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    Socioculturalfactors 091124084757 Phpapp01

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    This document discusses various sociocultural factors related to language learning and teaching. It covers topics such as culture, stereotypes, attitudes, second culture acquisition, social distance, teaching intercultural competence, language policy/politics, the relationship between language/thought/culture, and incorporating culture into the language classroom. Key points include definitions of culture, the dynamic nature of culture, how stereotypes form and can be overcome, measuring social distance, stages of second culture acquisition, and implications for language teaching practices and policies.

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    Socioculturalfactors 091124084757 Phpapp01

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    KeshavSapra
    32 views33 pages
    This document discusses various sociocultural factors related to language learning and teaching. It covers topics such as culture, stereotypes, attitudes, second culture acquisition, social distance, teaching intercultural competence, language policy/politics, the relationship between language/thought/culture, and incorporating culture into the language classroom. Key points include definitions of culture, the dynamic nature of culture, how stereotypes form and can be overcome, measuring social distance, stages of second culture acquisition, and implications for language teaching practices and policies.

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    Socio Culture Factors

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    This document discusses various sociocultural factors related to language learning and teaching. It covers topics such as culture, stereotypes, attitudes, second culture acquisition, social distance, teaching intercultural competence, language policy/politics, the relationship between language/thought/culture, and incorporating culture into the language classroom. Key points include definitions of culture, the dynamic nature of culture, how stereotypes form and can be overcome, measuring social distance, stages of second culture acquisition, and implications for language teaching practices and policies.

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    32 views33 pages

    Socioculturalfactors 091124084757 Phpapp01

    Uploaded by

    KeshavSapra
    This document discusses various sociocultural factors related to language learning and teaching. It covers topics such as culture, stereotypes, attitudes, second culture acquisition, social distance, teaching intercultural competence, language policy/politics, the relationship between language/thought/culture, and incorporating culture into the language classroom. Key points include definitions of culture, the dynamic nature of culture, how stereotypes form and can be overcome, measuring social distance, stages of second culture acquisition, and implications for language teaching practices and policies.

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    SOCIOCULTURAL

    FACTORS

    Wilson Burgos Aroca


    Jos Luis Moreno Solano

    INDEX

    CULTURE
    STEREOTYPES OR GENERALIZATIONS?
    ATTITUDES
    SECOND CULTURE ACQUISITION
    SOCIAL DISTANCE

    TEACHING INTERCULTURAL COMPETENCE


    LANGUAGE POLICY AND POLITICS

    ESL and EFL


    Linguistic Imperialism and Language Rights
    Language Policy and the English Only Debate

    LANGUAGE, THOUGHT, AND CULTURE

    How to measure social distance ?

    The Whorfian Hypothesis

    CULTURE IN THE LANGUAGE CLASSROOM


    CONCLUSIONS

    ART
    S

    SCIENC
    E

    IDEAS

    CUSTO
    MS

    CULTURE
    TOOL
    S

    LANGUAGE
    SKILL
    S

    KNOWLEDG
    E

    TEACHIN
    G

    CULTURE
    According to
    Jhon Donne: No man is an island,
    entire of itself; every man is a piece
    of the continent, a part of the main
    Larson and Smalley: a blueprint
    that guides the behavior of people
    in a community and is incubated in
    family life

    CULTURE

    Matsumoto:

    Dynamic
    System of rules
    Established by groups and
    units
    Survival
    Attitudes, values, beliefs,
    norms, and behaviors
    Shared by a group
    Harbored differently by
    each specific unit
    Communicated across
    generations
    Potential to change across
    time

    CULTURE
    ATKINSON
    Learners
    socially
    construct
    identities
    within
    learning
    communities
    and native
    cultural
    milieu.

    STEREOTYPES OR
    GENERALIZATIONS?
    Example: How do women drive?
    An oversimplified manner of viewing a
    culture, using exaggerating categories.
    Stereotypes form due to our own
    perception view to others (a closedminded view of other cultures).
    Culture differences must be learnt and
    accepted when learning an L2.
    Turn individual perception into
    appreciation.

    EXTENDED ACTIVITY

    Brainstorming
    stereotypes in
    different countries
    and cultures.

    ATTITUDES
    Coming from stereotypes
    Gardner and Lambert: Motivation as a construct
    made up of certain attitudes
    Based on insufficient knowledge, misinformed
    stereotyping, and extreme ethnocentric thinking.
    Ex. Better proficiency by students who did not
    want to stay in the USA.
    Positive attitudes can help learning and L2.
    The role of teachers to change negative
    attitudes.

    SECOND CULTURE
    ACQUISITION
    Learning a second language involves
    learning a second culture.
    Robinson Stuart and Nocon: Culture
    learning is a magic carpet ride to another
    culture
    A foreign language could present culture as a
    list of facts to be cognitively consumed by the
    student. (No interaction with culture)
    It is a process of perceiving, interpreting,
    feeling, being in the world
    Acculturation
    A reorientation of thinking and feeling.

    SECOND CULTURE
    ACQUISITION
    Culture shock
    1st stage: excitement and euphoria of
    the new culture
    2nd stage: Intrusion of more and more
    cultural differences
    3rd stage: Acceptance of differences in
    thinking and feeling surround them
    4th stage: Assimilation, adaptation.

    Anomie

    EXTENDED ACTIVITY

    Sharing with the class


    the process of second
    culture acquisition.

    SOCIAL DISTANCE
    Refers to the cognitive and affective
    proximity of two cultures that come
    into contact within an individual.
    According to Jhon Schumann:
    Dominance
    Integration
    Cohesiveness
    Congruence
    Permanence

    HOW TO MEASURE SOCIAL


    DISTANCE?
    Lack of objectivity.
    Perceived Social Distance through
    the Professed Difference in Attitude
    Questionnaire (PDAQ).
    Optimal distance model (at stage 3
    of second culture acquisition).
    Second culture acquisition in adults
    and children (differences).

    TEACHING
    INTERCULTURAL
    The need
    COMPETENCE
    of being sensitive to the

    fragility of students when promoting


    cultural understanding and self
    awareness.
    Sociocultural competence: best
    model of L2 C2 is to learn a
    language where culture in directly
    experienced.

    TEACHING
    IMPLICATION

    In your learning or teaching


    experiences, have you encountered
    situations where cultural classroom
    expectations have been
    misunderstood?

    CULTURAL CATEGORIES
    TO STUDY CULTURAL
    Individualism: aNORMS
    loosely integrated society.

    Opposed to collectivists, which are tightly


    integrated.
    Power distance: Inequality between
    societies in a culture.
    Uncertainty avoidance: Perceiving situations
    as unstructured, unclear, unpredictable
    preference to avoid those situations.
    Masculinity: Biological and social roles of
    sexes in a culture.

    EXTENDED ACTIVITY
    Creating a short sketch
    where
    the
    cultural
    categories
    to
    study
    cultural
    norms
    are
    evidenced.

    LANGUAGE POLICY AND


    POLITICS
    Teaching English as a way of homogeneity
    World Englishes: Nativization of the language,
    from inner circle countries to outer ones.
    English as a native language (ENL) a second
    (ESL) or as a foreign (EFL) has been attacked by
    more than sociolinguistic reasons.
    English must be seen in terms of broad range of
    its functions and its penetration into the society.
    Discussion between native English-Speaking
    teachers (NESTs) and non native EnglishSpeaking teachers (non-NESTs).
    Evaluating English proficiency in the four skills.

    EXTENDED ACTIVITY
    Discussing political issues on
    language policies in Colombia
    - National Bilingual Program
    Colombia Bilinge 2019
    - Bilingual project in Huila
    - Bilingual project in your school

    ESL AND EFL


    ESL : English within a culture where
    it is spoken natively.
    EFL: English within a culture where
    it is not spoken natively.
    The contexts in which English is
    taught determines the ways to teach
    it.

    LINGUISTIC IMPERIALISM
    AND LANGUAGE RIGHTS
    Propagation of English in the world and
    implications on peoples linguistic and
    cultural aspects.
    Reconstituting cultural inequalities
    between English and other languages.
    The genocide of colonial language due to
    the spread of English.
    Laws to promote native language
    development.
    High respect of students culture and
    native language (diversity among human
    beings).

    TEACHING
    IMPLICATIONS

    Should schools, institutes, and


    universities refrain from teaching
    English so that heritage languages
    and cultures can be preserved?
    In what way has your language
    learning or teaching experience
    valued home languages and
    cultures?

    LANGUAGE POLICY AND


    THE ENGLISH ONLY
    Language policies:
    Sociopolitical domain of
    DEBATE

    second language acquisition.


    Language of the education: An entity
    decides to offer it in a designated language.
    Discussions about the language of
    education: Linguistic and cultural
    imperialism and diversity.
    The minority cultures and their suffering
    due to the English only policy.

    LANGUAGE, THOUGHT
    AND CULTURE
    Words shape our lives: The case of
    advertisements.
    What a language can hide of reality.
    A language frames the way people
    think: Political rhetoric, an example.
    The structure of a question can
    affect its answer.

    LANGUAGE, THOUGHT
    AND CULTURE

    The discourse level of


    language, sometimes used for
    persuasion: influential in our
    cognitive and affective states.
    Conversational discourse
    styles may be a factor of
    culture.
    Lexical items used by a person
    shows the intersession of his
    culture and cognition.

    LANGUAGE AND
    THOUGHT

    THE WHORFIAN
    HYPOTHESIS

    Does language reflect a culture?


    VS
    Does language shape a culture?
    Linguistic relativity in the
    interaction of language and culture
    The use of meta-languages

    EXTENDED ACTIVITY
    Creating an advertisement
    that persuades the client
    to buy it.

    TEACHING
    IMPLICATIONS

    To what extent have your foreign


    language learning or teaching
    experiences involved internalizing
    cultural thought patterns along with
    the language form themselves?

    CULTURE IN THE
    LANGUAGE CLASSROOM
    Cultural activities in the classroom must include:
    Customs and belief systems.
    Analysis of stereotypes.
    Degrees of willingness to participate openly.
    Analysis of linguistic imperialism.
    Treatment of Students Uncertainty Avoidance.
    Roles of males and females.
    Connections between language features and
    cultural ways of thinking, feeling and acting.
    Previous experiences on students native
    culture.

    CONCLUSIONS
    Culture is a big influence when learning a
    second and a foreign language in terms of
    cominucating, socializing and stereotyping.
    The creation of a new culture identity when
    acquiring a language.
    Culture shocks to overcome in the learning
    process.
    Teachers as the support of stereotyping
    cultures.
    The role of English in the world

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