Task 4 - final evaluation
Unit 1. The relationship between language and culture
Unit 2. Culture, language, and education
Course Name : Language And Culture
Course Code: 551036
Student
Rusbel Reyes Agamez Code:
8.322.594
Group 551036_5
Tutor
Doc. Astrid Yanira Lemos
National University Open and Distance Unad
School of Education Sciences
August 2019
introduction
In this blog, we will develop units 1 and 2 of the language and culture course, to highlight the importance of language and culture in the teaching and learning of a foreign language. We started with the thematic development of unit 1 the relationship between language and culture through an essay and a presentation in pow toon, interviews an English teacher and we conclude with unit 1, we continue with the unit 2 culture language and education where we approach and to topics with a mental map, a Research on the oral cultural traditions of the United States and we conclude with the conclusion of unit 2 and the conclusions of the language and culture course of the school of education sciences of the university national open and remote UNAD.
Unit 1. The relationship between language and culture
We teach language using culture or teach culture using
language
According
to Dr. Kramsch’s answer, Claire on the question, do we teach language using
culture or teach culture using language? In this essay, we can show the
importance of these two terms, for the teaching and learning of foreign
languages or a second language. Culture understood as ideas, customs, habits,
beliefs, language and even food that characterizes a people or society. It
plays an important role in teaching and learning a second or foreign language.
Because
at the moment of interacting with this culture the student not only listens to
the different phonemes but also begins to interact directly with a certain
culture and begins to understand easily the language in which it is found
immersed. By teaching a foreign language or a second language we can say that
in a certain way we teach culture to our students. For language represents only
a part of the culture for my concept. For example, in the teaching of
Portuguese, there are very few texts compared to the teaching of Spanish
On
the contrary in the use of culture to teach a second foreign language or
language, we can use examples such as. In an explanation of a class of
addresses we can say in the United States the addresses are asked in a certain
way and Colombia, it is done in this way, in this way conscious we are using the
culture to teach a language. We could cite in the food class we make
comparisons or similarities between one culture and another in this way we use
culture to teach a language.
In
this order of ideas I consider that if we achieve the interaction allows students
to the culture of the foreign language we will obtain meaningful results in the
process of teaching foreign language learning as it manifests (Omid Pourkalhor,
& Nastaran Esfandiari. (2017). Culture in Language Learning: Background,
Issues and Implications. International Journal of English Language and
Translation Studies, (01), 23. Retrieved from http://search.ebscohost.com.bibliotecavirtual.unad.edu.co/login.aspx?direct=true&db=edsdoj&AN=edsdoj.03ce6a5f8a834d008ba51211741d94e0&lang=es&site=eds-live&scope "This
requires both teachers and students to be aware of the cultural problems
surrounding the language and the fact that it can be beneficial to the language
learning process. If the student consciously participates in the culture of the
language he or she is learning, he or she can certainly do better and
understand the language more tangible."
The
conscious interaction of pupils with the culture of the foreign language is
undoubtedly one of the best forms of teaching and learning of the foreign
language.
About
the second question, we teach culture by teaching language. I think that in a
certain way because only by teaching a certain foreign language or a second
language do we fail to teach culture one hundred percent.
Since
language is just a component of culture and we couldn't say we're teaching
culture.
There are few opinions against these
questions Do we teach language using culture? Or do we teach culture using
language? What is recommended in language teaching using culture and in
teaching culture using language, is to take into account space whether physical
or symbolic as exposed by “Claire Kramsch: do we teach language using culture
or do we teach culture using language” at https://www.youtube.com/watch?v=5Gk9A_dnmK8&t=47 "if the language is taught in use and construction In this context,
the language is automatically constructed. Now, the question becomes what
culture you can't avoid, but what culture you teach, and often language
teachers teach words and grammar, but they're building their culture"
It
is very important to interact with students in this regard to implement a
teaching strategy and discover the learning style that each student uses, the
previous knowledge. Because we all have a certain way of learning and
unlearning.
At this point it is where we as teachers must design the best strategies
of teaching and learning a second language or foreign language, using either
the culture of the country of which the lung is part to teach and thus we build
learning significantly in each student. If we can use the synergy between the
student and the context of the language being taught.
In
the exercise of teaching, support in pedagogy is important, such as science
that studies the techniques and methods used in teaching to increase, among
many others, the capacities of research, synthesis, argumentation, and
analysis. Teaching-learning processes must be established to train people who
can overcome the challenges of daily life, with the main objective of autonomy
in students, to motivate them to design their meaningful learning strategies.
I can establish the importance of language and
culture in the process of meaningful teaching and learning either from a second
language or foreign language or in turn the student of a new culture.
Establishing interaction consent in that fascinating world of literature,
customs, habits that each culture has.
Which motivates us as teachers to
explore the different cultures and make our students participate in a wonderful
experience of building meaningful knowledge, the rules help us to function in
our daily life. Facing new challenges that society demands every day in search
of new experiences and conquests of new dimensions that are still hidden in our
environment.
We can incentivize our students'
interest in research in anything that poses a challenge to them or a question
arises.
If
we look at how we are using the free time we teachers and our students can
show, that fifty percent of us spend it in the use of social networks,
interactive online games because such games which require little intellectual
effort. It would be useful and useful to use them for teaching and learning a
second language or foreign languages as it provides us with a lot of visual
information which one of the most common learning styles among people.
Conclusion about the Unit 1
Culture and language, these two elements play an important role in the teaching process learning a second language or foreign language that is why at the conclusion of this unity, we highlight the customs, traditions and oral expressions that we are daily seeing in our society where we certainly need to use culture and language to implement efficient and effective pedagogical tools that motivate our students in proper management of a second language, especially in our country that is in a growing process in its economy we see ourselves in the urgent need to meet the goals of turning Colombia into a bilingual nation with a view to globalization.
Unit 2. Culture, language, and education
CLICK HERE - Mind Map
Conclusions about Unit 2
Culture, language, and education are one of the most important pillars in the teaching and learning processes of a second language or foreign language, covering everything an apprentice needs to develop meaningful learning, managing to interact freely and spontaneously in any scenario or place where you are.
As this unit has demonstrated through its different consultation texts we can establish that when we achieve that our students know the culture of the foreign language that we are teaching we can establish a lifelong learning that is why culture plays a very important role in these processes of assimilation of knowledge, without neglecting the language of the code that is the language and education that translates into the learning styles and pedagogical tools to be used by the teacher.
Conclusions Importance of the course Language and
Culture
The importance of the construction and permanent evolution of each cultural manifestation, specifically in the linguistic components, is an element of the development of different cultural and human groups.
Cultural exchange and this, the linguistic and communicative component has been presented throughout the history of humanity Each of the different languages and dialects has origins in the interaction of civilizations.
Language contacts linguistic, cultural and exchange between Spanish and other languages is a constant factor in Spanish, not only in colonial times but also today and in the future, because thanks to these lessons we have learned a little from our past, from different peoples and epochs, their dialect, lexicon, etc.
We see today how immigrant groups continue to arrive in the countries of Latin America, see how they share some of their knowledge and culture, and their knowledge and culture, and of their dialect.
Colombia is a multicultural country, for this reason, we observe how internal and external migrations constitute a vital facet of society in our country.
Language contacts are not momentary events but dynamic processes that continue to arise as a natural consequence of human restlessness. Therefore no synchronous study of American Spanish will be complete; there will always be news on the way. We will always be learning and interacting with different cultures that, although distant, can share and contribute to each other to excel and strengthen.
Bibliographic references
Kramsch, Claire. [Hamid Saffari]. (2013, enero16) Claire Kramsch: do we teach language using culture or do we teach culture using language. Retrieved from https://www.youtube.com/watch?v=5Gk9A_dnmK8&t=47s
Pourkalhor, O. & Esfandiari, N. (2017). Culture in Language Learning: Background, Issues and Implications. International Journal of English Language & Translation Studies. 5(1), 23-32. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.03ce6a5f8a834d008ba51211741d94e0&lang=es&site=eds-live&scope=site
Chan, W. M., Bhatt, S. K., Nagami, M., & Walker, I. (2015). Culture and Foreign Language Education: Insights From Research and Implications for the Practice. Boston: De Gruyter Mouton. (pp. 1-19). Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1045353&lang=es&site=eds-live&scope=site
Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. In B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 207-226). New York: Routledge. Retrieved form https://www.researchgate.net/publication/313795407_Lantolf_J_Thorne_S_L_Poehner_M_2015_Sociocultural_Theory_and_Second_Language_Development_In_B_van_Patten_J_Williams_Eds_Theories_in_Second_Language_Acquisition_pp_207-226_New_York_Routledge
OVI Unit 1
Pascual y Cabo, D., Prada, J. and Lowther Pereira, K. (2017). Effects of Community Service‐Learning on Heritage Language Learners' Attitudes Toward Their Language and Culture. Foreign Language Annals. 50: 71-83. doi:10.1111/flan.12245 Retrieved fromhttp://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edselc&AN=edselc.2-52.0-85012863149&lang=es&site=eds-live&scope=site
Kramsch,
Claire. [Hamid Saffari]. (2013, enero16) Claire Kramsch: do we teach language
using culture or do we teach culture using language. Retrieved from https://www.youtube.com/watch?v=5Gk9A_dnmK8&t=47s
Pourkalhor,
O. & Esfandiari, N. (2017). Culture in Language Learning: Background,
Issues and Implications. International Journal of English Language &
Translation Studies. 5(1), 23-32. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.03ce6a5f8a834d008ba51211741d94e0&lang=es&site=eds-live&scope=site
Chan, W. M., Bhatt, S. K., Nagami, M., & Walker, I. (2015). Culture and Foreign Language Education: Insights From Research and Implications for the Practice. Boston: De Gruyter Mouton. (pp. 37- 153). Retrieved fromhttp://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1045353&lang=es&site=eds-live&scope=site
L. Oxford, Rebecca & Gkonou, Christina. (2018). Interwoven: Culture, language, and learning strategies. Studies in Second Language Learning and Teaching. 8. 403-426. 10.14746/ssllt.2018.8.2.10. Retrieved fromhttp://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130578243&lang=es&site=eds-live&scope=site
OVI Unit 2
Pinto Valencia, A. ( 07,03,2019). Language culture and education. [Video File]. Retrieved from: https://repository.unad.edu.co/handle/10596/24309
Yesil, S. & Demiroz, H. (2017). An Exploration of English Language Teachers’ Perceptions of Culture Teaching and Its Effects on Students’ Motivation.International Journal of Progressive Education, 13(1), 79-95. Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1132079&lang=es&site=eds-live&scope=site
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