Six ways to teach culture effectively

Six Ways to Teach Culture Effectively Ann Wintergerst Joe McVeigh NYSTESOL Melville, NY October 28, 2011

1. Have students articulate their own definition of culture

Have students articulate their own definitions of culture ,[object Object]

Have students articulate their own definition of culture ,[object Object],[object Object],[object Object]

Have students articulate their own definition of culture ,[object Object],[object Object]

Have students articulate their own definition of culture (3)

Have students articulate their own definition of culture ,[object Object]

2. Explore the differences between spoken and written language

Explore the differences between spoken and written language ,[object Object],[object Object],[object Object]

Explore the differences between spoken and written language ,[object Object],[object Object]

(Kramsch, 1998) CONVERSATIONAL SPEECH EXPOSITORY WRITING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Features of spoken language ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Rhetorical patterns in writing across cultures (Kaplan, 1966)

Differences between spoken and written language ,[object Object],[object Object],[object Object],[object Object]

What the teacher can do ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

3. Explore kinesics, movement, and gestures in non-verbal communication

Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],[object Object],[object Object]

Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],[object Object]

Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],BODY PART MULTI-ACTIVE QUIET-GROUP Eyes close eye contact staring, rude, avoid Arms / hands expressive, gesticulating insincere, overdramatic Walking style bouncy, swaggering neutral Feet stamping to show anger boredom, rudeness

Activity 3: How do you say . . .? ,[object Object],[object Object],[object Object],[object Object],[object Object]

4. Recognize the causes and stages of culture shock

Recognize the causes and stages of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]

Four stages of acculturation ,[object Object],[object Object],[object Object],[object Object],[object Object]

Causes of culture shock ,[object Object],[object Object],[object Object],[object Object]

Culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]

What the teacher can do ,[object Object],[object Object],[object Object]

Activity 4: Stages of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

5. Counter the effects of culture shock

Counter the effects of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Counter the effects of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Activity 5: Coping with culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]

6. Identify cultures as either individualistic or collectivistic

Individualistic / Collectivistic ,[object Object],[object Object],[object Object],[object Object],[object Object]

Individualism-collectivism index ,[object Object],Highly Individualistic  ----------------------  Highly Cultures Collectivistic Cultures Individuals take care of themselves and their immediate family first. The autonomy of the individual and the self are most important. Characteristics Individuals work for the good of the group and suppress their identity for the benefit of the group. The needs of the group come before the needs of the individual. United States, Australia, Great Britain, Canada, Hungary, the Netherlands, New Zealand, and Italy Example cultures Guatemala, Ecuador, Panama, Venezuela, Colombia, Pakistán, Indonesia, and Costa Rica

Predictors of individualism-collectivism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Effects on student learning ,[object Object],[object Object],[object Object],[object Object],[object Object]

Activity 6: Alone or with others? ,[object Object],[object Object],[object Object],[object Object],[object Object]

Examples ,[object Object],[object Object],[object Object],[object Object],[object Object]

Individualistic or collectivistic? ,[object Object],[object Object],[object Object]

Answers ,[object Object],[object Object],[object Object]

Check out our book at the Pearson booth or online !

Photo Credits ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Thank you Thank you ! Download copies of the handout and PowerPoint slides at www.joemcveigh.org/resources

Six ways to teach culture effectively

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