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Building intercultural communicative competence one activity at a time Pablo Muirhead, Ph.D. WAFLT November 2 nd , 2013 [email protected] u

Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 [email protected]

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Page 1: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Building intercultural communicative

competence one activity at a time

Pablo Muirhead, Ph.D.

WAFLTNovember 2nd,

[email protected]

Page 2: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Conceptualization ofCulture

THE PROFESSIONAL

Intercultural Communicative

Competence

THE PERSONALConnection betweenLanguage & Culture

Page 3: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Culture as an iceberg

What do you see?And now?

Page 4: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu
Page 5: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Culture is…

… tantamount to perspective … intertwined with issues of power

… products and practices

Page 6: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Pablo Muirhead

In other words…

“Culture is a fluctuating embodiment of a group’s

products, practices and perspectives. Inseparable from

language, culture is also impacted by issues of power as it

can be used to marginalize or privilege.”

Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4), 243-268.

 

Page 7: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

How is culture integrated into the teaching of languages?

THEN NOW IDEALPure focus on language“Culture” limited to upper-level coursework (through literature)

Recognition of importance of cultureStruggle to make it natural part at all levelsMoving toward deeper understanding of cultureSubconsciously infusing culture in lessons

Inextricable link between culture and language visible in classroomsStudents gain multiple perspectives that help them challenge societal injustices

Page 8: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Having a single cultural perspective.

Not being able to adopt different points of view.

AVOID BEING CULTURE BOUND

Page 9: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Pablo Muirhead

CULTURE

POWER

Perspectives

Practices Products

Page 10: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Pablo Muirhead

the 3 Ps

PERSPECTIVESWhat can we gain?

PRODUCTSFamily meal

PRACTICESSobremesa

Page 11: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

PRACTICE:Gemütlichkeit

PERSPECTIVES:What perspectives

do you associate with

this?

PRODUCTS:What products

do you associate with

this?

Page 12: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Unspoken Rules• Read the unspoken rules of

behavior associated with your culture.

• Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…1. Introducing yourselves. 2. Talking about your roles as language

educators. 3. Sharing the impact of your intercultural

immersion experiences.

Page 13: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

To study another language and culture gives one the powerful key to successful communication: knowing

how, when,and why to say what to whom.

(INTERCULTURAL) COMMUNICATION

Page 14: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

LANGUAG

CULTURE

INTEGRATIV

E

MOTIVATIO

N

INSTRUMENTAL

MOTIVATION

Page 15: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Our subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.

You are about to view a series of images. Share your first impression with a neighbor.

First impressions

Page 16: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Young or old woman?

Page 17: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Man Playing Horn... or Woman's Silhouette?

Hint: woman's right eye is the black speck in front of horn handle

Page 18: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Woman in vanity... or Skull?

Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)

Page 19: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Two Faces... or One?

Hint: two faces sideprofile or one facefront view

Page 20: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

A Rabbit... or a Duck?

Hint: the duck is looking left, the rabbit is looking right

Page 21: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Chances are…

…you and your partner didn’t see the same thing at first.

…you may have struggled to see both representations all the time.

Fact is…

…impressions and decisions are made very quickly.

…we will gain a bigger picture of issues if we can first suspend judgment.

Reflections…

Page 22: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Excellent resource for self-reflection.

Multiple tests are available to measure your subconscious.

Find at http://hvrd.me/Wgh2pm

Harvard Hidden-Bias Tests

Page 23: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Bennett ModelExperience of Difference

Development of Intercultural Sensitivity

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Lange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R. K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57 135). Lincolnwood, Illinois: National Textbook Company.

Page 24: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

DENIAL

Individual does not perceive cultural differences, or avoids

them. ETHNOCENTRIC

STAGES

I haven’t left my little

bubble yet…

Page 25: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

DEFENSE

Individual demonstrates intolerance toward

differences. ETHNOCENTRIC

STAGES

There “they” go speaking Spanish again.

Page 26: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

MINIMIZATION

Individual downplays differences and takes on belief that everyone is the same.

ETHNOCENTRIC STAGES

I like to think of

myself as color

blind. I don’t see a person’s

race.

Page 27: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

ACCEPTANCE

Individual begins to value the richness that cultures offer.

ETHNORELATIVE STAGES

I don’t understand but I’m okay

with that and am open to learning.

Page 28: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

ADAPTATION

Individual begins to develop other perspectives and skills to get along better with “others”.

ETHNORELATIVE STAGES

I see things differently

now and can better

understand why others feel the way

they do.

Page 29: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

\INTEGRATION

Individual is able to view the world from multiple

perspectives.ETHNORELATIVE

STAGES

I have acquired various lenses

through which to

understand the world.

Page 30: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Reflecting on these stages, prepare to answer some

questions.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

Pull out your phones and text your responses to...

Page 31: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Reflecting on these stages, prepare to answer some

questions.

Denial Defense Minimization IntegrationAdaptationAcceptance

ETHNOCENTRIC STAGES

ETHNORELATIVE STAGES

And now respond to…

Page 32: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

It’s a gradual process

Move from seeing cultures from the OUTSIDE IN to the INSIDE OUT

Developing ICC

Page 33: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

To seamlessly weave culture and language, we need to…Make relevant to students’ lives.Reclaim curriculum by developing standards-based thematic units and using the text as a resource.

Develop multiple perspectives.

Page 34: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Useful StrategiesWrite from a different perspective.Weather from different parts. Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Noticias del mundo hispanohablante. Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity

10 Chairs of Wealth

Page 35: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Language ExchangeObjective: Create an opportunity for Spanish-

dominant English-language learners and Spanish learners to interact on an even playing field.

Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish.

Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.

p. 13

Page 36: Pablo Muirhead, Ph.D. WAFLT November 2 nd, 2013 muirheap@matc.edu

Mil Gracias

Pablo [email protected]

I hope you were able to reflect today

on the art of teaching. As we

return to our students and try new strategies, let’s stay in touch to support one another. Feel

free to contact me!! I look forward to

hearing from you.