By Michael Byram
The popularity that cultural studying is a vital part of overseas language studying is instantly taking carry between language academics. This ebook deals a realistic advent to the problems by way of delivering descriptions of lecture room perform, of curriculum innovation and of experimental classes. those are followed by means of chapters on ideas of method, on difficulties in assessing cultural studying and at the implications for instructor schooling and society at huge. Michael Byram is the writer of a number of books on language studying and tradition, together with "Cultural reports in overseas Language schooling" (1988), and "Investigating Cultural experiences in overseas Language educating" (1991).
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Additional resources for Teaching-And-Learning Language-And-Culture (Multilingual Matters)
Sample text
It is imperative that FL teachers deal directly with cultural factors influencing communication. This implies that reading instruction must focus on modifying and expanding the reader's cultural filter in an organized and consistent manner. readers need a concrete set of tools for assessing how the target culture categorizes experience which in turn influences how well the reader modifies expectations and comprehends the text. (1987: 3) Examples of pre-reading, reading and post-reading activities are provided, illustrating a possible set of cultural tools, but disappointingly prove rather pedestrian with somewhat stereotypical judgements.
They also believe that information about social institutions and geographical features of the countryfamily structures, education systems, political parties, regional industries, for exampleis necessary support or 'background' to knowledge of grammar and meaning. The sources of these theories are however much less evident, and the role of professional training and discussion within the profession is less significant, although this varies according to the particular language-teaching tradition and is more prominent in Germany than Britain or France, for example.
If language learners are to gain some insight into foreign cultures and countries, and some understanding of foreign people's viewpoints, there might be comparable teaching and learning processes in the social sciences and humanities. The study of history, in particular, in which students need to understand the culture of a different age, is at least superficially similar to the study of the culture of a different place. In his review of 'concept development' in the secondary school, which not surprisingly does not include any reference to foreign language learning, Langford (1987) suggests three aspects of adolescent thinking which can be said to represent something new.