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Z - Culture Ped > CP - W1-2-3 > Flashcards

CP - W1-2-3 Flashcards

1
Q

Core Prof. C1

A

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

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2
Q

Culture in the context of ESL teaching & learning (including ICT)

A

— Developing Intercultural competence
— Supporting learning in the context of cultural diversity

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3
Q

Culture in a critical perspective

A

– Questions of identity, social inclusion, etc.

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4
Q

MELS definition:
culture

A
  • OBJECT
  • Relationship
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5
Q

Culture (Moran)

A
  • Evolving way of Life
  • Groupe of Persons (SHARING)
  • Practices (associated w/)
  • Products (based on)
  • Perspective of world (w/in specific. social context)
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6
Q

Language Classroom Should include (Moran)

A
  • Language + Culture
  • Understandable Accessible
  • Complexity of Culture
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7
Q

Iceberg of Culture (Moran)

A 
Explicit = products + Practices
Imp= perspectives (beliefs - Values - Attitudes)
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8
Q

Culture teaching importance (MELS)

A

All Elements of Related content are Mandatory

  • Culture
  • Language repertoire
  • Strategies
  • Processes
  • Texts
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9
Q

Related Content (Elements)

A
  • culture
  • language repertoire
  • strategies
  • processes
  • texts
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10
Q

Related Content (LEVEL + EQUIVALENT)

A

L: Sec. Cyc 1+2
E: Essential Knowledge = El. Cyc. 2+3

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11
Q

Related Content (culture)

A
  • Aesthetic Aspect
  • Sociological Aspect
  • Sociolinguistic Aspects
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12
Q

Related Content - Culture - Aesthetic Aspects

A

PRODUCTS
Creations that rep+prom English Culture

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13
Q

Related Content - Culture - Sociological Aspect

A

PERSPECTIVE
Help understand daily life and behaviours of ENG culture

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14
Q

Related Content - Sociolinguistic Aspect of Culture

A

PRACTICES
- To successfully communicate with ENG Speakers

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15
Q

Culture OBJECT (MELS) - Descriptive Sense

A

Primary Culture = Osmosis + Collective (Lifestyle, behav., att., beliefs)
Secondary Culture = Set of works by humanity to comprehend its own place in world

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16
Q

Culture OBJECT (MELS) - Normative Sense

A

Cultured Individual - debatable =
Society must objects of Secondary Culture
of desired Make-up Cultured individual
- Classical
- Contemporary
- Science

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17
Q

Culture relationships (MELS)

A

w/ World - Enculturation to a Society
w/ Oneself - Identity
w/ Others - Social Inclusion Exclusion

18
Q

Culture Relationship (in Schools - MELS)

A
  • Build relationships w/ Knowledge + Culture (in LES)
  • Role of Culture (indis.) Relations with Culture
19
Q

Teacher Role (MELS) Past/Now

A

P:
- Homogenous
- Secondary Stable Classics
- T- Transmitter
N:
- Heterogenous
- Secondary Continually Transforming
- T- Cultural Broker

20
Q

Teacher as Cultural Broker (MELS)

A

HELP Students Establish Rel. w/ Themselves, World, Others

  • Inheritors
  • Critics
  • Interpreters
21
Q

Teacher as Cultural Broker (MELS) - Inheritor

A
  • restoring continuity + creating transitions
  • (e.g. identity texts)
22
Q

Teacher as Cultural broker (MELS) - Critics

A
  • KNOW what they have inherited (self-awareness)
23
Q

Teacher as Cultural broker (MELS) - Interpreters

A
  • SELECT indispenable-pertinent elements of heritage
  • INCLUSIVE CLASSROOM (judgement-sensitity)
24
Q

Byram - Cultural Awareness (teachers 6 categories)

A
  1. Way of life/Tradition (other Coutries/ Laguage)
  2. History (Institutions/structures)
  3. Norms/Moral
  4. Art, literature, high culture
  5. Positive attitudes (Understanding, Knowledge)
  6. Cultural Identity (Comparison)
25
Q

Cultural Awareness (Byram) VS MELS

A
  • B: Positive Attitudes (attitudes of openness)
    = M: Openness and respect
  • B: Comparison (cultural identity)
    = M: Understanding+Appreciation own/others in cultural exch. outings
26
Q

Competence Model (Chomsky)

A
  • Linguistic Competence
  • Grammatical knowledge of native speaker
27
Q

Competence Models (Hymes)

A
  • Communicative competence
  • Coined term (grammatical too narrow)
28
Q

Competence Models (Canale & Swain)

A

1980 Influential Comm. Comp.

  • Strategic
  • Discourse
  • Grammatical
  • Sociolinguistic
29
Q

ICC

A

Intercultural Communicative Competence

30
Q

Byram (ICC)

A

LANGUAGE
- Sociolinguistic Models and Theory
PEOPLE, POWER, POLITICS
- Sociocultural Models and Theory

31
Q

Byram ICC vs MELS

A
  • B: Sociolinguistic
    = M: RC-Culture- Socioliguistic
  • B: SocioCULTURal
    = M: RC- Culture- SocioLOGICal
  • B: StrategIC
    = M: StrategIES
32
Q

Triple Reality Of Speech

A
  • Language
  • Paralanguage
  • Kinesics
33
Q

Triple reality of speech vs MELS

A
  • RC - Culture - Sociolinguistic =
  • Paralanguage
  • Language
  • Kinesics
34
Q

ICC (Inter-group and cross-cultural relations) COMPETENCIES

A
  1. Relationship building & maintenance competence
  2. Information-transfer competence
  3. Compliance-gaining competence
35
Q

ICC (approaching the teaching of culture as..)

A
  • Content = providing information - particular country/ cultural practices
  • Method = means to - analyse, understand, relate to interlocutor culture
36
Q

Teaching culture as Method

A

Analyse, Understand, Relate
— Critical approach; questions of power
— Critical self-reflection; questions of identity

37
Q

ICC interpretation varies depending on What?

A

the Socio-Political Context in which it is actualized

38
Q

What might ICC look like in Quebec?

A

Canada core french

39
Q

Teaching Strategies: Guiding Principles
(or Teaching Philosophy) 4

A
  • Co-construction of knowledge
  • Reflective Praxis
  • Problematic texts (introduction), broadly conceived
  • Collaborative Inquiry
40
Q

Reflective Praxis

A

Integrating:

  • Research
  • Theory
  • Practice
41
Q

Integrating Research, Theory & Practice (called)

A

Reflective Praxis

Z - Culture Ped (3 decks)

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