GE Global Cultures: Do introductory language courses fulfill the requirement? By: Suzanne Alborg, Jaclyn Allen, Anita Chan, Jennifer Goerzen, Stephanie Eng and Elizabeth Solomon

Examining the GE In 2004, a task force was created to revise the current GE curriculum. In 2004, a task force was created to revise the current GE curriculum. Civic and Cultural Literacy section Civic and Cultural Literacy section American Cultures, Governance and History American Cultures, Governance and History Global Cultures Global Cultures “Global Cultures” is what we will be focusing on today “Global Cultures” is what we will be focusing on today

Global Cultures GE Objective : create citizens who… 1. Are comfortable with communication, technology, social interactions and economic exchange at the international level 2. Have respectful understanding of other cultural worldviews

Global Cultures GE Various ways the task force proposed the 3 unit requirement could be fulfilled: 1. Taking an introductory, intermediate or upper division language course 2. Studying abroad 3. Courses in natural sciences, with emphasis on globalization issues

The Charge Evaluate the amount of cultural knowledge gained through introductory language courses (1, 2, 3) and whether or not this fulfills the proposed Global Cultures GE requirement. Charles E. Lesher and Diane Adams Sponsors: Charles E. Lesher and Diane Adams Dr. Chang and Dr. Martinez-Carazo Advisors: Dr. Chang and Dr. Martinez-Carazo

The Challenge How do you measure if a student has enough cultural knowledge to fulfill the GE Global Culture’s component? At what point can a student: 1. Recognize world views other than their own 2. Feel comfortable interacting in an international setting

Relevance of Charge This new component needs to be backed by legitimate courses to fulfill the requirement This new component needs to be backed by legitimate courses to fulfill the requirement Purpose of our research: to determine whether introductory language courses realistically meet the goals of the GE task force Purpose of our research: to determine whether introductory language courses realistically meet the goals of the GE task force

Research Conducted Surveyed UC Davis students: Surveyed UC Davis students: Introductory language courses Introductory language courses Chinese, French, German, Italian, Japanese and Spanish Chinese, French, German, Italian, Japanese and Spanish General UC Davis student population General UC Davis student population Interviewed language professors Interviewed language professors

Student Surveys The student surveys were created in an attempt to measure the level of awareness and comfort in an international setting. The student surveys were created in an attempt to measure the level of awareness and comfort in an international setting. Challenges of measuring culture: Challenges of measuring culture: Qualitative information Qualitative information Subjective topic Subjective topic

3-Part Survey Background Information Background Information Cultural Experience Cultural Experience Cultural Aspects of Language Course Cultural Aspects of Language Course Aspects of culture discussed in class Aspects of culture discussed in class Time spent learning culture in class Time spent learning culture in class Appreciation, awareness, and interest in culture Appreciation, awareness, and interest in culture

Aspects of Culture

Culture vs. culture Culture: artistic and historical aspects of culture (i.e. historical monuments, food, sports) Culture: artistic and historical aspects of culture (i.e. historical monuments, food, sports) culture: anthropological or sociological view of culture (i.e. greetings appropriate for social settings) culture: anthropological or sociological view of culture (i.e. greetings appropriate for social settings)

Culture vs. culture in class

Student Survey Results Amount of time in class spent on culture36% Level of interest in learning about that particular culture7.4 out of 10 Appreciation for cultures other than their own7.4 out of 10 Awareness of other cultures relative to their own7.1 out of 10

SARI

“The Debate” In favor: Absorbing culture is inherent through learning a language, even at an introductory level. In opposition: True cultural understanding can only be achieved at a more advanced level.

“Language is inseparable from cultural consciousness…it is a language-world view.” Mikhail Bakhtin,Russian Scholar Mikhail Bakhtin, Russian Scholar In Favor

In Opposition “Introductory [language courses] is a lot of superficial knowledge and not a lot of critical analysis or cross- cultural comparison. There is cultural material, but not enough to satisfy a GE." -UC Davis Professor

Conclusions We cannot determine the extent to which culture is taught in introductory language courses. We cannot determine the extent to which culture is taught in introductory language courses. Introductory language classes mostly teach surface level aspects of culture. Introductory language classes mostly teach surface level aspects of culture. The Global Cultures requirement needs to be less vague in its objective. The Global Cultures requirement needs to be less vague in its objective.

Recommendations The goals of the Global Cultures GE need to be re-worded to be more specific. i.e. “Openness, awareness, exposure” i.e. “Openness, awareness, exposure”

Final Thoughts Foreign language courses should continue to be encouraged, even though we found that they do not fulfill the proposed Global Cultures GE requirement.

Acknowledgements Thank you to: Our Sponsors: Charles E. Lesher Diane Adams Our Advisors: Chia-ning Chang, Ph.D. Cristina Martinez-Carazo, Ph.D. All the participating language Professors and students Kathy J. Davis, SARI Adrienne Reininga Erin Schlemmer Laurie Stillman Ashley Clifford Jessica Utts Ora Sraboyants Ann Orel Carrie Devine