2. Review of the related literature
2.1 Introduction
In this chapter, the researcher will review some concepts, definitions and studies related to culture, language, Cultural influence on speaking and Teaching culture in EFL classroom.
2.2 Culture
Among many other researchers, Hymes (1996) stresses that the learning of culture needs to be a basic part of language learning and education because culture critically effects on the values of the community, everyday interaction, the norms of speaking and acts, and the socio-cultural expectations of an individual's roles. He further notes that those who do not follow the norms of usefulness accepted in a community are often placed in a position that excites social differences and bias. Although
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Language schools are not included” (p. 35). He keeps out schools in countries like India, for example, where English is an widely used language in academia. However, his definition includes schools that teach a national curriculum and provide to a particular nation’s culture like an overseas American school.
Participation in a new culture begins with passed-down experiences with the different culture through books, news stories, and movies, and develop into the most severe form of participation: a life enclosed in the culture where work and social activities access through the channels of the new culture (Heyward,
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As Buttjes (1990: 55-56) notes, ‘language teachers need to go beyond monitoring linguistic production in the classroom and become aware of the multiple and numerous processes of intercultural negotiation that any foreign language learner is subjected to...’. To review the relationship between language and culture; Samovar, Porter, & Jain (1981: 24) observe:
Culture and communication are connected with each other because culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to decide how people encrypt messages, the meanings they have for messages, and the conditions and conditions under which various messages may or may not be sent, noticed, or defined... Culture...is the foundation of
In order to address ongoing disproportionate outcomes amidst an increasingly diverse student population, DMPS is engaged in a district wide effort to speak with a common language and understanding around Cultural Proficiency. Cultural Proficiency is an inside-out approach to examining the practices and policies that affect the varying cultures in our system. This handbook is designed to support you and your colleagues in better understanding and effectively applying the framework of cultural proficiency. It is a tool for creating a plan along with action steps for intervention and maintenance of a more accepting culture. This handbook is meant to provide guidance and resources to support working through the impacts of a crisis within the
The ways our culture inform the world are very diverse and bold. Because all cultures are important to each and every one of us, thus our culture heavily influences each and everyone and every culture around us. Culture is all around us no matter where you go, it will always with you. It has a massive impact on each and every one of us. Our culture influences our view of almost everything we see and hear in the world.
Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,
Lera Boroditsky, a professor at Stanford, introduces readers to the question of whether a person’s language can shape their thought processes and views of the world around them through her research conducted at Stanford and MIT. Boroditsky explores further into the questioning about a language’s influence in her article “Lost in Translation”. Boroditsky proves to an audience of broad audience of scholars and people interested in cultural psychology that a person’s language not only influences the way a person thinks but can change a person’s perception of the world and media around them. Lera Boroditsky, through her use of rhetorical questions, comparisons, and addressing the counterargument achieves her purpose of proving that language does
Every day we use our culture. Whether it be to argue claims, express opinions, or make decisions, culture plays a part in each area. Culture is who we are, one’s identity, its extent is enormous over our views and actions. A person grows up surrounded with culture at a young age. This can affect how they learn and what they learn.
In the book Introduction To Teaching by Don Kauchak and Paul Eggen put in “For example, in 1906, San Francisco established segregated schools for Asian Americans. Instruction was in English, which resulted in problems similar to those that Native American and Hispanics encountered” ( D. Kauchak & P. Eggen). With knowing this information from the textbook the struggles for the students to understand what is being taught when it is not in
Out of Breath Becoming accustomed to a new language is difficult, especially when it is not one’s primary language. Amy Tan, the author of “Mother Tongue” went through this same situation. Tan’s mother had a hard time with the way she spoke English because no one seemed to understand what she wanted to convey. Amy Tan uses her story as a way to let the audience know about how language can lead people to be prejudice, connect people, change perception and open new doors in life.
1.0 Introduction 1.1 Background of the Study Culture consists of the overarching values, motives and moral ethical rules and meanings that are part of the system (Harris, 1999). Culture is the whole way of life, material and non-material of human society (Shorter, 1998). People think that culture as fine and performing arts, to dance, music, theatre and the means of disseminating arts and communication industry (Souza, 1993). One should imagine culture as being self contained, super organic reality with forces and purposes of its own (Geertz, 1973). Westerners used to think that their culture was a unitary phenomenon and that their western culture was perfect and most developed but 20th century proved them wrong (Shorter, 1998).
Alix Spiegel’s article, “Struggle For Smarts? How Eastern And Western Cultures Tackle Learning” tells a story of the contrasts between western and eastern education. (Spiegel, 2012) As I read the article, I thought about my experiences in education growing up in the small country of Jamaica. Similar to the Japanese class Jim Stigler found himself in, I remember Jamaican classes being crowded and underdeveloped.
Culture is shared set of arts,ideas,skills and ect,Culture has a different effect on how many people view the world. In other ways, culture consistently informs the way one views the world and others because of family,school, and community. Overall it matters on how they let their culture have an effect on them. In Robert Lake’s essay, “An Indian Father’s Plea” his son Windwolf is having difficulty with racism in his school.
Frank Smith, a famous author from the Cold War era, stated, “one language sets you in a corridor for life. Two languages open every door along the way” (Smith 110). Several school districts across the nation have implemented dual language immersion programs in their elementary schools. With a fast-growing immigrant rate in the United States, being multilingual has become extremely useful to many U.S. citizens. Dual language immersion programs should be implemented into every elementary school curriculum because children in these programs acquire a second language, which helps them develop useful skills, become more aware of cultures around the world, and, contrary to the opposition’s claim, it does help students learn better in school.
They also described the differences between one-way and two-way bilingual education; one-way education is when students who speak one language receive education in two different languages, and two-way education is when there are students who speak different languages, who learn the other language through their peers. The United States showed favorability towards two-way education. This was because they had such a diverse student population, and students showed better retention when taught this way. The piece also described the careful planning that teachers must go through in order to make sure that the students will understand concepts in both languages. In closing they describe that even the most gifted and talented native English students are challenged in immersion programs, this showing that immersion is the key to learning for all students, not just English learners (Collier & Thomas,
Questions of abandoning or maintaining one’s home language affects education policy in all immigrant receiving nations. Because of the consequences of colonisation, migration, nation-formation, traditions of exogamy, and modernisation, some degree of bilingualism is typical of most people in the world.” Today the most advanced nations realise that they can no longer be ignorant of the languages and cultures of other people on this planet. This is why bilingual-multicultural education was initiated. It was believed that this approach will build closer ties between the students’ community, their language background, and the educational plan of the school.
Learning a second language at a younger age is beneficial Most little kids first day of school is when they are approximately five years old, and about to enter kindergarten. Kids go to school from about age five till graduation from high school at about age eighteen. Most schools focus on the basic core subjects, such as math, reading, science and history. Until junior high or high school, foreign language is not even offered.
The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.