1. Visit http://padlet.com/muirheap/actflstevenson Introduce yourself.
Take a selfie to include as well.
Reflection

2. @PabloMuirhead muirheap@matc.edu
Building Global Competence: Proficiency in Communication, Cultures, and Comparisons
@PabloMuirhead
Intro
Martha is the (TITLE) of the Milwaukee YMCA
She is ….
She heads…
This will be a very interactive and sensitive honest discussion. A trained facilitator has been placed at each table to ensure participation.
PRE-WORK- (1)Who took the Harvard Test on Bias-raise hands? Were you surprised at the results?
(2)Did you read Peggy McIntosh’s “ White Privilege: Unpacking the Invisible Knapsack”” which encourages and
White students to investigate their experiences with racism.
(3)Responses from question-”How would your life be different if you were another race”? “ Have you experienced oppression or were denied an opportunity or experience based on gender”? – READ examples they handed in

3. FROM the PERSONAL
Connection between
CULTURE & LANGUAGE
Conceptualization
of culture
to the
PROFESSIONAL
Global
Competence

4. Morning Schedule Break Reflection & Action Lunch ACTFL Standards
Concept of Culture
Break
Reflection & Action
Lunch

5. Create atmoshpere + more activities
Afternoon Schedule
Create atmoshpere + more activities
Break
Develop activities

6. MOTIVATION What do you want your students to gain?
Why do you teach?
How do you teach?
What do you want your students to gain?
Text 761703 and your message to 37607

7. INTEGRATIVE MOTIVATION INSTRUMENTAL MOTIVATION
CULTUR
INTEGRATIVE MOTIVATION
INSTRUMENTAL MOTIVATION
LANGUAGE

8. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad.
National Standards Project

9. To study another language and culture gives one the powerful
COMMUNICATION
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and why
to say what to whom.

10. Communication
Communities
Cultures
THE FIVE Cs
Comparisons
Connections

16. Revisiting the concept of
CULTURE

17. The Iceberg Metaphor
What do you see?
and now?

19. Activity based on the iceberg model
Place the following aspects of culture either above or below the water
Clothing
Views on equality
Religious beliefs
Personal distance
Works of art
Rules of politeness
Relationship with nature
Degree of eye contact
Time management
Methods of worship
Tipping customs
Gestures
Attitudes towards sexuality
Concept of beauty
Food
Content prepared by Wendy W. Allen

20. Culture is… … tantamount to perspective … products and practices
… intertwined with issues of power

21. In other words…
“Culture is a fluctuating embodiment of a group’s products, practices and perspectives. Inseparable from language, culture is also impacted by issues of power as it can be used to marginalize or privilege.”
Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4),
Pablo Muirhead

22. How is culture integrated into the teaching of languages?
THEN
NOW
IDEAL
Pure focus on language
“Culture” limited to upper-level coursework (through literature)
Recognition of importance of culture
Struggle to make it natural part at all levels
Moving toward deeper understanding of culture
Subconsciously infusing culture in lessons
Inextricable link between culture and language visible in classrooms
Students gain multiple perspectives that help them challenge societal injustices

23. Having a single cultural perspective.
AVOID BEING
CULTURE BOUND
Having a single cultural perspective.
Not being able to adopt different points of view.

24. Developer of Intercultural Communicative Competence
Recognizes this as a gradual process
Moves beyond viewing “other” cultures from the outside in, but rather the inside out

25. Seeks Cultural & Linguistic Legitimacy
Decenters dominant ways of viewing the world
Legitimizes traditionally dominated cultures and nonstandard language varieties
Presents cultural perspectives from traditionally marginalized groups

26. Conscienticized Reflective Being
Recognizes political nature of schooling
Creates an environment where discrimination is challenged

27. Having a single cultural perspective.
AVOID BEING
CULTURE BOUND
Having a single cultural perspective.
Not being able to adopt different points of view.

28. CULTURE
POWER
Perspectives
Products
Practices

29. PERSPECTIVES
the 3 Ps
PRODUCTS
PRACTICES

30. Extended conversation at table during and after a meal
Share your thoughts about what PERSPECTIVES can be gained and PRODUCTS might exist from the PRACTICE below.
PRACTICE:
Extended conversation at table during and after a meal
PRODUCTS:
What products would you associate with this practice?
PERSPECTIVES:
What perspectives would you associate with this practice?

31. What products do you associate with this? PERSPECTIVES:
PRACTICE:
Gemütlichkeit
PRODUCTS:
What products do you associate with this?
PERSPECTIVES:
What perspectives do you associate with this?

32. PRACTICE: Use of two last names PERSPECTIVES: What cultural PRODUCTS:
Share your thoughts about what PERSPECTIVES can be gained from the PRODUCT and PRACTICE below.
PRACTICE:
Use of two last names
PERSPECTIVES:
What cultural
perspectives can
we gain from this?
PRODUCTS:
Last names

33. PRACTICE PRODUCTS PERSPECTIVES
Working in small teams, identify a product or practice that you teach. Then consider the perspectives that can be gained from these products and practices.
PRACTICE
PRODUCTS
PERSPECTIVES

34. Teaching Foreign Language Video Library Workshops
Workshop on Culture featuring Professor Alvino Fantini

35. Unit Plan Inventory
“If you lead with culture, language will follow. -Donna Clementi Pair up with a colleague who teaches a similar course as you. Begin developing the cultural framework for an upcoming unit.

36. BREAK

37. Learner Acquires Knowledge
High-Challenge
Content
Learner Leaves
Learner Acquires Knowledge
High-Challenge
Process
Low-Challenge
Process
Learner Develops Skills
Learner Rests
Low-Challenge
Content
The Bennett Model (as cited by Lange, 1999, p. 76)

38. Support / Challenge Framework PROCESSES
Consider the risk of disclosure / preparation time
Low challenge processes
High challenge processes = Individual learners are on the spot
– Lecture – Films (in the dark) – Working together, group or paired activities – Songs, games, or TPR – Cloze activities, X choice – Research projects – Routine activities – Matching or sorting exercises
– Reading [silently]
– Performance on the stage – Simulations – Role plays – Oral presentations – Open-ended – Debates – Voicing an opinion
Content prepared by Wendy W. Allen

39. Support/challenge framework CONTENT
Consider the risk of disclosure / preparation time
Low challenge
High challenge
– Weather – Leisure activities – Food – Calendar – Numbers – Big C "products" – Courses of study – Travel – Colors – Family
– Politics – Religion – Sexuality – Diversity – Social class – Justice / fairness / inequalities – Xenophobia

40. EXAMPLE Cultural comparisons/Interpretive
Antes de leer. Select four words from the list
below that you might use in describing the
concept of “family” in your native culture. As a
class, tally the most cited descriptions by native
culture.
___ unidos ___ ayuda financiera
___ reuniones frecuentes ___ ayuda moral
___ celebraciones religiosas ___ familias grandes
___ fiestas familiares ___ familias extendidas
___ familias nucleares ___ ayuda médica
___ respetar la autoridad ___ inculcar buenos modales

41. Communication (interpretive) / Culture (perspectives)
EXAMPLE
Communication (interpretive) / Culture (perspectives)
La típica familia hispana no sólo incluye a los padres y sus hijos sino que también incluye a la familia extendida, los tíos, primos, abuelos y compadres. Los individuos de una familia tienen una responsabilidad de ayudar a otros miembros de la familia con problemas financieros,… (fragmento de una lectura)

42. Example: Communication (interpretive)
Reading Comprehension. With a classmate, indicate
whether the following statements are true or false, based
on the reading above. Then, underline the sentence in the
reading that supports your answers. Confirm your answers
with two other classmates.
La familia es la unidad social más importante en la cultura hispana.
La familia hispana se limita a la familia nuclear.
Una persona tiene la responsabilidad moral de ayudar a los miembros de su familia.
Las familias hispanas no se reúnen frecuentemente.
El honor es un valor importante en las familias hispanas.
Los niños hispanos no aprenden a respetar la autoridad.

43. EJEMPLO: COMPARANDO PERSPECTIVAS
Experiencia personal. Each of the stressors that made the “Top 7 list” in the Contextos reading selection received an average score of from on a scale of 1-5, indicating highly perceived stress on the part of the students.
Which, if any, of the situations below cause stress for you? Rate each from 1-5 (1 = least stress; 5 = most stress). Compare your answers with those of a couple of classmates. How do your experiences of these situations compare to the experiences of Spanish students?
Tomar un examen
Presentar trabajos en clase
Estar en los salones de 200+ personas
Excesivo número de créditos, trabajos obligatorios, etc.
Ir a la oficina del profesor en horas de tutorías
Tiempo insuficiente para hacer los trabajos académicos
Competitividad entre compañeros
Trabajar en grupo

44. EXAMPLE: Comparisons (cultural)
What situations produce the most stress in your native culture? If similar to the Spanish students, can you offer reasons for the similarities? If different, investigate why. For example, in many university level classes in Spain, many professors expect students to take one sole exam at the end of the semester and their performance on that exam determines their grade.

45. EXAMPLE: Culture (interpretive mode)
Resumir la idea principal. Read the following short excerpt from another article titled «Trabajar para vivir». Then, select the statement below that best summarizes the main idea of this paragraph? Compare your response with a classmate and then with the class.
Attitudes about work in Spain are different from those in the U.S., Japan, and China.
People in Spain are becoming as “workaholic” as people in the U.S., Japan, and China.
People in Spain are struggling to find a balance between work and other aspects of their lives, just like people in the U.S., Japan, and China.
[AIE: Remind students of some of the reading strategies they have practiced thus far (e.g. skimming, contextual clues, prior knowledge, titles). Answer: A]

46. Trabajar para vivir
por Eneko
Vivir para trabajar o trabajar para vivir. Esa pregunta nos la hemos hecho casi todos, y todos decimos sin pensar la misma respuesta: trabajar para vivir. En eso, por norma general, los españoles van delante de otros países del mundo, como Japón, China o Estados Unidos donde la gente está mucho más dedicada a su trabajo; es decir, su trabajo se convierte en la parte fundamental de su vida.

47. ¿Tú vives para trabajar. o ¿trabajas para vivir
¿Tú vives para trabajar? o ¿trabajas para vivir? Is the main idea of the reading above true for you and your classmates? Ask the questions to a classmate and based on his/her responses, determine if your partner lives to work or works to live. Your instructor will poll the class to see how many students in class live to work and how many work to live. Record the findings in your Profile of my Spanish Class.
¿Con qué frecuencia comes comida rápida? ¿cocinas?
¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)?
¿Comes en la mesa o en otro lugar; por ejemplo en tu coche, en tu oficina, enfrente del televisor?
Aunque estés ocupado/a, ¿tomas tiempo para comer tranquilamente?
¿Pasas mucho o poco tiempo preparándote por la mañana?
¿Vas de compras sólo por necesidad o también para relajarte?

48. STRATEGIES TO DEVELOP INTERCULTURAL COMMUNICATIVE COMPETENCE
at a NOVICE LEVEL
Situations
Formal vs Familiar
Proximity activities
Closer vs further
Greetings
Compare & contrast

49. Unspoken Rules
Read the unspoken rules of behavior associated with your culture.
Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.
THEN, get to know several people by…
Introducing yourselves.
Talking about your roles as language educators.
Sharing the impact of your intercultural immersion experiences.

50. First Impressions
Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.
You are about to view a series of images. Share your first impression with a neighbor.

51. First impressions
Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.
You are about to view a series of images. Share your first impression with a neighbor.

52. Young or old woman?

53. Man Playing Horn... or Woman's Silhouette?
Hint: woman's right eye is the black speck in front of horn handle

54. Woman in vanity... or Skull?
Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)

55. Two Faces... or One?
Hint: two faces side
profile or one face
front view

56. A Rabbit... or a Duck?
Hint: the duck is looking left, the rabbit is looking right

57. Reflections…
Chances are… …you and your partner didn’t see the same thing at first. …you may have struggled to see both representations all the time.
Fact is…
…impressions and decisions are made very quickly.
…we will gain a bigger picture of issues if we can first suspend judgment.

58. Bennett Model Experience of Difference Development of Intercultural Sensitivity
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
ETHNOCENTRIC
STAGES
ETHNORELATIVE
STAGES
Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R.
K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57
135). Lincolnwood, Illinois: National Textbook Company.

59. I haven’t left my little bubble yet…
DENIAL
Individual does not perceive cultural differences, or avoids them.
Focus on PRODUCTS
ETHNOCENTRIC
STAGES

60. DEFENSE Individual demonstrates intolerance toward differences.
There “they” go speaking Spanish again.
DEFENSE
Reflect on own cultures
Individual demonstrates intolerance toward differences.
ETHNOCENTRIC
STAGES

61. MINIMIZATION Individual downplays
I like to think of myself as color blind. I don’t see a person’s race.
MINIMIZATION
Individual downplays
differences and takes on belief that everyone is the same.
ETHNOCENTRIC
STAGES
increase contact with cultures studied

62. I don’t understand but I’m okay with that and am open to learning.
comparisons & contrasts
ACCEPTANCE
Individual begins to value the richness that cultures offer.
ETHNORELATIVE
STAGES

63. tolerate greater ambiguity
I see things differently now and can better understand why others feel the way they do.
ADAPTATION
Individual begins to develop other perspectives and skills to get along better with “others”.
tolerate greater ambiguity
ETHNORELATIVE
STAGES

64. I have acquired various lenses through which to understand the world.
INTEGRATION \
Individual is able to view the world from multiple perspectives.
challenge societal injustices
ETHNORELATIVE
STAGES

65. Reflecting on these stages, prepare to answer some questions.
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
ETHNOCENTRIC
STAGES
ETHNORELATIVE
STAGES
Pull out your phones and text your responses to...

66. Reflecting on these stages, prepare to answer some questions.
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
ETHNOCENTRIC
STAGES
ETHNORELATIVE
STAGES
And now respond to…

67. Harvard Hidden-Bias Tests
Excellent resource for self- reflection. Multiple tests are available to measure your subconscious. Find at

68. Riqueza Lingüística

69. Inviting Atmosphere Take advantage of technology
Music in background (e.g. Pandora, Spotify)
Slideshow – Have it go on after a few minutes of the computer not being used (pictures from target cultures)
Seating arrangement
Student- or teacher-centered?
Pedagogical Themes
Documental – EDUCACION PROHIBIDA

70. Language Exchange
Objective: Create an opportunity for Spanish- dominant English-language learners and Spanish learners to interact on an even playing field. Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish. Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.

71. Useful Strategies Write from a different perspective.
Weather from different parts.
Interview community members.
Activities in the community.
Listen to and work with music.
Reenact an event.
Noticias del mundo hispanohablante.
Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity

72. Throw the ball at the target
Throw the ball at the target. Based on where it hits, you will receive a grade.

73. B+ C+ ? F A C- B- A- C B D D+

74. Rubrics Help
We often inherently know the difference between an A and a B-. Do our students?
Clear rubrics help students target their progress, and
provide a roadmap to success.

75. CLEAR EXPECTATIONS  BETTER RESULTSD F

76. Build it into your RUBRICS
Write a letter to the host family with whom you are about to go stay. Include the following:
introduce yourself,
tell them about your interests,
where you’re from (describe city, weather, etc.),
your family/friends,
what you’d like to do while you’re abroad, and
make sure to ask them a question, or two, as well. (24 puntos)

77. Maria’s
Take on the role of María and write an home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information:
What the weather in December is like,
What the people are like,
What the food is like,
Whether they should come live with you in the U.S., and
What your hopes are for your immediate future (Espero que…).

79. Intercultural Communicative Competence

80. Your Texts
Look for examples of products, practices and perspectives in your text(s). What do you see more of?

81. “Use the text, don’t be used by it.” And…
Textbooks treated as sacred book and not as a resource.
Teachers that successfully integrated culture and language did so by following this advice:
“Use the text,
don’t be used by it.”

82. FROM THE PERSONAL
“Connection between
culture & language”
“Conceptualization
of culture”
TO THE
PROFESSIONAL
“Global
Competence”

83. Putting it into Practice
Now that we’ve had the day to reflect on the integration of culture, chat with your neighbor about something that you would like to implement in your class or an idea that you would like to further develop..

84. The work you do as language teachers is vitally important
The work you do as language teachers is vitally important. I wish you tremendous success making a more seamless connection between language and culture. Stay in touch.
Pablo

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