PERSPECTIVAS


Building global competence proficiency in communication cultures and comparisons

MOTIVACION

¿Por qué enseña?

¿Cómo enseña?

¿Con qué fin enseña?


Building global competence proficiency in communication cultures and comparisons

COMUNICACION

Estudiar otra lengua y cultura

nos da las herramientas para

lograr una comunicación exitosa:

Saber cómo, cuándo y por qué

Decirquéaquién.


Building global competence proficiency in communication cultures and comparisons

IDIOM

MOTIVACION INTEGRATIVA

MOTIVACION

INSTRUMENTAL

CULTURA


Building global competence proficiency in communication cultures and comparisons

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 global competence proficiency in communication cultures and comparisons

ESTRATEGIAS PARA DESARROLLAR LA

COMPETENCIA COMUNICATIVA

INTERCULTURAL

  • Situaciones

  • Tú vs. Usted

  • Proximidad

  • Acercarse y distanciarse

  • Saludos

  • Comparar y contrastar


Primeras impresiones

Primerasimpresiones

  • Nuestra subconsciencia actúa por su propia cuenta y como resultado frecuentemente formamos ideas. Muchas veces son totalmente inocuas nuestras ideas pero a veces pueden ser dañinas.

  • Están a punto de ver una serie de imágenes. Comparta su primera impresión con un vecino.


Building global competence proficiency in communication cultures and comparisons

¿Mujer menor o mayor?


Building global competence proficiency in communication cultures and comparisons

¿Saxofonista o cara de mujer?


Building global competence proficiency in communication cultures and comparisons

¿Calavera o mujer mirándose en el espejo?


Building global competence proficiency in communication cultures and comparisons

¿Cuántas caras? ¿Una o dos?


Building global competence proficiency in communication cultures and comparisons

¿Conejo o pato?


Reflexiones

Reflexiones…

Lo ciertoesque…

…impresiones se hacen instantáneamente y muchas decisiones se toman en base a esas impresiones

…ganaremos una perspectiva más amplia si es que primero podemos suspender nuestros prejuicios

Lo más probable es que…

…tú y tu compañero no vieron la misma imagen al principio

…quizás te costó ver ambas imágenes cada vez.


Wake up call student essay

Wake-up call: Student Essay


Harvard hidden bias tests

Harvard Hidden-Bias Tests

Excellent resource for self-reflection.

http://bit.ly/1frij5P

Multiple tests are available to measure your subconscious.

Find at http://hvrd.me/Wgh2pm


Modelo de bennett experiencia de diferencia desarrollo de competencia intercultural

Modelo de BennettExperiencia de diferenciaDesarrollo de Competencia Intercultural

Negación

Defensa

Minimización

Aceptación

Adaptación

Integración

ETAPAS

ETNOCÉNTRICAS

ETAPAS

ETNORELATIVAS

(as cited by Lange, 1999, p. 76)


Building global competence proficiency in communication cultures and comparisons

NEGACIÓN

Individuo no percibe diferencias culturales, o las evita.

ETAPAS

ETNOCÉNTRICAS


Building global competence proficiency in communication cultures and comparisons

DEFENSA

Individuo demuestra intolerancia hacia las diferencias.

ETAPAS

ETNOCÉNTRICAS


Building global competence proficiency in communication cultures and comparisons

MINIMIZACIÓN

Individuo resta importancia a las diferencias y toma la creencia de que todos somos iguales

ETAPAS

ETNOCÉNTRICAS


Building global competence proficiency in communication cultures and comparisons

ACEPTACIÓN

Individuo empieza a valorar la riqueza que ofrecen otras culturas

ETAPAS

ETNORELATIVAS


Building global competence proficiency in communication cultures and comparisons

ADAPTACIÓN

Individual comienza a ver otras perspectivas culturales como mejores alternativas que las suyas.

ETAPAS

ETNORELATIVAS


Building global competence proficiency in communication cultures and comparisons

INTEGRACIÓN

Individuo es capaz de ver el mundo desde múltiples perspectivas.

ETAPAS

ETNORELATIVAS


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…


Building global competence proficiency in communication cultures and comparisons

High-Challenge

Content

Learner Leaves

Learner Acquires Knowledge

High-Challenge

Process

Low-Challenge

Process

Learner Develops Skills

Learner Rests

Low-Challenge

Content

The Bennett Model (as cited by Lange, 1999, p. 76)


Support challenge framework processes

Support / Challenge Framework PROCESSES

Content prepared by Wendy W. Allen

Consider the risk of disclosure / preparation time


Support challenge framework content

Support/challenge framework CONTENT

Consider the risk of disclosure / preparation time


Sus textos

SusTextos

1. Busque ejemplos de productos, prácticas y perspectivas en sus textos.

2. Considerando la conversación de contenido y proceso, ¿cómo describiría los ejemplos culturales que tiene su libro?


History context culture in language curriculum

History & Context: Culture in Language Curriculum

Content prepared by Wendy W. Allen


Why progress has been slow

Why progress has been slow?

Content prepared by Wendy W. Allen

Lack of stated goals and outcomes

Absence of curricular organization

Unfocused learning strategies

Deficient or non-existent assessment tools

Dale Lange, 1996


Building global competence proficiency in communication cultures and comparisons

And…

  • Textbooks treated as sacred book and not as a resource.

    Teachers that successfully integrated culture and language did so by following this advice:

“Use the text,

don’t be used by it.”


Ejemplo reflexiones culturales

EJEMPLO: REFLEXIONES CULTURALES

Antes de leer. Select four words from the list

below that you might use in describing the

concept of “family” in your native culture. As a

class, tally the most cited descriptions by native

culture.

___ unidos ___ ayuda financiera

___ reuniones frecuentes ___ ayuda moral

___ celebraciones religiosas ___ familias grandes

___ fiestas familiares ___ familias extendidas

___ familias nucleares ___ ayuda médica

___ respetar la autoridad ___ inculcar buenos modales


Building global competence proficiency in communication cultures and comparisons

EJEMPLO

EXPONER A NUEVAS PERSPECTIVAS

La típicafamilia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)


Ejemplo leyendo cultura

EJEMPLO: LEYENDO CULTURA

Comprensión de la lectura. With a classmate, indicate

whether the following statements are true or false, based

on the reading above. Then, underline the sentence in the

reading that supports your answers. Confirm your answers

with two other classmates.

  • La familia es la unidad social más importante en la cultura hispana.

  • La familia hispana se limita a la familia nuclear.

  • Una persona tiene la responsabilidad moral de ayudar a los miembros de su familia.

  • Las familias hispanas no se reúnen frecuentemente.

  • El honor es un valor importante en las familias hispanas.

  • Los niños hispanos no aprenden a respetar la autoridad.


Building global competence proficiency in communication cultures and comparisons

EJEMPLO: COMPARANDO PERSPECTIVAS

Experiencia personal. Each of the stressors that made the “Top 7 list” in the Contextos reading selection received an average score of from 3.33 - 4. 37 on a scale of 1-5, indicating highly perceived stress on the part of the students.

Which, if any, of the situations below cause stress for you? Rate each from 1-5 (1 = least stress; 5 = most stress). Compare your answers with those of a couple of classmates. How do your experiences of these situations compare to the experiences of Spanish students?

12345 1. Tomar un examen

12345 2. Presentar trabajos en clase

12345 3. Estar en los salones de 200+ personas

12345 4. Excesivo número de créditos, trabajos obligatorios, etc.

12345 5. Ir a la oficina del profesor en horas de tutorías

12345 6. Tiempo insuficiente para hacer los trabajos académicos

12345 7. Competitividad entre compañeros

12345 8. Trabajar en grupo


Building global competence proficiency in communication cultures and comparisons

EJEMPLO: COMPARANDO PERSPECTIVAS

What situations produce the most stress in your native culture? If similar to the Spanish students, can you offer reasons for the similarities? If different, investigate why. For example, in many university level classes in Spain, many professors expect students to take one sole exam at the end of the semester and their performance on that exam determines their grade.


Building global competence proficiency in communication cultures and comparisons

  • EJEMPLO: LEYENDO CULTURA

  • Resumir la idea principal. Read the following short excerpt from another article titled «Trabajar para vivir». Then, select the statement below that best summarizes the main idea of this paragraph? Compare your response with a classmate and then with the class.

  • Attitudes about work in Spain are different from those in the U.S., Japan, and China.

  • People in Spain are becoming as “workaholic” as people in the U.S., Japan, and China.

  • People in Spain are struggling to find a balance between work and other aspects of their lives, just like people in the U.S., Japan, and China.

  • [AIE: Remind students of some of the reading strategies they have practiced thus far (e.g. skimming, contextual clues, prior knowledge, titles). Answer: A]


Building global competence proficiency in communication cultures and comparisons

Trabajar para vivir

por Eneko

Vivir para trabajar o trabajar para vivir. Esa pregunta nos la hemos hecho casi todos, y todos decimos sin pensar la misma respuesta: trabajar para vivir. En eso, por norma general, los españoles van delante de otros países del mundo, como Japón, China o Estados Unidos donde la gente está mucho más dedicada a su trabajo; es decir, su trabajo se convierte en la parte fundamental de su vida.

http://ebeka.net/archives/872-Trabajar-para-vivir.html


Building global competence proficiency in communication cultures and comparisons

  • ¿Tú vives para trabajar? o ¿trabajas para vivir?Is the main idea of the reading above true for you and your classmates? Ask the questions to a classmate and based on his/her responses, determine if your partner lives to work or works to live. Your instructor will poll the class to see how many students in class live to work and how many work to live. Record the findings in your Profile of my Spanish Class.

  • ¿Con qué frecuencia comes comida rápida? ¿cocinas?

  • ¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)?

  • ¿Comes en la mesa o en otro lugar; por ejemplo en tu coche, en tu oficina, enfrente del televisor?

  • Aunque estés ocupado/a, ¿tomas tiempo para comer tranquilamente?

  • ¿Pasas mucho o poco tiempo preparándote por la mañana?

  • ¿Vas de compras sólo por necesidad o también para relajarte?


Riqueza ling stica

RiquezaLingüística

http://bit.ly/1hlrXKm

http://bit.ly/1dR71dS


Conexiones culturales a su alcance

Conexionesculturales a sualcance

CLACS Media Collection

  • http://www4.uwm.edu/clacs/media/index.cfm

    Milwaukee Area Activities in Latino Communities

  • http://mivoz.com

    Latin American Film Festival

    UWM- 4 al 10 de abril

  • http://lanic.utexas.edu


Crear ambiente

CrearAmbiente

Sacarle el jugo a la tecnología

  • Música (ejemplo: Pandora)

  • Slideshow – Have it go on after a few minutes of the computer not being used (pictures from Spanish-speaking world)

    Posición de los asientos

  • Student- or teacher-centered?

    Temaspedagógicos

  • Documental – EDUCACION PROHIBIDA http://www.youtube.com/watch?v=BPME2GHBe9s


Language exchange

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.


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 exchange1

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.


Tira la pelota al c rculo recibir s una calificaci n seg n tu tiro

Tira la pelota al círculo. Recibirás una calificación según tu tiro


Building global competence proficiency in communication cultures and comparisons

B+

C+

¿

?

F

A

C-

B-

A-

C

B

D

D+


Building global competence proficiency in communication cultures and comparisons

Tal vez piensa que ya sabe cómo es un trabajo de la calidad de A, B- o D. Pero, además de dejarle saber si aprobó o no, ¿cómo le informa al estudiante cómo mejorar? Y eso, el ayudarle al estudiante a mejorar, es realmente nuestro trabajo. Uno obtiene mejores resultados cuando sabe exactamente qué hacer.


Building global competence proficiency in communication cultures and comparisons

EXPECTATIVAS CLARAS = MEJORES RESULTADOS

A

B

C

D

F


Build it into your rubrics

Build it into your RUBRICS

Write a letter to the host family with whom you are about to go stay. Include the following:

  • introduce yourself,

  • tell them about your interests,

  • where you’re from (describe city, weather, etc.),

  • your family/friends,

  • what you’d like to do while you’re in Mexico, and

  • make sure to ask them a question, or two, as well. (24 puntos)


Letter to hosts icc

Letter to Hosts – ICC


El correo electr nico de maria

EL CORREO ELECTRÓNICO DE MARIA

Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information:

  • What the weather in December is like,

  • What the people are like,

  • What the food is like,

  • Whether they should come live with you in the U.S., and

  • What your hopes are for your immediate future (Esperoque…).


Carta de mar a icc

Carta de María - ICC


Building global competence proficiency in communication cultures and comparisons

CompetenciaComunicativa Intercultural

NuevasPerspectivas

Conceptualización

de Cultura


Para implementar

Para implementar

Ya que hemos tenido el día para reflexionar en nuestra didáctica, comente con su vecino algo que van a tomar en cuenta cuando regresan a sus clases, o tal vez alguna estrategia que piensan implementar.


Upcoming events

Upcoming Events

Para profesores de idiomas

“New Teacher Fair Share”

Workshop

Saturday, April 26th

9-noon

Milwaukee Area Technical College


Building global competence proficiency in communication cultures and comparisons

Mil gracias por el importantísimo trabajo que desempeñan cada día. Les deseo mucho éxito con la integración de cultura en sus clases. Manténganse en contacto.

[email protected]

https://losmuirhead.wikispaces.com/


Evaluaciones

EVALUACIONES

Thank you for participating in the ACTFL workshop with Pablo Muirhead today.  Please go to the link below and provide your feedback and reflection from the workshop within the next week by Saturday, March 1, 2014.  Your responses will help ACTFL continue to provide high quality professional development that meets the needs of world language teachers like you. 

http://svy.mk/1mlyUh9


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