Multicultural Language Learning: Applications in EFL Curriculum Development.
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| Title: | Multicultural Language Learning: Applications in EFL Curriculum Development. |
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| Language: | English |
| Authors: | Renner, Christopher E. |
| Peer Reviewed: | N |
| Page Count: | 17 |
| Publication Date: | 1993 |
| Document Type: | Reports - Evaluative Guides - Classroom - Teacher Speeches/Meeting Papers |
| Descriptors: | Acculturation, Classroom Techniques, Course Content, Cultural Awareness, Curriculum Design, Curriculum Development, Educational Objectives, Educational Strategies, English (Second Language), Foreign Countries, Instructional Materials, Intercultural Communication, Language of Instruction, Language Role, Multicultural Education, Multicultural Textbooks, Non Western Civilization, Second Language Instruction, Student Needs, Teacher Role, Textbook Selection, Western Civilization |
| Geographic Terms: | Italy |
| Abstract: | The incorporation of multicultural content in to English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) instruction is discussed. First, the international role of English is examined, and the sociopolitical nature of language is reviewed. Cultural components of language learning are noted in the areas of discourse, appropriateness of usage, paralinguistics (body language, suprasegmental language features), pragmatics, and development of cognitive-academic language proficiency. The traditional ESL approach that assumes cultural assimilation as a primary objective is brought into question, and the debate over incorporation of western and non-western culture into ESL curricula is reviewed. Textbook selection is also discussed here. Finally, four approaches for integrating multicultural content into course syllabuses (contributions, additive, transformation, and social action) are described and guidelines are offered to teachers for successful implementation of such curriculum changes in the classroom. These address perceptions of the teacher's role, gathering of adequate background information, classroom language usage, inclusion and portrayal of diverse racial and ethnic groups, selection of teaching materials, awareness of student developmental needs and perceptions, and intercultural cooperation. Contains 27 references. (MSE) |
| Notes: | Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (17th, Italy, November 1993). |
| Journal Code: | RIEMAR1995 |
| Entry Date: | 1995 |
| Accession Number: | ED375611 |
| Database: | ERIC |
| Abstract: | The incorporation of multicultural content in to English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) instruction is discussed. First, the international role of English is examined, and the sociopolitical nature of language is reviewed. Cultural components of language learning are noted in the areas of discourse, appropriateness of usage, paralinguistics (body language, suprasegmental language features), pragmatics, and development of cognitive-academic language proficiency. The traditional ESL approach that assumes cultural assimilation as a primary objective is brought into question, and the debate over incorporation of western and non-western culture into ESL curricula is reviewed. Textbook selection is also discussed here. Finally, four approaches for integrating multicultural content into course syllabuses (contributions, additive, transformation, and social action) are described and guidelines are offered to teachers for successful implementation of such curriculum changes in the classroom. These address perceptions of the teacher's role, gathering of adequate background information, classroom language usage, inclusion and portrayal of diverse racial and ethnic groups, selection of teaching materials, awareness of student developmental needs and perceptions, and intercultural cooperation. Contains 27 references. (MSE) |
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