Establishing a Professional Agenda for Integrating Culture into K‐12 Foreign Languages: An Editorial

Strasheim, Lorraine A.

doi:10.1111/j.1540-4781.1981.tb00956.x

Cited by 10 publications

(4 citation statements)

References 4 publications

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“…This explains the necessity to integrate cultural representations in the language curriculum; this necessity is explained through two main reasons: first, language study is an important part of the curriculum because it can lead to a better understanding of other cultures; additionally, language and culture are inextricably linked (Omaggio, 2001). Furthermore, there is no doubt that integrating culture successfully into language teaching can significantly contribute to general humanistic knowledge, that can play a critical role in global understanding, and that has a mandatory status in language education (Galloway, 1985b;Strasheim, 1981).…”

Section: Definition Of the Cultural Themes Analyzed In The Studymentioning

confidence: 99%

The Cultural Representations in the Unlock English Series and EFL Teachers’ and EFL Learners’ Perspectives towards Them

Hussein

2022

EJEDU

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This study aims to find out (1) to what extent the Unlock English textbooks present Big ‘C’ cultural themes, (2) to what extent the Unlock English textbooks present small ‘c’ cultural themes, and (3) what are EFL teachers’ and EFL learners’ perspectives towards the cultural content of the Unlock series. This research has adopted a mixed research design, both quantitative and qualitative. To answer the first two research questions, the cultural content of the Unlock textbooks was analyzed quantitively to find out all cultural themes included in the Unlock series. As for the third research question, a qualitative descriptive design was adopted by conducting the perspectives of (9) EFL teachers’ and (75) EFL learners’. The findings show that there is a wide range of various cultural themes available in the Unlock series, but with different frequencies and dominance. The findings also show teachers’ and learners’ attitudes towards the cultural content which appear to be generally positive. The researcher recommends enriching the EFL textbooks with more interesting and preferred cultural content.

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Section: Definition Of the Cultural Themes Analyzed In The Studymentioning

confidence: 99%

The Cultural Representations in the Unlock English Series and EFL Teachers’ and EFL Learners’ Perspectives towards Them

Hussein

2022

EJEDU

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“…Just as textbooks had been reviewed and critiqued in earlier decades, in the 1980s several authors noted the need to improve instructional materials so that students also gain ‘cultural competence,’ an area that Strasheim () suggested was a professional development priority for teachers. Similarly, Walz (, p. 13) explored the extent to which changes in language pedagogy suggested by research developments “have not led to more than token presentation in American textbooks,” particularly in relation to oral language, resulting in restricted opportunities for students’ language acquisition/development.…”

Section: Learners Over Time In the Pages Of The Modern Language Journalmentioning

confidence: 99%

Conceptualizing Language Learners: Socioinstitutional Mechanisms and their Consequences

Kibler

Valdés

2016

The Modern Language Journal

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Through examination of one recently manufactured term for language learners (Long‐term English Learners) and review of a century of MLJ articles, we examine varying ‘socioinstitutional’ conceptualizations of second/foreign/heritage language learners as shaped by educational institutions and related stakeholders over time, given evolving understandings of the practice of language teaching that are directly related to theoretical, political, and institutional discourses. We focus very specifically on constructions of language learners that reflect different views and definitions of language learning, language acquisition/development, and ultimate attainment, examining the intersections of these definitions with formalized language instruction as a particularly significant force for learner categorizations. We argue that formalized language instruction both creates and requires categorizations/classifications of learners that are not neutral and that often have life‐impacting consequences for individuals. These constructions of learners, moreover, are shaped by a number of interacting and intersecting mechanisms, including theoretical perspectives, educational policies, informing disciplines, instructional materials, pedagogical traditions, and testing and accountability requirements.

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“…In the 1960s, energies centered on convincing teachers that language could not be taught separately from culture (Brooks, 1968). In the 1970s, calls went out to teachers to integrate language and culture and to discontinue the habit of relegating cultural instruction to Friday afternoon activities when students had nothing else to do (Kennedy, 1973;Nostrand, 1974;Lafayette, 1976;Strasheim, 1981;Damen, 1987;Galloway, 1984). Continuing well into the 1990s a plethora of models, approaches, techniques, and strategies for teaching culture continued to be presented (Taylor & Sorensen, 1961;Fiedler, Mitchell & Triandis, 1971;Meade & Morain, 1973;Jorstad, 1976;Hendon, 1980;Galloway, 1984;Kramsch, 1983;Gaston, 1984;Crawford-Lange & Lange, 1987;Lafayette, 1988;Seelye, 1991;Ortuño, 1991;Moore, 1994).…”

Section: Introductionmentioning

confidence: 99%

Technology and Teaching Culture: Results of a State Survey of Foreign Language Teachers

Moore¹,

Morales²,

Carel³

2013

CALICO

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Findings from a state survey on technology and teaching culture indicated that teachers in general made little use of computer facilities such as the World Wide Web and e-mail. Although the teachers made considerable use of video materials, especially foreign films, they made little use of interactive media such as CD-ROMs and videodiscs even when these materials were part of commercially available instructional packages. Teachers' level of education and teaching experience accounted for some of the differences in the frequency with which teachers used technology. The study also found that Japanese teachers demonstrated more frequent use of technology than teachers of other foreign languages. Teachers in rural areas appeared to make very little use of interactive media learning materials. It is clear that foreign language teachers need to improve their knowledge of how to integrate technology with other activities in classroom instruction. This need could be met by including instructional technology issues in courses for pre-service and in-service teachers.

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Establishing a Professional Agenda for Integrating Culture into K‐12 Foreign Languages: An Editorial

Cited by 10 publications

References 4 publications

The Cultural Representations in the Unlock English Series and EFL Teachers’ and EFL Learners’ Perspectives towards Them

The Cultural Representations in the Unlock English Series and EFL Teachers’ and EFL Learners’ Perspectives towards Them

Conceptualizing Language Learners: Socioinstitutional Mechanisms and their Consequences

Technology and Teaching Culture: Results of a State Survey of Foreign Language Teachers

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