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Virginia Shen Chicago State University MCTA Fall Conference, Chicago, October 11, 2014.

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Presentation on theme: "Virginia Shen Chicago State University MCTA Fall Conference, Chicago, October 11, 2014."— Presentation transcript:

1 Virginia Shen Chicago State University MCTA Fall Conference, Chicago, October 11, 2014

2  In recent years the teaching of culture is assuming an increasingly important role in the foreign language classroom.  The most frequently suggested approach to the teaching of culture in American foreign language programs calls for a maximum degree of integration of linguistic and cultural topics.

3  Culture with a capitalized “C”: teaching students to recognize and/or interpret major geographical features, historical events, aesthetic components of the target culture, including architecture, literature, and the arts.  Culture with a lower case “c”: teaching students to interpret active everyday cultural patterns such as greetings, eating, shopping, and to act appropriately in everyday situations.

4  The overwhelming majority of language textbooks, especially at the introductory level, integrate culture throughout the chapters, fusing culture and language as twofold components in vocabulary, sentence structures, and the four language skills.  Culture can be easily integrated in the reading, writing, listening, and speaking activities.

5  Culture should not be treated exclusively in English, and cultural presentations should not be limited to the lecture method.  Many cultural topics lend themselves readily to role playing and/or simulation.  Selecting suited cultural topics for mini-drama can provide students with more opportunities for active participation.

6  Cultural learning activities should be planned as carefully as language learning activities.  Culture components should be evaluated as rigorously as language components.  Teachers need to determine the approximate amount of time or number of days to be spent on cultural dramatization, taking into consideration the availability of time, resources, and student interest, etc.  Students should be paired or grouped. Classroom time can be given for initial framework. Students should meet beyond class period to carry out the project.

7  An evaluation rubric should be generated.  Evaluation categories may include, but not limited to: originality/creativity, preparedness, cultural connections, language usage, and audience appeal/comprehensibility. (See sample rubric)  Explain the evaluation criteria/expectations to students such as the number of sentences per person/group, the amount of cultural elements to be covered, etc. Encourage originality/creativity.

8  Theme: Greeting to know each other at a business meeting  Props: Business cards, small gifts  Attire: Semi-formal business  Activity: Ask students to simulate a business card presentation and exchange as well as exchange of gifts at a business meeting. Have students act out proper etiquette.

9  Level of proficiency: Novice High to Advanced, depending on the scope and depth of the interaction  Introduce students to Chinese culture, etiquette & protocol  Provide students with a list of theme-related vocabulary and phrases  Practice useful vocabulary and expressions prior to the presentation

10  Stand up when being introduced and remain standing throughout the introductions.  Handshaking is the accepted form of greeting, even among Chinese. Chinese may also nod or slightly bow. Unlike the Japanese, the Chinese bow from the shoulders rather than the waist.  Be sure the highest-ranking person enters the meeting room first, followed by the next ranking official and so on. The interpreter, if available, should stay with the leader of the group at all time. * The cultural savvy in this study is extracted from “Chinese Culture, Etiquette & Protocol” by Joyce Millet in www. www.

11  Use both hands when presenting business cards and be sure the writing faces the person to whom you are presenting your card.  Cards should also be received with both hands. Do not immediately put the card in a pocket or bag-this is considered rude.  Never put a card in your back pants pocket. This would be the same as sitting on someone’s face.  Follow with “I am pleased to meet you/how are you?”  When seated, place cards on the table. This shows respect and is also an excellent way to remember names.  Never “deal out” your cards across the table like a game of cards-this is very rude.

12  The Chinese will state their last name first, followed by the given name.  Never call someone by only his or her last name.  Address someone by his or her courtesy or professional title and last name conveys respect. In Chinese the name precedes the title. For example, Li Liaoxi for Teacher Li or Li Jingli for Manager Li.  Chinese culture stresses respect for the old and care for the young. Among themselves, they often call each other Lao Li, or Xiao Li, in which “Lao” means senior or older and “Xiao” means young and junior. People are comfortable relating to each other with the age factor clearly defined.  Chinese who frequently deal with foreigners or travel abroad on business may adopt a Western first name, such as David. They may request that they be referred to as David, once a relationship has been established.

13  Chinese tend to seek common ground by asking personal questions regarding age, marital status, children, family, income, job, etc.  Unlike the Western custom, compliments are not graciously accepted with a “thank you” but rather with “not at all” or “it was nothing”. Accepting direct praise is considered poor etiquette. A common Chinese phrase is nali to convey “not at all” or “it really isn’t anything”.  However. Among younger generation and those who often deal with foreigners, they often respond to compliment with a “thank you”.

14  When departing, accompany guests beyond the door of the office or meeting room. Guests should be accompanied to the elevator.  The Chinese comfort zone regarding distance can be a bit too close for Westerners for their comfort. Do not be offended if you are pushed or shoved in a line since many local Chinese do not practice the art of lining up.  People of the same sex may walk hand-in-hand as a gesture of friendship in Chinese speaking countries.

15  Gifts are given for various reasons: gratitude, appreciation, gratuities, requests for favor, etc.  Suggested gifts: gifts from your country, state or region, small items such as key chains, scarves, or calendars with a company/organization logo.  Gifts should be presented with both hands, and presented to the most senior member of the host group.  The Chinese do not open gifts at the time they receive them. Don’t be surprised to receive a gift unwrapped. Many local Chinese still don’t have the habit of gift wrapping.

16  Four is an unlucky number which signifies death in Chinese. Do not give four of anything.  Do not give any gift which carries an association of death or funerals such as clocks, cut flowers, handkerchiefs, straw sandals, white or black objects.  Do not give scissors, knives or other cutting utensils as they indicate the severing of the relationship.  Red and gold are the best colors.  Never write anything in red ink.  Never give a man a green hat.

17  “Chinese Etiquette, Manners, Proprieties and Customs Tips” in Retrieved September 29, 2014.  “China-Language, Culture, Customs and Etiquette” in Retrieved October 3, 2014.  “Chinese Culture-Learn All About Chinese Etiquette” in Learn-All-About-Chinese-Ettiquette” Retrieved October 5, 2014. Learn-All-About-Chinese-Ettiquette  Millet, Joyce. “Chinese Culture, Etiquette & Protocol” in Retrieved September 29, 2014.

18  Allen, W. (1985). “Toward Cultural Proficiency” Proficiency, Curriculum, Articulation: The Ties That Bind”. Middlebury, A.C. Omaggio (Ed.). VT: Northeast Conference, 137-166.  Brooks, N. (1968). “Teaching Culture in the Foreign Language Classroom”. Foreign Language Annals, 1, 204-217.  Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.  Krasner, I. (1999). “The role of culture in language teaching”. Dialog on Language Instruction, 13 (1-2), 79-88.  Lange, D., Klee, C., Paige, M., & Yershova, Y. (1998). Culture as the Core: Language Curriculum. Minneapolis: Center for Advanced Research on Language Acquisition.

19  Lange, D., & Paige, R. (Eds.) (2003). Culture as the Core: Perspectives on Culture in Second Language Learning. Greenwich. CT: Information Age.  Lessard-Clouston, M. (1997). “Towards an Understanding of Culture in L2/FL Education”, K.G. Ronko (Ed.). Studies in English, 25, 131-150. Japan: Kwansei Gakuin University Press.  National Standards in Foreign Language Education Project. (2006). Standards For Foreign Language Learning in the 21st Century. Lawrence, KS: Allen Press, Inc.  Swanson, Peter B. “The Importance of Embedding Culture into the Teaching of Foreign Languages”. In classroom/the-importance-of-embedding-culture-into-the-teaching-of-foreign- languages.html. Retrieved September 25, 2014.I classroom/the-importance-of-embedding-culture-into-the-teaching-of-foreign- languages.html

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