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Exploring Culturally Embedded Language Items from Pedagogical Point of View
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Title:
Exploring Culturally Embedded Language Items from Pedagogical Point of View
Description:
This presentation argues that culturally embedded language items fit in classroom setting the best. Exposing students to these items can raise motivation, make learning meaningful and facilitate acquisition. The presentation discusses how to select these items, how to explore them from different angles and how to incorporate them into syllabuses.
Content:
The importance of incorporating culture into language teaching has largely been recognized, however, what kinds of cultural items are most suitable to language teaching remains controversial. The presentation argues that culturally embedded language items fit in classroom setting the best. Incorporating them into language teaching does not only raise students’ awareness of the cultural concepts of the target language, but also enhances motivation, makes learning more meaningful and results in higher proficiency level. The presentation will firstly demonstrate that ample variety of culturally embedded language items can be found at every layer of language, from characters to words, from phrases to sentences, form dialogues to literary discourses. Then, it will introduce some criteria that the presenter uses to select these items. Thirdly, it will discuss angles from which these items can be explored for pedagogical purpose. Lastly, the presentation shows with samples how to incorporate these items into day-to-day teaching syllabuses.
Method:
First, the presenter will show with statistics and examples that most cultural items introduced in the textbooks are background oriented, such as “the Great Wall”, “the Four Treasures of Study”, “Beijing Opera” etc., which have very scant relevance to the language items that are being studied. Secondly, the presenter will use a real lesson from a popularly used textbook as a case study to exemplify that culturally embedded items can be selected from almost every lesson and at every layer of language. Thirdly, the presenter will introduce with charts and graphs the angels from which culturally embedded items can be explored. Lastly, the presenter will use a lesson plan to exemplify how to incorporate culturally embedded language items into teaching syllabuses. The whole presentation is PowerPoint slides formatted.
Benefit:
The presentation touches some theoretically controversial issues as to what cultural items most suitably fit in classroom setting and what cultural items can raise learners’ motivation, facilitate their language acquisition and enhance their proficiency level. The presentation also shows in practical sense how to select the culturally embedded language items, how to implore them from different angles and how to incorporate them into teaching syllabuses. The presentation will enable audience to apply the examples, methods and procedures in their own teaching. The presenter hope that the presentation will also stimulate passion in language instructors to invent more effective ways of incorporating culture into language teaching, which fit in classroom setting and facilitate language acquisition.
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Title:
Exploring Culturally Embedded Language Items from Pedagogical Point of View
Description:
This presentation argues that culturally embedded language items fit in classroom
setting the best. Exposing students to these items can raise motivation, make learning
meaningful and facilitate acquisition. The presentation discusses how to select these
items, how to explore them from different angles and how to incorporate them into
syllabuses.
Content:
The importance of incorporating culture into language teaching has largely been
recognized, however, what kinds of cultural items are most suitable to language
teaching remains controversial. The presentation argues that culturally embedded
language items fit in classroom setting the best. Incorporating them into language
teaching does not only raise students’ awareness of the cultural concepts of the target
language, but also enhances motivation, makes learning more meaningful and results
in higher proficiency level. The presentation will firstly demonstrate that ample
variety of culturally embedded language items can be found at every layer of
language, from characters to words, from phrases to sentences, form dialogues to
literary discourses. Then, it will introduce some criteria that the presenter uses to
select these items. Thirdly, it will discuss angles from which these items can be
explored for pedagogical purpose. Lastly, the presentation shows with samples how
to incorporate these items into day-to-day teaching syllabuses.
Method:
First, the presenter will show with statistics and examples that most cultural items
introduced in the textbooks are background oriented, such as “the Great Wall”, “the
Four Treasures of Study”, “Beijing Opera” etc., which have very scant relevance to
the language items that are being studied. Secondly, the presenter will use a real
lesson from a popularly used textbook as a case study to exemplify that culturally
embedded items can be selected from almost every lesson and at every layer of
language. Thirdly, the presenter will introduce with charts and graphs the angels from
which culturally embedded items can be explored. Lastly, the presenter will use a
lesson plan to exemplify how to incorporate culturally embedded language items into
teaching syllabuses. The whole presentation is PowerPoint slides formatted.
Benefit:
The presentation touches some theoretically controversial issues as to what cultural
items most suitably fit in classroom setting and what cultural items can raise learners’
motivation, facilitate their language acquisition and enhance their proficiency level.
The presentation also shows in practical sense how to select the culturally embedded
language items, how to implore them from different angles and how to incorporate
them into teaching syllabuses. The presentation will enable audience to apply the
examples, methods and procedures in their own teaching. The presenter hope that the
presentation will also stimulate passion in language instructors to invent more
effective ways of incorporating culture into language teaching, which fit in classroom
setting and facilitate language acquisition.
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