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Six Ways to Teach Culture Effectively Ann Wintergerst Joe McVeigh NYSTESOL Melville, NY October 28, 2011
Joe McVeigh Ann Wintergerst
1. Have students articulate their own definition of culture
Have students articulate their own definitions of culture ,[object Object]
Have students articulate their own definition of culture ,[object Object],[object Object],[object Object]
Have students articulate their own definition of culture ,[object Object],[object Object]
Have students  articulate their own definition of culture (3)
Have students articulate their own definition of culture ,[object Object]
2. Explore the differences between spoken and written language
Explore the differences between spoken and written language ,[object Object],[object Object],[object Object]
Explore the differences between spoken and written language ,[object Object],[object Object]
Activity 2 ,[object Object]
(Kramsch, 1998)   CONVERSATIONAL SPEECH EXPOSITORY WRITING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Features of spoken language  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rhetorical patterns in writing across cultures (Kaplan, 1966)
Differences between spoken  and written language ,[object Object],[object Object],[object Object],[object Object]
What the teacher can do ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 2 ,[object Object]
3. Explore kinesics, movement, and gestures in non-verbal communication
Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],[object Object],[object Object]
Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],[object Object]
Explore kinesics, movement, and gestures in non-verbal communication ,[object Object],BODY PART MULTI-ACTIVE QUIET-GROUP Eyes close eye contact staring, rude, avoid Arms / hands expressive, gesticulating insincere, overdramatic Walking style bouncy, swaggering neutral Feet stamping to show anger boredom, rudeness
Activity 3: How do you say . . .? ,[object Object],[object Object],[object Object],[object Object],[object Object]
4. Recognize the causes and stages of culture shock
Recognize the causes and  stages of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]
Four stages of acculturation ,[object Object],[object Object],[object Object],[object Object],[object Object]
Causes of culture shock ,[object Object],[object Object],[object Object],[object Object]
Culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]
What the teacher can do ,[object Object],[object Object],[object Object]
Activity 4: Stages of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
5. Counter the effects of culture shock
Counter the effects of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Counter the effects of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Counter the effects of culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Activity 5: Coping with culture shock ,[object Object],[object Object],[object Object],[object Object],[object Object]
6. Identify cultures as either individualistic or collectivistic
Individualistic / Collectivistic ,[object Object],[object Object],[object Object],[object Object],[object Object]
Individualism-collectivism index ,[object Object],Highly Individualistic   ----------------------   Highly Cultures  Collectivistic Cultures Individuals take care of themselves and their immediate family first. The autonomy of the individual and the self are most important. Characteristics Individuals work for the good of the group and suppress their identity for the benefit of the group. The needs of the group come before the needs of the individual.  United States, Australia, Great Britain, Canada, Hungary, the Netherlands, New Zealand, and Italy Example cultures Guatemala, Ecuador, Panama, Venezuela, Colombia, Pakistán, Indonesia, and Costa Rica
Predictors of individualism-collectivism ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Effects on student learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
What the teacher can do ,[object Object],[object Object],[object Object]
Activity 6: Alone or with others? ,[object Object],[object Object],[object Object],[object Object],[object Object]
Examples ,[object Object],[object Object],[object Object],[object Object],[object Object]
Individualistic or collectivistic? ,[object Object],[object Object],[object Object]
Answers ,[object Object],[object Object],[object Object]
Questions
Check out our book at the Pearson booth or online !
Photo Credits ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Thank you Thank you ! Download copies of the handout  and PowerPoint slides at www.joemcveigh.org/resources

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