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How world language teachers can inco...

Crise, Christina Eileen.

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How world language teachers can incorporate many different target cultures in the classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How world language teachers can incorporate many different target cultures in the classroom./
作者:	Crise, Christina Eileen.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	111 p.
附註:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
標題:	Foreign language education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10140627
ISBN:	9781339960234

How world language teachers can incorporate many different target cultures in the classroom.
Crise, Christina Eileen.

How world language teachers can incorporate many different target cultures in the classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 111 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.A.)--University of Maryland, Baltimore County, 2016.

There is significant research that proves that culture should be taught alongside the vocabulary and grammar in the world language classroom. However, there is no consensus about from where the cultural examples should come. Claire Kramsch asks this in her article Whose German? Whose English? German Studies as Cultural Translation when she asks "Whose German culture is being reproduced when we teach in German?" How does a teacher reflect several different cultures through authentic examples in the World Language classroom without taking away from the vocabulary and grammar acquisition? Furthermore, with new educational reforms such as Race to the Top and the Common Core with its emphasis on STEM (Science, Technology, Engineering, and Mathematics) education that dictates so much what a teacher teaches in the classroom, how does a World Language teacher justify to a student that he/she continue to study the language in order to increase enrollment in the upper levels? This thesis hopes to encourage teachers to look beyond the seemingly endless task of searching for new materials and to recognize the benefits to the students that a well-rounded authentic culture will bring. I look at Katra Byram's and Claire Kramsch's as well as Lucas' belief that the culture should be authentic and part of the core curriculum. I also explore the questions posed by Kramsch that language can be a conduit for teaching culture and vice versa, particularly when choosing which culture to teach. It is my belief that not only does a leveled knowledge of authentic culture better prepare students for the French Advanced Placement Exam, it also helps promote French as a viable candidate for students to take over other languages such as Spanish. Furthermore, it increases interest in the continued study of French as students get to see how closely connected French is with other subject areas and thus how it can enhance their understanding of these other cultures. The new curriculum design I employ is based off of a curriculum created by Noelle Rouxel-Cubberly, a French professor at College of Staten Island (CSI-CUNY) where she used authentic French movies as her course textbooks and allowed student choice to drive the vocabulary of the unit. Rouxel-Cubberly used technology often in her unit design so that students could discuss the different films that they viewed and share the vocabulary and cultural information that they learned in their individual films. I take inspiration from her proposal and design a unit for my high school French 2 Honors that mimics the types of activities she employed in her classroom. The results show that students have a better understanding of the Francophone world and a better appreciation for the skills that they can acquire in the World Language classroom upon the completion of their final project.

ISBN: 9781339960234Subjects--Topical Terms:

3172512
Foreign language education.

How world language teachers can incorporate many different target cultures in the classroom.
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