Culture Learning
Culture Learning in Language Education:
A Review of the Literature
R. Michael Paige, Helen Jorstad,
Laura Siaya, Francine Klein, Jeanette Colby
INTRODUCTION
This paper examines the theoretical and research literatures pertaining to culture learning in language education programs. The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past four decades. For insightful analyses see Morain,
1986; Grittner, 1990; Bragaw, 1991; Moore, 1991; Byram and Morgan, 1994. Most importantly, in recent years various professional associations have made significant efforts to establish culture learning standards (Standards, 1996; AATF, 1995). Yet, to date, there have been few critical reviews of the literature. In certain respects this is not surprising because culture learning is not exclusively the domain of language educators. On the contrary, the field is highly interdisciplinary in nature; contributions to the knowledge base have come from psychology, linguistics, anthropology, education, intercultural communication, and elsewhere. Moreover, anthropologists, intercultural communication scholars, and psychologists, in particular, have studied cultural phenomena quite apart from their relationship to language learning. The review confirmed what we expected: a substantial amount of important writing on culture learning exists, much of which is completely unrelated to language education.
The rationale for conducting this review of the literature was to determine if studies existed which could:
1) support and/or challenge current language education practices regarding the teaching of culture,
2) provide guidance to language educators on effective culture teaching methods,
3) suggest ways to conceptualize culture in the language education context,
4) suggest ways to assess culture learning, and,
5) indicate which
A Review of the Literature
R. Michael Paige, Helen Jorstad,
Laura Siaya, Francine Klein, Jeanette Colby
INTRODUCTION
This paper examines the theoretical and research literatures pertaining to culture learning in language education programs. The topic of teaching and learning culture has been a matter of considerable interest to language educators and much has been written about the role of culture in foreign language instruction over the past four decades. For insightful analyses see Morain,
1986; Grittner, 1990; Bragaw, 1991; Moore, 1991; Byram and Morgan, 1994. Most importantly, in recent years various professional associations have made significant efforts to establish culture learning standards (Standards, 1996; AATF, 1995). Yet, to date, there have been few critical reviews of the literature. In certain respects this is not surprising because culture learning is not exclusively the domain of language educators. On the contrary, the field is highly interdisciplinary in nature; contributions to the knowledge base have come from psychology, linguistics, anthropology, education, intercultural communication, and elsewhere. Moreover, anthropologists, intercultural communication scholars, and psychologists, in particular, have studied cultural phenomena quite apart from their relationship to language learning. The review confirmed what we expected: a substantial amount of important writing on culture learning exists, much of which is completely unrelated to language education.
The rationale for conducting this review of the literature was to determine if studies existed which could:
1) support and/or challenge current language education practices regarding the teaching of culture,
2) provide guidance to language educators on effective culture teaching methods,
3) suggest ways to conceptualize culture in the language education context,
4) suggest ways to assess culture learning, and,
5) indicate which
References: Altman, H.B. (1981). What is second language teaching. In J. E. Alatis, H. B. Altman, & P. M. American Association of Teachers of French (1995). AATF framework for cultural competence. American Council on the Teaching of Foreign Languages (1983). ACTFL Provisional Proficiency Guidelines Armstrong, G. K. (1984.). Life after study abroad: A survey of undergraduate academic and career choices Arvizu, S. F., Snyder, W. A & Espinosa, P. T. (1980). Demystifying the concept of culture: theoretical and conceptual tools (Vol Backman, N. (1976.). Two measures of affective factors as they relate to progress in adult second-language learning Barnlund, D. C. (1988). Communication in a global village. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (6th ed., pp Baumgratz-Gangl, G. (1991). Relating experience, culture and language: a French video project for language teaching Bennett, J. M. (1993). Cultural marginality: Identity issues in intercultural training. In R. M. Bennett, M. J. (1986). Towards ethnorelativism: A development model of intercultural sensitivity Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity Bernhardt, E. (1995). Teaching literature or teaching students. ADFL Bulletin, 26, (2), 5-6. Bernhardt, E., & Hammadou, J. (1987). Research in foreign language teacher education. Foreign Language Annals, 71, (3), 289-298. Berube, M. R. (1996). The politics of national standards. The Clearing House, 69, (3), 151-153. Bex, A. R. (1994). The problem of culture and English language teaching in Europe. IRAL, 32, (1), 57-67. Bley-Vroman, R. (1989.). What is the logical problem of foreign language learning. In S. Gass & J Bloom, B. (1964). Stability and change in human characteristics. New York: John Wiley. Boutin, F. (1993). A study of early French immersion teachers as generators of knowledge. Bragaw, D. (1991). Priority Curriculum: The global imperative and its metalanguage. Foreign Language Annals, 24, (2), 115-124. Breen, M. P. (1985). The social context for language learning: A neglected situation? Studies in Second Language Acquisition, 7, 135-158. Brislin, R. W., Cushner, K., Cherrie, C., & Yong, M. (1986). Intercultural interactions: A practical guide Burstall, C., et al. (1974). Primary French in the balance. Windsor, Ontario: NFER Publishing Co. Byram, M. (1988). Foreign language education and cultural studies. Language, Culture, and Curriculum, 1, (1), 15-31. Byram, M. (1989). A school visit to France: Ethnographic explorations. British Journal of Language Teaching, 27, (2), 99-103. Byram, M., Esarte-Sarries, Taylor, & Allatt. (1991). Young people’s perception of other cultures Byram, M., & Morgan, C. (1994). Teaching-and-learning language-and-culture. Clevedon, Avon: Multilingual Matters. Cadd, M. (1994). An attempt to reduce ethnocentrism in the foreign language classroom. Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in student opposition to reproduction through ESOL Carlson, J. et al. (1991). Study abroad: The experience of American undergraduates in Western Europe and the United States Research Series. (ERIC Document Reproduction Service No. ED 340322) Carroll, J Cook, S. (1996, April 10). “College students’ perspectives on culture learning in a required French course.” Paper presented at the American Educational Research Association, Cooper, T. C. (1985). A survey of teacher concerns. Foreign Language Annals, 18, (1), 21-24. Crawford-Lange, L. M. & Lange, D. (1984). Doing the unthinkable in the second-language classroom: A process for integration of language and culture