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Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013

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Presentation on theme: "Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013"— Presentation transcript:

1 Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013

2 Conceptualization of Culture THE PROFESSIONAL Intercultural Communicative Competence THE PERSONAL Connection between Language & Culture

3 What do you see? And now?

4

5 … tantamount to perspective … intertwined with issues of power … products and practices

6 Pablo Muirhead Culture is a fluctuating embodiment of a groups 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),

7 THENNOWIDEAL Pure focus on language Pure focus on language Culture limited to upper-level coursework (through literature) Culture limited to upper-level coursework (through literature) Recognition of importance of culture Recognition of importance of culture Struggle to make it natural part at all levels Struggle to make it natural part at all levels Moving toward deeper understanding of culture Moving toward deeper understanding of culture Subconsciously infusing culture in lessons Subconsciously infusing culture in lessons Inextricable link between culture and language visible in classrooms Inextricable link between culture and language visible in classrooms Students gain multiple perspectives that help them challenge societal injustices Students gain multiple perspectives that help them challenge societal injustices

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

9 Pablo Muirhead POWER Perspectives Practices Products

10 Pablo Muirhead the 3 Ps PERSPECTIVES What can we gain? PRODUCTS Family meal PR A CTICES Sobremesa

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

12 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… 1.Introducing yourselves. 2.Talking about your roles as language educators. 3.Sharing the impact of your intercultural immersion experiences.

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

14 LANGUAG CULTURECULTURE

15 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.

16 Young or old woman?

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

18 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)

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

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

21 Chances are… …you and your partner didnt 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.

22 Excellent resource for self- reflection. Multiple tests are available to measure your subconscious. Find at

23 Bennett Model Experience of Difference Development of Intercultural Sensitivity DenialDefenseMinimizationIntegrationAdaptationAcceptance 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 ). Lincolnwood, Illinois: National Textbook Company.

24 DENIAL Individual does not perceive cultural differences, or avoids them. ETHNOCENTRIC STAGES I havent left my little bubble yet…

25 DEFENSE Individual demonstrates intolerance toward differences. ETHNOCENTRIC STAGES There they go speaking Spanish again.

26 MINIMIZATION Individual downplays differences and takes on belief that everyone is the same. ETHNOCENTRIC STAGES I like to think of myself as color blind. I dont see a persons race.

27 ACCEPTANCE Individual begins to value the richness that cultures offer. ETHNORELATIVE STAGES I dont understand but Im okay with that and am open to learning.

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

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

30 Reflecting on these stages, prepare to answer some questions. DenialDefenseMinimizationIntegrationAdaptationAcceptance ETHNOCENTRIC STAGES ETHNORELATIVE STAGES Pull out your phones and text your responses to...

31 Reflecting on these stages, prepare to answer some questions. DenialDefenseMinimizationIntegrationAdaptationAcceptance ETHNOCENTRIC STAGES ETHNORELATIVE STAGES And now respond to…

32 Its a gradual process Move from seeing cultures from the OUTSIDE IN to the INSIDE OUT

33 Make relevant to students lives. Reclaim curriculum by developing standards-based thematic units and using the text as a resource. Develop multiple perspectives.

34 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 10 Chairs of Wealth

35 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. p. 13

36 I hope you were able to reflect today on the art of teaching. As we return to our students and try new strategies, lets stay in touch to support one another. Feel free to contact me!! I look forward to hearing from you.


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