Language and Culture - Literature review Example

Running Head: Language and culture Language and Culture Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Name Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Course Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Lecture Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Date Introduction Language is one of the aspects of a people’s culture. Language is also a reflection of the culture of people not just a part of the culture. Students of language are thus required to not only learn a language but also the underlying culture of the people who speak the culture. Second language teaching must make sure the acquisition of a language goes alongside the acquisition of a culture. In the present world communication between people from different cultural origins is become more common. Language and culture cannot be separated and are always thought off in the same breath. Bateman (2002) asserts that modern language learning cannot be separated with cultural learning. Therefore, it is imperative for language learning to focus on intercultural communication. According to Bateman (2002) there are three benefits that can be obtained from intercultural communication. First, it gives students flexibility and properness in actual cross-cultural communication. Secondly, where language is learned alongside culture the language learning process becomes more appealing. Thirdly, the role of language in intercultural communication will become higher. This paper discusses the relationship between language and culture in the context of second language teaching. It presents the various approaches used to teach second language and how it makes sure language acquisition also give intercultural competence. Why is it important to teach culture in second teaching? Even where students have perfectly mastered the vocabulary and grammar of a second language they cannot communicate effectively without learning the culture of those who speak the language. In most cases second language learners embarrass themselves when they communicate with native speakers. Yu-zhi (2004) notes that second language speakers have a tendency to talk about culturally unacceptable issues without being aware. Secondly, language speakers find themselves asking question that are considered taboo in the native culture. For example a Chinese second language learner communicating with a western individual may ask questions that are too personal. The aim of language learning is to form a positive attitude of the culture they are learning about. The US standards for foreign language learning cite the acquisition of knowledge and understanding about other culture as one of the main objective of language learning (Jurasek, 1995). The assumption that the attitude towards another culture changes with foreign language instruction is wrong. Similarly, in Byram and Morgan (1994) it is affirmed that positive attitudes toward other people and culture are harder to acquire than just language competence. Robinson-Stuart & Nocon (1996) claims that a person who understands the cultural viewpoint of others will modify their own self-concept, behavior and attitude. They will also be more open towards individuals from other cultures and they are ready to interact with them. Self awareness, attitude and behavior change should compel language teachers to emphasize on cultural competence. Lo Bianco and Crozet (2003) claims that cultural mistakes are less likely to be tolerated than pronunciation or grammar mistakes. Therefore, a second language learner cannot afford not to be culturally competent. Focus on vocabulary, writing and grammar in traditional teaching is the cause of this cultural incompetence (Robinson-Stuart & Nocon, 1996). Several approaches that relate language learning to culture are used in modern second language learning. Ethnographic Interviews Bateman (2002) focuses on the ethnographic interview approach of enhancing the uptake of culture among students of language. Ethnography is an approach that seeks to engage language learners affectively, cognitively and behaviorally (Robinson-Stuart & Nocon 1996). Ethnography is the attempt to find out how people perceive and prioritize their experiences within given cultures (Robinson-Stuart & Nocon, 1996). An ethnographer seeks to bring out the perspective of an insider in studying the culture of the community. The ethnographic interview has been widely applied to develop this insider’s view. Ethnographic interviews are interviewee based. Instead of having a series of pre-planned question, ethnographic interviews start from one open-ended question (McCarty, 2011). From the first answer the interviewer builds other questions which allow the interviewees cultural themes to emerge. For ethnographic interviews to be effective, the author must be an active listener and where possible conduct multiple interviews with the same person. Bateman (2002) argues that ethnographic interviews can be of benefit to cultural acquisition in a number of ways. First, they bring the interviewee one-on-one with the people from the culture they are learning about. Throughout history interaction between people of different cultures has been found to reduce prejudice between different cultural groups. However, the members of the different cultures that are interacting have to make acquaintances and acquire knowledge about each other. Roberts et al (2001) stresses the primacy of creation of shared meaning in live communication between individuals from different cultures. Roberts et al (2001) stresses the importance of listening keenly during ethnographic interviews and asking appropriate question to elicit deeper understanding of the interviewee’s culture. To make a rapport between the learner and the interviewee the student should probe each line of discussion deeply. Roberts et al (2001) says that by conducting ethnographic interviews students are temporary in the other person’s shoes. Most students who use the ethnographic interview instrument to learn culture make new friends from the people they interview. Furthermore, ethnographic interviews also help students reflect on their own culture. Students can be able to look at their own culture from the perspective of the other culture, and thus they aware of aspects of their own culture which were formerly invisible to them. In addition ethnographic interviews offer second language learners an opportunity to practice their language skills in interactions with the native speakers they are interviewing. In the ethnographic interview setting, the native speakers can easily correct the students and explain to them why their communication is ineffective. Barro et al (1993), Jurasek (1995) have also acknowledged that ethnography is a valuable tool in the process of acquiring culture by second language students. Roberts et al (2001) shows that ethnographic programs conducted abroad are most effective. However, in most second language programs ethnographic interviews are conducted in the student’s country of origin. Intercultural Language learning approach Intercultural language learning is a second approach to language and culture learning proposed by Liddicoat (2008). Richards et al (2010) states that intercultural language learning has a number of underlying assumptions. First language is communicated in a cultural context and everyone who seeks to communicate in certain language must be competent in that culture. Secondly, cultural knowledge is not picked up automatically and sometimes second language learners do not notice their deficiency in cultural knowledge. The assumption that culture will be picked up automatically is supported by the fact that second language textbooks have separate sections for language and cultural aspects. In contrast, cultural knowledge should be imparted at every stage of acquiring a new language. However, second language textbooks ignore aspects of culture that are crucial in facilitating communication between native speakers and second language speakers. Rothwell (2011) argues that intercultural language teaching is not about making language learners speak as close as possible as native speakers. Instead, intercultural Second language learning concentrates on creating a bilingual norm where the learner is comfortable and capable in an intercultural context. Second language learners should be able to know what a native speakers means by behaving in a certain way but it is not necessary for them to mimic the behavior of the native speaker. Therefore, second language teachers must recognize that cultural learning is not absolute, but it’s rather relative. Liddicoat (2008) goes on to argue that cultural knowledge can be a substitute to language proficiency in second language learning. Dervin (2010) notes that intercultural language learning recognizes the complexity and dynamism of culture. It is virtually impossible to teach everything about culture in a classroom setting as there are cultural variations from person to person and from group to group. Liddicoat (2008) shows that intercultural language learning is a process where the learner goes through the following stages of language learning: Active construction, making connections, interaction, reflection and responsibility. At the first active construction stage the learners seeks to purposefully interpret and create meaning while interacting with others. The second stage; making connection, is where the learner interacts interpersonally and allows his own cultural knowledge to be challenges. It also involves intrapersonal interactions in the person’s mind. At this stage of culture learning connections are made between: Learning, language and culture New understandings and existing conceptions Thinking and language Additional language and first language New and previous experience The third stage involves interaction with people from another culture where dialogue is important in establishing and negotiating a shared meaning of various perspectives. The fourth stage; reflection means taking into consideration an individual’s ways of thinking, knowing and learning a first and an additional language (Liddicoat, 2008). In the final stage, the learner becomes responsible for the way they communicate across cultures and thus are able to continually seek to become competent language users in the appropriate cultural context. In summary, intercultural communication urges for the provision of culturally rich materials in language learning at every stage of language learning. Literary text approach Asking second language students to read Literary texts is another way second language teachers can impart cultural knowledge on their students. In Scott and Huntington (2000) literary texts are viewed as rich sources of cultural information that form a strong impression on the mind of the reader. It has been shown that literary texts like poems have more potential of imparting cultural knowledge than other documents like fact sheets. People who are avid readers of literary text have a keen interest in the culture of the society they are reading about. Rothwell (2011), credits the reading of a literary text either written in native language or the readers language with the provision of a firsthand experience of the native culture. Literary texts are full of explanations about why native language speakers behave in a certain way when communicating information of a specific nature. Other approaches to Cultural acquisition in language learning Peterson and Coltrane (2010), discusses a variety of method teachers in second language classrooms can adopt to effectively impart cultural knowledge on their students.. The approaches suggested by authors include: Authentic materials, Proverbs, Role Play, Culture capsule, students as cultural resources, ethnographic studies, literature, film and other forms of mass communication. Authentic materials are concerned with provisions of material from the native language community. These materials may include adverts, travel brochures, websites, restaurant menus etc (Peterson and Coltrane, 2010). The student and teachers engage in dialogue on the cultural norms that can be explored through these materials. A student can develop cultural knowledge by being aware of how such materials are used in the native language including accompanying non-verbal communication. Film and Television The use of film and television and film in imparting cultural knowledge is one of the easiest ways of students gaining cultural knowledge. Students can gain insights into cultural aspects that are not apparent in books or classroom cultural learning. Stephens (2001) says that film presents a simultaneous connection between language and culture. In film most aspects of the native culture are presented consciously or unconsciously by the directors. Film can be important sources of cultural knowledge about dressing. It can also provide valuable insights to culture’s non-verbal communication that is important in getting the message across. Through films second language learners can also learn the proper ways of greeting and addressing people in the native culture. The audio-visual nature of films also means it makes an impression that lasts longer on a person’s mind than other approaches of teaching intercultural competence. Conclusion In the traditional second language classroom culture was part of the curriculum. However, the way culture was taught in these classes did not appreciate the role of culture in a second language setting. Instruction on culture was limited to a few cultural norms like dressing, greetings, food and entertainment culture. This ways of teaching culture to second language students proves ineffective as both language proficiency and cultural competence are necessary for a student to be considered an effective communicator in the new language. The goals of all language instruction are to make sure the learner functions effectively in every day interaction with native speakers. In this paper, ethnographic interviews are discussed and found to be a very effective approach of reinforcing the cultural aspect of classroom language learning. Through ethnographic interviews the students is able to appreciate the perspective a native language speaker views issues from. The student is also able to gain insights into the native culture which would be impossible in an ordinary classroom setting. Another approach that is extensively discussed in this paper is intercultural language learning which emphasizes the learning of culture alongside language. The intercultural approach calls for the provision of culturally rich materials at every stage of the language learning process. Finally, Authentic materials, Proverbs, Role Play, Culture capsule, students as cultural resources, ethnographic studies, literature, film and other forms of mass communication are suggested as other instructional strategies teachers may use to imparting cultural knowledge in second language classrooms. The approaches discussed above for learning language alongside culture seem effective in helping second language gain insights into various aspects of the native speech culture. Interaction with native speakers and appreciation of their perspective were found to be among the best strategies for second language learners to acquire native culture. However, each makes a diverse contribution into the overall cultural knowledge and a combination of all approaches is needed to develop master speaker in a second language. References Barro, A., Byram, M., Grimm, H., Morgan, C., & Roberts, C. (1993). Cultural studies for advanced learners. In D. Graddol, L. Thompson&M. Byram (Eds.), Language and culture (pp. 55–70). Cleve-don, England: BAAL & Multilingual Matters. Bateman, B. (2002). Promoting Openness toward Culture Learning: Ethnographic Interviews for Students of Spanish. The Modern Language Journal, 86(3), 318-331 Byram, M. & Feng, A. (2005).Teaching and researching intercultural competence. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning (pp911-930). Mahwah, NJ: Lawrence Erlbaum. Byram, M., Morgan, C., & colleagues. (1994). Teaching and learning language-and-culture. Clevedon, England: Multilingual Matters Dervin, F. (2010). Assessing intercultural competence in Language Learning and Teaching: a critical review of current efforts. New approaches to assessment in higher education. Bern: Peter Lang. http://users. utu. fi/freder/Assessing% 20intercultural% 20competence% 20in, 20. Jurasek, R. (1995). Using ethnography to bridge the gap between study abroad and the on-campus language and culture curriculum. In C. Kramsch (Ed.), Redefining the boundaries of language study (pp. 221–249). Boston: Heinle. Liddicoat, A. (2008). Pedagogical practice for integrating the intercultural in language teaching and learning. Japanese Studies, 28(3), 277-290 Lo Bianco, J. & Crozet, C. (Eds.), (2003). Teaching invisible culture: classroom practice and theory. Melbourne: Language Australia McCarty, T. L. (Ed.). (2011). Ethnography and language policy. New York, NY: Routledge. Peterson, E. & Coltrane, B. (2003). Culture in second language teaching: ERIC Digest EDO-FL-03-09. Washington: ERIC Clearinghouse on Languages and Linguistics Richards, H., Conway, C., Roskvist, A., & Harvey, S. (2010). Intercultural language learning (IcLL): awareness and practice of in-service language teachers on a professional development programme. New Zealand Studies in Applied Linguistics, 16(1), 1. Roberts, C., Byram,M., Barro, A., Jordan, S., & Street, B.(2001). Language learners as ethnographers. Cleve-don, England: Multilingual Matters. Robinson-Stuart, G., & Nocon, H. (1996). Second culture acquisition: Ethnography in the foreign language classroom. Modern Language Journal, 80, 431–449. Rothwell, J. (2011). Bodies and language: process drama and intercultural language learning in a beginner language classroom. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 575-594. Scott, V. M., & Huntington, J. A. (2000). Reading culture: Using literature to develop C2 competence. Foreign Language Annals, 35(6), 622-631. Stephens, J. L. (2001). Teaching culture and improving language skills through a cinematic lens: A course on Spanish film in the undergraduate Spanish curriculum. ADFL Bulletin, 33(1), 22-25 Yu-zhi, S. H. I. (2004). The Strong and Weak Points of Cognitive Linguistics [J]. Journal of Foreign Languages, 2, 003 Read More

Robinson-Stuart & Nocon (1996) claims that a person who understands the cultural viewpoint of others will modify their own self-concept, behavior and attitude. They will also be more open towards individuals from other cultures and they are ready to interact with them. Self awareness, attitude and behavior change should compel language teachers to emphasize on cultural competence. Lo Bianco and Crozet (2003) claims that cultural mistakes are less likely to be tolerated than pronunciation or grammar mistakes.

Therefore, a second language learner cannot afford not to be culturally competent. Focus on vocabulary, writing and grammar in traditional teaching is the cause of this cultural incompetence (Robinson-Stuart & Nocon, 1996). Several approaches that relate language learning to culture are used in modern second language learning. Ethnographic Interviews Bateman (2002) focuses on the ethnographic interview approach of enhancing the uptake of culture among students of language. Ethnography is an approach that seeks to engage language learners affectively, cognitively and behaviorally (Robinson-Stuart & Nocon 1996).

Ethnography is the attempt to find out how people perceive and prioritize their experiences within given cultures (Robinson-Stuart & Nocon, 1996). An ethnographer seeks to bring out the perspective of an insider in studying the culture of the community. The ethnographic interview has been widely applied to develop this insider’s view. Ethnographic interviews are interviewee based. Instead of having a series of pre-planned question, ethnographic interviews start from one open-ended question (McCarty, 2011).

From the first answer the interviewer builds other questions which allow the interviewees cultural themes to emerge. For ethnographic interviews to be effective, the author must be an active listener and where possible conduct multiple interviews with the same person. Bateman (2002) argues that ethnographic interviews can be of benefit to cultural acquisition in a number of ways. First, they bring the interviewee one-on-one with the people from the culture they are learning about. Throughout history interaction between people of different cultures has been found to reduce prejudice between different cultural groups.

However, the members of the different cultures that are interacting have to make acquaintances and acquire knowledge about each other. Roberts et al (2001) stresses the primacy of creation of shared meaning in live communication between individuals from different cultures. Roberts et al (2001) stresses the importance of listening keenly during ethnographic interviews and asking appropriate question to elicit deeper understanding of the interviewee’s culture. To make a rapport between the learner and the interviewee the student should probe each line of discussion deeply.

Roberts et al (2001) says that by conducting ethnographic interviews students are temporary in the other person’s shoes. Most students who use the ethnographic interview instrument to learn culture make new friends from the people they interview. Furthermore, ethnographic interviews also help students reflect on their own culture. Students can be able to look at their own culture from the perspective of the other culture, and thus they aware of aspects of their own culture which were formerly invisible to them.

In addition ethnographic interviews offer second language learners an opportunity to practice their language skills in interactions with the native speakers they are interviewing. In the ethnographic interview setting, the native speakers can easily correct the students and explain to them why their communication is ineffective. Barro et al (1993), Jurasek (1995) have also acknowledged that ethnography is a valuable tool in the process of acquiring culture by second language students. Roberts et al (2001) shows that ethnographic programs conducted abroad are most effective.

However, in most second language programs ethnographic interviews are conducted in the student’s country of origin.

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