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Teaching culture: The standards as an optic on curriculum development
|Title:||Teaching culture: The standards as an optic on curriculum development|
|Date Issued:||01 Jan 2009|
|Publisher:||Heinle Cengage Learning|
|Citation:||Arens, K. (2009). Teaching culture: The standards as an optic on curriculum development. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 160-180. http://hdl.handle.net/102015/69675|
|Abstract:||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.
|Appears in Collections:||
2009 PRINCIPLES AND PRACTICES OF THE STANDARDS IN COLLEGE FOREIGN LANGUAGE EDUCATION|
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