Microblog (Twitter)
    Showing posts with label culture. Show all posts
    Showing posts with label culture. Show all posts

    Developing Pragmatic Competence

    5:32 PM Journeys

    Theaching pragmatics has to do with teaching the meaining of language in context. It has to do with exploring different intentions of language depending on relationship, situation, intention, etc.


    The frase: "Are you going home soon?" could have different meainings and intentions depending on the situation. I could mean that I want you to go, or that I need a ride, or that I am offering you a ride, or that I don't want to go home alone, etc. The meaning of the question depends on the relationship and the circumstances in which the question is asked.


    There are books that offer exercises to explore pragmatics. The most important thing to consider when designing exercises or using materials that intend to develop pragmatic competence is that how the teacher approaches and uses the material is crucial.


    For example you might have the following exercise: (taken from Beyond Language, Deena R. Levine and Mara B. Adelman, Prentce Hall.)


    If someone offers you some food that you really don't like, you might say:

    In your country: _______________________________________.

    In the United states:

    1. "I hate that"
    2. "Sure, I'd love some more."
    3. "I'll have just a little bit, please."
    4. "Thanks, but I'm really full."


    A teacher may approach the exercise as it is writen and concentrate on what is appropriate in the US or in Guatemala, focusing on a single right answer that is polite, appropriate, etc.


    A different way, and a more useful, way to approach the material would be to explore how all the options are appropriate in different circumstances and try to decide what those circumstances are. This exploration could be done thinking of american culture as well as Guatemalan culture. Students could then roleplay the different situations in which each of the responses are appropriate.


    In conclusion, when teaching pragmatics in a cultural lesson, it is important to avoid creating stereotypes or relying on them in order to explore appropriateness and meaning. It is more useful to explore the different meanings a phrase might have and the different situations in which a given phrase might be appropriate.

    Labels: , , , , 0 comments | | edit post

    Hula in the park

    3:36 PM Journeys
    On thursday hawaiians celebrated Kamehameha day and during friday and saturday there were many celebrations and presentations to commemorate the day. We had an opportunity to see a few of the ceremonies. The first video is the lai drapping, in which lais are presented to King kamehameha.

    There is a lot of history relating to the monarchi of hawaii, it somehow reminds me of Tecun Uman and his story.

    To read more about King Kamehameha follow this link. Very briefly, King Kamehameha I united the hawaiian islands and established the kingdom.

    This second video was shot in a park near the aquarium.


    Labels: , , , , 0 comments | | edit post

    Evaluating textbooks, the cultural element.

    5:16 PM Journeys
    Today's class focused on how textbooks and materials are evaluated and chosen. many times the selection of the textbooks is not up to the teacher. When we have the oportunity to select books we consider things like appropriateness for the level, inclution of activities that are inline with adopted methodology, how current the material is, etc.

    The proposition is that we should also take into account how the material incorporates cultural elements, whether it does it conscionsly or unconsciously. Books might be insensitive to different cultures or they might be centered on one particular culture. Textbooks might assume that students know a lot more about the target culture than they actually do or should.

    So what are the characteristics of a good book when it comes to including cultural information. The following list of questions were brainstormed and may provide a clue.

    Choosing a textbook: questionnaire (part 4)

    Is the textbook culturally sensitive?

    1. Does the textbook include images of local sites or people? Does the textbook include images from a viriety of sites?
    2. Are there any text passages written by local writers? Are there any passages written about local experiences?
    3. Does the textbook include contrasting scenes from different cultures?
    4. Does the textbook show variety in english usage, (not just from one english speaking country)?
    5. Does the textbook include activities that ask students to contrast material with their own culture?
    6. Does the textbook include suggestions for teachers on incorporating local cultural elements?
    7. Does the textbook try to make as few assumptions as possible when it comes to cultural knowledge students should have?
    8. Does the textbook try to stay away from stereotypes?
    9. Does the textbook include explicit sections to promote cultural awareness?



    Labels: , , , , 0 comments | | edit post

    Materials and material evaluation and design

    1:12 AM Journeys
    Today we had two clasess

    In our first class we will be looking at material produced in the University and adapting it to our teaching context. we have some two sets of songs with acompanying lesson plans. tomorrow we will be looking closely at the first two lesson plans.

    We also recieved a holidays magazine. it is a very interesting book on US holidays. I think that this book will be useful as a model for the creation of personal media by the students. It presents a model for approaching a holiday from which the students can draw to create their own material. You could ask students to look at the holidays presented and identify the familiar celebrations, then explore the similarities and differences in the way of celebrating so we can finish with creating a piece appropriate for the local culture. The magazine then is a scafold on which to support the re-creation of knowledge through personal media.

    With the songs we could explore something similar. The songs, because they are short and full of imagery, are good for close reading exercises. It is good material to encourage exploration of suttle messages and appropriation of concepts. Singing is a form of appropriation, when I sing the song, it becomes mine. Then we can ask our students: What are you singing about? I am curious to hear the answers.

    My homework is to preview the material and tomorrow we will have interesting discussions I am sure.

    The second class was an introduction to the topic of Culture. I have to say that it was a very interesting presentation and I will link to my notes for now and later will try to post some thoughts.

    Link to notes on the topic of culture.
    Labels: , , 0 comments | | edit post

    Map


    View Places in Honolulu in a larger map