Using Surveys as a Tool for Self-Reflection and Assessing Cultural Understanding

1. Using Surveys as a Tool for Self-Reflection and Assessing Cultural Understanding Kristin Sass AMLA 612

2. Teaching Culture – Kramsch (1993) • Language and culture taught in context • Culturally authentic tasks • Elicit authentic response • Get students to communicate effectively • Help students understand others • Help students understand themselves

3. Learning Culture – Moran (2001) • Cultural Knowings Framework (p. 18)

4. Reflection • Overcome culture shock • Develop self-awareness (Moran, 2001) • “third place” – construct personal meanings (Kramsch, 1993) • Writing – experiencing new thoughts (Kramsch, 1993) • Learner autonomy, metacognition (Byram 1997)

5. Assessing cultural understanding – Byram (1997) • Key factors in Intercultural Communication • Knowledge • Skills • Attitudes • Critical Cultural Awareness • Purpose of Assessment • Improve Instruction • Accountability • Learning Opportunity

6. Challenges in Achieving Cultural Understanding • Personality Traits (Peterson, 2004) • Open-mindedness • Flexibility with attitudes and behavior • Ability to adapt • Willingness to change • Cognitive and Affective Development (Byram 1997)

7. weekend at Waldsee • 4 days, 20 students • Cultural Immersion • Theme: Wissenschaft und Energie(Science and Energy

9. Pre- and Post-surveys • Based on Byram’s key factors in ICC • Knowledge – Rank knowledge of: • Skills • Attitudes • Critical Cultural Awareness

10. Results

11. Results, Cont. • Pre-survey • Culture – What comes to mind? • 8 Oktoberfest, 7 Food, 5 Beer, Frau, dresses, old houses, music, singing, dancing, Nazis, war • Post-survey • Culture – What comes to mind? • 6 Oktoberfest, 10 Food, 1 Beer, 6 singing, 6 dancing, 5 soccer, 3 friendly people, 2 family, 2 frisbee, 2 language, houses, religions, war, diverse culture

12. This trip has increased my knowledge and understanding of German Culture • Strongly Agree – 29% • Agree – 41% • Neither Agree nor Disagree – 29% • “I leanred of some of the stuff they do in there free time also most of the dishes they eat for breakfast, lunch, dinnner! Some of the candy they eat! Learing more avout building. Learingkinda about the euros . Learing more about how to ask for things and learned more how you say things in german!” • “We did alot of Germand activities that reflected their culture” • “We really didn't get to learn about the culture, I mean we did but we didn't.”

13. This trip has influenced how I view my own culture • Strongly Agree – 12% • Agree – 65% • Neither Agree nor Disagree – 24% • “i feel that we need to sing more and eat better and healthier foods. instead of eating chips we should be eating apples and bread. das isteine gut idea” • “Seeing how Germans are, I see how we live is much different then how they live.” • “I dont really understand this question but it makes me more aware of the difference of the culture”

14. Additional Comments • “I had soo much fun at German camp! Eddy was amazing! If i could live those 3 days over again I would! I had alot of fun singing and dancing to all the songs and the store was really cool. The rooms where really cool to and the whole camp just felt like I was actually in Germany. It was fun to go to breakfast, lunch, and dinner and be able to see little skits that other campers put on. I also enjoyed when Eddy had the disko ball and he accidentally hit himself in the face. The Eco House was really cool. It was cool how they had a window on the ceiling of the teachers floor where students could look down and see them. I hope to go back there again.” • “CONCORDIA LANGUAGE VILLAGE IS AMAZING!!!!!!!!!!!!!!”

15. Conclusions • Most students did increase their cultural understanding from this weekend • Personality traits as well as cognitive and affective development do play a role • The surveys allowed them to reflect and create knowledge and connections they might not otherwise have made • In the future I will better prepare them on exactly what culture is – some were confused