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Now showing 1 - 5 of 12
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    (Heinle Cengage Learning, 2009-01-01) Scott, Virginia M. ; Dessein, Eva ; Nisselson, Rachel
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    Teaching culture: The standards as an optic on curriculum development
    (Heinle Cengage Learning, 2009-01-01) Arens, Katherine
    This chapter offers an experiment in defining what it means to teach culture, based on the Standards for Foreign Language Learning in the 21st Century (2006). Traditional postsecondary FL classrooms all too often define “culture” as a set of facts; the Standards suggest that culture may be profitably defined as a field of cultural practices, signifiers, and knowledge. In consequence, a curriculum may be developed stressing how learning a culture means not only acquiring its knowledge base but also the strategic competencies needed to function within it. Defining culture as a pragmatic field structured like a language but functioning in more dimensions requires that any curriculum be targeted at a particular site or region within which a group acts and defines itself as culturally literate through communication, pragmatic practices (behaviors, institutional functions), and a characteristic knowledge base. To make this case, I first offer a rereading of the Standards to redefine learning language as learning culture. I then provide examples of how such a rereading of the Standards can be implemented to structure curricula fostering various forms of culture literacy. The experiment proposed here argues that the Standards apply to a more encompassing model for learning, especially for teaching and learning culture as a set of semiotic systems revealed in the pragmatic choices made by members of a cultural community in a particular field of culture. My experiment, therefore, challenges how the Standards have been read and implemented overall.
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    Incorporating the standards into a 3R model of literary and cultural analysis
    (Heinle Cengage Learning, 2009-01-01) Ketchum McEwan, Eilen
    Although useful for providing directions and continuity for foreign language programs at the high school and university levels, the Standards for Foreign Language Learning in the 21st Century (2006) seem to overlook the specific skills of literary analysis, a traditional focus for many college-level language programs. This chapter attempts to address that oversight by offering a 3R Model of Literary and Cultural Analysis (Recognize-Research-Relate). The 3R Model combines literary, linguistic, and cultural acquisition within a general analytical model that fulfills the Standards’ Five Cs of foreign language learning. Based on research in schema theory and reader-response theories, the 3R Model helps students identify literary and linguistic elements that seem representative of a target culture, research the target culture through various resources to arrive at a multifaceted view of that culture, and apply the newly developed background knowledge to the text for a more culturally informed reading. Specific examples taken from Francophone literature provide a detailed presentation of the three steps of the model, accompanied by suggestions for using the model with other languages and levels of linguistic competency, thereby demonstrating its wide-ranging application within postsecondary language programs.
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    A standards-based framework for the teaching of literature within the context of globalization
    (Heinle Cengage Learning, 2009-01-01) Schutlz, Jean Marie
    The 2007 MLA report, Foreign Languages and Higher Education: New Structures for a Changed World, calls into question many of the current practices in language teaching, their underlying philosophies, and even the structure of departments of foreign languages and literatures in light of the impact of increased globalization, which privileges the development of “translingual” and “transcultural” competence. Particularly at stake is the traditional role of literature in the foreign language curriculum, a role made all the more problematic within the context of the Standards for Foreign Language Learning in the 21st Century (2006), which are ambivalent as to how literary texts should figure into the foreign language classroom. Although three of the Standards’ Five Cs—Cultures, Comparisons, and Communication—have generated new paradigms for the incorporation of literature in the language classroom, very little research has been done in terms of Communities and Connections. This chapter explores why these two standards seem to have been passed over within the pedagogical literature and examines how they can figure prominently into a reconfigured foreign language curriculum that advances the goals of the Standards as well as those of the 2007 MLA report. The chapter further explores how literature can be repositioned within interdisciplinary practices that might serve to create new kinds of connections within the global arena, as well as how literature helps provide students access to new foreign language communities. Finally, the chapter concludes by illustrating the theoretical discussion with the description of an intermediate French language course designed specifically to meet the needs of students interested in Global Studies.
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    Using the online forums to integrate the standards into the foreign language curriculum
    (Heinle Cengage Learning, 2009-01-01) Oskoz, Ana
    This chapter reports on the work conducted in a foreign language (FL) program at the University of Maryland Baltimore County that integrates both in-class and online discussions to reflect on students in and interpret various documents and experiences. In particular, this study focuses on students in one class of Intermediate Spanish I who used asynchronous online interactions to explore, analyze, and reflect on cultural topics. Five groups of students’ online discussions were collected and analyzed through the framework of the 5 goals of the Standards. Subsequent quantitative analysis of the data showed that the online forums can become springboards for students to share, debate, and interpret information; to gain knowledge and understanding of other cultures; to reflect and make connections to additional bodies of knowledge; to compare and contrast the target culture with their own; and to participate in multilingual and multicultural communities. Pedagogical suggestions to enhance the value of the discussion boards are provided at the end of the chapter.