Culture Portfolios Revisited: Feedback from Students and Instructors

Abrams, Zsuzsanna Ittzés; Byrd, David R.; Boovy, Bradley; Möhring, Anja

doi:10.1111/j.1756-1221.2006.tb00018.x

Cited by 7 publications

(10 citation statements)

References 16 publications

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“…This is consistent with the other research showing that the use of authentic film is a powerful tool in the teaching of culture (Abrams et al, 2006;Di Carlo, 1994;Guy, 2007;Tisdell & Thompson, 2007). The professor showed about half of the movie, then paused to give her cultural-insider explanation of cultural differences that the group may not have picked up on.…”

Section: Viewing and Analysing Filmssupporting

confidence: 92%

“…There is also a substantial body of literature on specific foreign language methods that are most effective. These methods are often designed to expose students to the most authentic language and culture possible and include the use of authentic media texts such as film and television (Abrams, Byrd, Boovy, & Mohring, 2006;Di Carlo, 1994;Guy, 2007;Tisdell & Thompson, 2007) and contact with native speakers and communities (Byram & Kramsch;Kramsch, 1993). While much of the literature on perspective transformation in foreign language education is theoretical or reflective in nature (see Foster, 1997;Goulah, 2006), there are examples of empirical research which indicate that perspective transformation is prevalent in language classrooms (see Buttaro & King, 2001;King, 1997King, , 2000 despite the fact that it has not been a curricular emphasis.…”

Section: Introductionmentioning

confidence: 99%

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Above and beyond the syllabus: transformation in an adult, foreign language classroom

Johnson

Nelson

2010

Language Awareness

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While many students in a foreign language classroom are successful at learning the prescribed curriculum, they may never move beyond the grammar and vocabulary to experience transformative learning. On the other hand, students who do not achieve proficiency may experience a perspective transformation as a result of studying a foreign language. This study examines the experiences of three adult women who completed two semesters of a college level Spanish course. Data were collected through the Learning Activities Survey and interviews. Results showed participants experienced perspective transformation in three areas: 1) identified with Hispanic cultures, 2) increased awareness of diversity, and 3) became aware of ethnocentricity. Three types of classroom activities appeared to make significant contributions to perspective transformation: 1) meeting native speakers, 2) collaborative learning, and 3) viewing and analysing films. IntroductionA typical course description for second-semester, college Spanish might include statements about students demonstrating mastery of the present and past verb tenses, the four language skills (listening, speaking, reading, writing) and cultural concepts. These foundational concepts are reiterated in the syllabus and in the course assessments. However, despite the undeniable importance of learning the content, this knowledge is only the beginning of learning for many adult students. There are other kinds of learning that take place in a foreign language class when students are confronted with a language and culture different from their own. Studying a foreign language can be a transformative experience.Few college students who study foreign language go on to attain linguistic proficiency (Malone, Rifkin, Christian, & Johnson, 2005). A survey of foreign language enrolments in the United States (Furman, Goldberg, & Lusin, 2007) revealed that while 8.6% of postsecondary enrolments were in foreign language courses, only 1.4% of those enrolments were in advanced courses. The large majority of the students studying foreign language in American post-secondary institutions are not majors studying advanced content courses, but rather students taking elementary and intermediate language courses to fulfil degree requirements or for other reasons.As part of the general education requirement for college and university students in the United States, elementary Spanish courses tend to value certain types of learning experiences over others. In order to make good grades in a Spanish class, students must demonstrate factual knowledge, such as the vocabulary and grammar. While many students are successful at learning the facts, not all of those students move beyond the grammar and vocabulary to experience deeper, transformative learning. There are also students who never achieve proficiency in foreign language yet experience a meaningful perspective transformation as a result of studying foreign language.Through this study, we will tell the stories of three adult students who experienced transformati...

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Section: Viewing and Analysing Filmssupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Above and beyond the syllabus: transformation in an adult, foreign language classroom

Johnson

Nelson

2010

Language Awareness

View full text Add to dashboard Cite

show abstract

“…The recording was subsequently transcribed. A thematic approach was used to analyze the qualitative data (open‐ended survey responses, field notes, and transcriptions), as seen in Abrams et al (). Specifically, the two members of the research/author team worked independently to identify stages of the DMIS following the model described in Garrett‐Rucks () so as to identify frequent and relevant themes.…”

Section: Methodsmentioning

confidence: 99%

“…In the absence of direct contact with the target culture, language instructors have utilized media produced for and/or about the culture to promote students' IS, including television series (Hammer & Swaffar, 2012), film (Abrams, Byrd, Boovy, & Möhring, 2008;Bueno, 2009), and Web sites (Abrams, 2002). For example, Hammer and Swaffar (2012) reported on 69 students in a fourth-semester German course who viewed four episodes of a German television series.…”

Section: Media and Culturementioning

confidence: 99%

“…They were least successful in the interpretive substance section, highlighting learners' difficulty in drawing cultural inferences. Abrams et al (2008) explored how 69 novice German students perceived two types of culture portfolios: traditional and revised. The traditional portfolio encouraged students to investigate printed and online material, compose an annotated bibliography, and conduct an in-class presentation on a select cultural topic.…”

Section: Media and Culturementioning

confidence: 99%

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Promoting intercultural thinking and reflection through U.S. history

Tocaimaza‐Hatch

Bloom

2019

Foreign Language Annals

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Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and appropriate interactions in real settings. The current study describes novel cultural modules built around the PBS documentary series Latino Americans to be integrated into a Spanish 1 course. The modules introduced students to historical events regarding the long‐standing Latino presence in the United States and Latinos’ points of view, perceptions, and values. To ascertain the effectiveness of the modules, students’ development of intercultural sensitivity was assessed via surveys and class observations. The analysis was framed using M. Bennett's model of intercultural development. Results demonstrated students’ shifts in both ethnocentric and ethnorelative perceptions of cultural difference. Regarding ethnorelative perspectives, results suggest discrete improvements particularly as seen in the prevalence of data that support a shift toward acceptance.

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The affordances of an intercultural e-portfolio

Hanukaev

2023

LTYL

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This paper explores teachers’ perceptions of the affordances of an e-portfolio of intercultural competence (EPIC). The EPIC was implemented during an 8-week intervention carried out in a Norwegian lower secondary school. Data were collected from various sources (e.g., learners’ texts, focus group interviews), but this paper draws on the data from three individual teacher interviews conducted in the spring semester 2018. This study extends our understanding of the way an e-portfolio can be integrated into the English as a foreign language (EFL) classroom as a tool for promoting intercultural competence. The findings underscore the affordances of the e-portfolio to track the learners’ reflections on their own complex selves and others; moreover, the use of the e-portfolio enabled the teachers to create flexible and varied learning spaces, which in turn provided opportunities for intercultural language learning. Pedagogical implications are provided on how foreign language (FL) teachers might support intercultural competence development through the use of the e-portfolio.

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Culture Portfolios Revisited: Feedback from Students and Instructors

Cited by 7 publications

References 16 publications

Above and beyond the syllabus: transformation in an adult, foreign language classroom

Above and beyond the syllabus: transformation in an adult, foreign language classroom

Promoting intercultural thinking and reflection through U.S. history

The affordances of an intercultural e-portfolio

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