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Period: to
nativist tendencies in teaching culture in L2 classrooms
Kumaravadivelu (2008) - argues that during this period the culture of Self was prioritized and Other was seen as different (span of early 60s to early 70s) -
Kaplan
cultural thought patterns - though research was flawed (Kumaravadivelu, 2008) his arguments still quoted by many; assumed language shaped how people thought - not merely how they expressed it -
Schumann
research about how language learners integrated. Claimed that Alberto didn't learn the language becuase he didn't assimlate. Kumaravadivelu (2008) argues that the causality which Schumann saw is not accurate -
James Paul Gee - Social Linguistics and Literacy
Original 1990 - 5th edition (2015) -
Vicki Galloway
reading authentic texts
- recognizing they are written from insiders to insiders
- helping readers not read through their C1 lens
- imperative, declarative, interrogative and exclamatory natures of texts -
Claire Kramsch
Dubious Dichotomies and deceptive symmetries- intro
call for dialectical approach to language teaching which recognizes the interaction between text and context; the way meaning is impacted by both
Ch 1 - educational challenges - words can have different meanings in different languages. Ss must be taught to recognize the differences and find a way to use them in a way that is understood and yet unique to them -
Vivian Cook
multi-competence the knowledge of more than one language in the same mind’ (Cook, 1994). Multi-competence thus presents a view of second language acquisition (SLA) based on the second language (L2) user as a whole person rather than on the monolingual native speaker.
http://homepage.ntlworld.com/vivian.c/Writings/Papers/MCentry.htm -
(Michael?) Byram
5 Savoirs of Intercultural Communicative Competence:
1. critical cultural awareness at the center (savoir engager)
2. skill of interacting/discovering (savoir apprendre/faire)
3. knowledge of self/how to interact (savoirs)
4. skill of interpreting (savoir compredre)
5. attitude - relativizing self/valuing others (savoir etre) I read about these in a 2012 article, but he produced this figure in 1997) -
Gabriele Kasper
pragmatics in the classroom
- need to be aware in order to teach them to students
- need to be aware of our own classroom culture/pragmatics and how they affect our students -
Fan Shen
changing 'identity' in order to write in English
needed to in order to:
- present own ideas (as opposed to just quoting experts)
- not talk about the imagery it created (yjing) but analyze the topic at hand -
Vicki Galloway
Constructing Cultural Realities:
used quotes from Carroll's 'through the looking glass' -
Kachru
Culture, context and writing
using CR (contrastive rhetoric) the author looked at Indian writing styles compared to Anglo-American. Though Kachru notes limitations of CR, does use the principles and argues that Inner Circle English speaking nations need to learn to appreciate other rhetorical syles -
Leo vanLier
ecological approach
- belief that we cannot separate aspects of language (learning) from the context of use
- from input to affordance
- language as semiotic system, not merely thoughts in brain -
Louise Erdrich
learning an Native American language - maternal grand(father?) spoke it; impating her worldview and changing her own understanding of who she is
--two languages in the mind; one in the heart -
Patrick Moran
cultural pentad:
practices, perspectives, people, communities, p.... -
John Corbett
Intercultural Teaching
- learners as cultural mediators--knowing both C1 and C2
- learning through interviews/ethnography
- conversational pragmatics (interactional vs. transactional) [need more interactional pragmatics to be taught in classroom] -
James Paul Gee
Intro to Discourse Analysis
d/D-iscourse - a way of living, being acting -
B Kumaravadivelu (male)
argues that the nativist tendencies (seeing language/culture as one and My culture superior to "other") which assume assimilation to culture when langauge learning need to be rejected, and another model for teaching culture found -
Claire Kramsch
thirdness - finding a third space between the C1 and C2 -
Dorothy Chun
discussion of CALL technology on reading - visual AND textual glosses useful for beginning and intermediate vocab retention and reading comprehension; -
Merrill Swain
inseparability of cognition and emotion:
- different ways of understanding language learning interactions
- Vygotsky - SCT - output hyptothesis - private speech -
