“Culture is an abstraction; it cannot actually be seen or touched…. We see people acting in agreed-upon ways in the face of similar situations…we notice people moving their bodies in certain ways – making choices in their lives about where to live, what to eat, how to learn, how to work and love – in response to similar events and experiences, and say: “oh, these people belong to the same culture”. (H. Ned Seeyle)
Our recent #langchat inspired me to blog about something which I am truly passionate, using authentic texts in the world language classroom. We discussed the definition of culture and how to teach it. Because culture is fluid and amorphous, it is difficult to define. The website http://coerll.utexas.edu/methods/modules/culture/ expands upon culture as a skill.
I like the term “cultural literacy” which includes:
- The ability to perceive and recognize cultural differences.
- The ability to accept cultural differences.
- The ability to appreciate and value cultural differences.
In my experience, the most effective way to teach culture is through the use of authentic texts. They can teach cultural literacy because they contain authentic cultural information and give students exposure to real language. Ned Seelye writes: “Learning a language in isolation of its cultural roots prevents one from becoming socialized into its contextual use. Knowledge of linguistic structure alone does not carry with it any special insight into the political, social, religious, or economic system.”
What is an authentic text?
A “text” isn’t limited to something written down. A text can be a film, an artifact, anything in a language and culture that conveys meaning. Authentic texts are print, audio, and visual documents created and used by native speakers. Examples include books, web sites, articles, artwork, films, folktales, music, advertisements, videos, posters, news, songs, food, commercials. Think of any experience you go through during a normal day in a foreign country. Read the rest of this entry
Voicethread is a fabulous tool for a world language teacher for several reasons.
1. It is a performance assessment.
2. It can be differentiated to varying levels and needs.
3. The student is the creator and the audience.
4. It can be viewed publicly.
In my French I class, we completed a unit on the children’s story, Il y a un Alligator Sous Mon Lit (There is an Alligator Under My Bed). The students learned the rooms and furniture of the house, prepositions, fears, and how to compose a message before reading the story. Then they listened, read, watched, and acted out the story through various activities. There were many formative assessments along the way to test acquisition of vocabulary, and the summative assessment was to create a unique story based on the format of Il y a un Alligator Sous Mon Lit.
This assessment showed me what the students are able to do with the language. Rather than testing the students for discrete information, in a test or quiz that shows what they don’t know, they took what they learned and produced the best product they could at their proficiency level.
This class is extremely varied in needs and proficiency level and, I was able to modify the requirements to fit each student. Some students had more requirements than others. I provided templates for certain students, while more advanced students were given less direction. I compacted the past tense for one extremely advanced student and she wrote he story using the preterite and imperfect complete with irregular verbs!! Voicethread allows individual needs to be met on both ends of the spectrum!
After the student creates the Voicethread,they were required to view and comment on all of the other students’ Voicethreads. Because they know their project is public and viewed by their peers, the quality is better.
Using this tool in the classroom enables students to become better equipped to use Web 2.0 in a productive and responsible manner.
Below I have included a few examples of varying proficiency levels: