Evaluating the Cultural Content of Foreign‐Language Texts

Joiner, Elizabeth G.

doi:10.1111/j.1540-4781.1974.tb05106.x

Cited by 13 publications

(7 citation statements)

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“…Media is a rich source of cultural information, with television, music, and radio shaping and reflecting a culture's beliefs and practices (Bennett, 2000; Lull, 1987; Joiner, 1974). For instance, many television shows are “slice of life” shows and expose viewers to daily life in different cultures.…”

Section: Discussionmentioning

confidence: 99%

Linguistic Predictors of Cultural Identification in Bilinguals

Schroeder¹,

Lam²,

Marian³

2015

Applied Linguistics

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Most of the world's population has knowledge of at least two languages. Many of these bilinguals are also exposed to and identify with at least two cultures. Because language knowledge enables participation in cultural practices and expression of cultural beliefs, bilingual experience and cultural identity are interconnected. However, the specific links between bilingualism and cultural identity remain largely unidentified. The current study examined which aspects of bilingualism relate to identification with first- and second-language cultures. Two-hundred-and-nine bilinguals completed a questionnaire probing linguistic background and cultural affiliations. Regression analyses indicated that cultural identification was predicted by age of language acquisition, language proficiency, foreign-accentedness, and contexts of long-term language immersion and current language exposure. Follow-up analyses revealed that the language-culture relations were mediated by the age and manner in which the second language was acquired. These findings are situated within a proposed framework of bilingual cultural identity. By identifying features of bilingualism that are relevant for cultural identity, the current research increases our understanding of the relationship between language and culture.

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Section: Discussionmentioning

confidence: 99%

Linguistic Predictors of Cultural Identification in Bilinguals

Schroeder¹,

Lam²,

Marian³

2015

Applied Linguistics

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“…They generally include a number of categories, checklists, questions, or ideal features that evaluators can use to analyze and/or rate all aspects of the textbooks (e.g., Bragger, 1985;Hadley, 2001;Williams, 1983). Others have argued for a focus on a single criterion, such as textbooks' treatment of culture (see, e.g., Dechert & Kastner, 1989;Joiner, 1974;Kramsch, 1987;Pfister & Borzilleri, 19771, or how well tasks are integrated into textbooks (Ellis, 1998). Others have argued for a focus on a single criterion, such as textbooks' treatment of culture (see, e.g., Dechert & Kastner, 1989;Joiner, 1974;Kramsch, 1987;Pfister & Borzilleri, 19771, or how well tasks are integrated into textbooks (Ellis, 1998).…”

Section: Factors In Evaluating Materialsmentioning

confidence: 99%

Thinking Globally, Acting Locally: Selecting Textbooks for College‐Level Language Programs

Angell

DuBravac

Gonglewski

2008

Foreign Language Annals

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This article examines the process by which college‐level foreign language programs evaluate and select instructional materials for beginning level courses. A review of the relevant literature reveals an ambivalent relationship with textbooks, often the default curriculum for language courses. Despite textbooks' apparent key role in language programs, there is a surprising lack of cohesive recommendations from the field on evaluating and selecting textbooks. Results of an informal survey illustrate how the textbook selection process, individuals involved, and individuals' satisfaction with the selection process varied across programs. Respondents with established selection processes involving more stakeholders tended to be more content with process and selection. The authors conclude that there is a need for greater transparency and a broader professional discussion of this critical matter in language learning and teaching.

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“…For the textbook analysis, the analytical categories for approaching Amazigh textbooks were adopted from the work of other foreign language textbook researchers such as Damen (1987), Dechert & Kastner (1989), Feng (2004), and Joiner (1974. A distinction is made in this study between the socio-cultural content and the manner of presentation of the cultural content.…”

Section: Methodsmentioning

confidence: 99%

The place of culture in the Amazigh language textbooks in Morocco

Zaid¹,

Allame²

2018

L1 Educational Studies in Language and Literature

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This paper investigates the model of Amazigh language teaching in Morocco, which has been declared to be based on the communicative approach. So the objective of the present study is to explore the cultural content of the Amazigh textbooks using content analysis as the main method to process the data drawn from the first, third, and fifth level textbooks. The analysis reveals an over-representation of mainly two aspects of the Amazigh culture, namely the articulation of the value system and the language of social interaction. The presentation of the cultural information is done through drawings and narratives at the expense of photos and dialogues. The drawings do not illustrate the Amazigh native culture but rather report a type of global culture. Therefore, the presentation of culture in the Amazigh textbooks is more geared toward transmitting knowledge about cultural themes, patterns, and behavior than the practical application of that knowledge and the cultivation of the learners' aptitude for their appropriate use, which is one of the aims of the teaching of Amazigh.

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Evaluating the Cultural Content of Foreign‐Language Texts

Cited by 13 publications

References 0 publications

Linguistic Predictors of Cultural Identification in Bilinguals

Linguistic Predictors of Cultural Identification in Bilinguals

Thinking Globally, Acting Locally: Selecting Textbooks for College‐Level Language Programs

The place of culture in the Amazigh language textbooks in Morocco

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