2. 1. Visit http://padlet.com/muirheap/actflstevenson http://padlet.com/muirheap/actflstevenson 2. Introduce yourself. 3. Take a selfie to include as well.

3. @PabloMuirhead @ACTFL muirheap@matc.edu http://losmuirhead.wikispaces.com

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

5. ACTFL Standards Concept of Culture Break Reflection & Action Lunch

6. Create atmosphere + examples Break Develop activities

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

8. LANGUAG CULTURECULTURE

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

10. 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.

11. Connections Comparisons Communities Cultures Communication

18. and now? What do you see?

20. 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

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

22. Pablo Muirhead “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), 243-268.

23. THENNOWIDEAL  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

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

25.  Decenters dominant ways of viewing the world  Legitimizes traditionally dominated cultures and nonstandard language varieties  Presents cultural perspectives from traditionally marginalized groups

26.  Recognizes political nature of schooling  Creates an environment where discrimination is challenged

27. POWER Perspectives Practices Products

28. the 3 Ps PERSPECTIVES PRODUCTSPR A CTICES

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

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

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

32. PRACTICE PERSPECTIVESPRODUCTS 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.

33.  http://www.learner.org/workshops/tfl/sessio n_05/analyze.html

34. 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.

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

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

37. 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.

38.  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.

39. Young or old woman?

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

41. 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)

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

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

44. 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.

45. Wake-up call: Student Essay

48. 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. 57 135). Lincolnwood, Illinois: National Textbook Company.

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

50. DEFENSE Individual demonstrates intolerance toward differences. ETHNOCENTRIC STAGES There “they” go speaking Spanish again.

51. 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 don’t see a person’s race.

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

53. 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.

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

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

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

57. Excellent resource for self- reflection. http://bit.ly/1frij5P Multiple tests are available to measure your subconscious. Find at http://hvrd.me/Wgh2pm http://hvrd.me/Wgh2pm

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

59. Consider the risk of disclosure / preparation time Content prepared by Wendy W. Allen

60. Consider the risk of disclosure / preparation time

61. 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

62. 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)

63. 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.

64. 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 3.33 - 4. 37 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? 12345 1. Tomar un examen 12345 2. Presentar trabajos en clase 12345 3. Estar en los salones de 200+ personas 12345 4. Excesivo número de créditos, trabajos obligatorios, etc. 12345 5. Ir a la oficina del profesor en horas de tutorías 12345 6. Tiempo insuficiente para hacer los trabajos académicos 12345 7. Competitividad entre compañeros 12345 8. Trabajar en grupo

65. 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.

66. 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. a.Attitudes about work in Spain are different from those in the U.S., Japan, and China. b.People in Spain are becoming as “workaholic” as people in the U.S., Japan, and China. c.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]

67. 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. http://ebeka.net/archives/872-Trabajar-para-vivir.html

68. ¿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. 1.¿Con qué frecuencia comes comida rápida? ¿cocinas? 2.¿Comes sólo/a o con otra(s) persona(s)? ¿Con quién(es)? 3.¿Comes en la mesa o en otro lugar; por ejemplo en tu coche, en tu oficina, enfrente del televisor? 4.Aunque estés ocupado/a, ¿tomas tiempo para comer tranquilamente? 5.¿Pasas mucho o poco tiempo preparándote por la mañana? 6.¿Vas de compras sólo por necesidad o también para relajarte?

69. http://bit.ly/1hlrXKm http://bit.ly/1dR71dS

70. 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 http://www.youtube.com/watch?v=BPME2GHBe9s http://www.youtube.com/watch?v=BPME2GHBe9s

71. 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.

72.  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

73. 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

76. 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.

77. CLEAR EXPECTATIONS  BETTER RESULTS

78. 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)

81. Take on the role of María and write an email 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…).

84. 1. Look for examples of products, practices and perspectives in your text(s). What do you see more of? 2. Consider the relationship between content & process. How would you describe the examples in your text?

85. PeriodTrends & movements Nature of cultureRole of culture in FL classroom 1950s-60sGrammar-translationBig "C" factsCultural knowledge for reading literature Late 1960sAudio-lingual movement Little "c" facts, differences that impede TL communication Knowledge of culture necessary for building vocabulary 1970s-1980sAdvent of sociolingualism, communicative competence, & proficiency Language pragmatics, socio-linguistic facts Knowledge of culture to avoid communication faux-pas, breakdown 1990s- present "Riding the intercultural wave," Teaching for intercultural competence Process of culture learning; essential integration of language and culture Culture = core Context and purpose for authentic language instruction Content prepared by Wendy W. Allen

86.  Lack of stated goals and outcomes  Absence of curricular organization  Unfocused learning strategies  Deficient or non-existent assessment tools Dale Lange, 1996 Content prepared by Wendy W. Allen

87.  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.”

88. “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 framework for an upcoming unit.

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

90. 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..

91. 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 https://losmuirhead.wikispaces.com / muirheap@matc.edu

92. Thank you for participating in the ACTFL workshop with Pablo Muirhead today. Please go to the link below and provide your feedback and reflection from the workshop within the next week. Your responses will help ACTFL continue to provide high quality professional development that meets the needs of world language teachers like you. https://www.surveymonkey.com/r/RSJLND5