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Contextos pedaggicos e conceitos

de cultura no ensino de lnguas

estrangeiras

Joanne Busnardo

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Some years ago...

Importance of including cultural aspects to teachFL.

Criticism of imported materials: critical teachersand appropriate materials

Based: Cultural studies and critical reading takinginto account cultural frames for interpretation

Criticism of the communicativist vision on the

grounds that it is based only on functionalism(poor and limited) -> difficulties to engagestudents with the language: the discursivesubject, active and critical could not appear

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Some years ago...

Criticism of imported products and values, criticalstance of teachers towards hegemonic powers

Where the author situates herself:

A place where students learn a hegemonic language(English) in a non-inmersion context.

For her, the concept of culture to base our teachingon should take into consideration the pedagogical

context where we workThe learning of Portuguese: not a hegemoniclanguage yet, but also a place where powerrelations are asymmetrical

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Two objectives

To reflect on some concepts of culture thatunderlie the teaching of language/culture inseveral contexts

To defend, above all, in contexts characterized byasymmetrical power relations, a vision of culturefor teaching that allows to have a position thatshe calls critical dialogism

She seeks for a concept of culture that supportsthe development of intercultural speakers in theclassroom.

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The sociolinguistic view of culture< the

notiof of communicative competence The concept of communicative competence by Hymes (anthropology) was

appropriated by applied linguists and changed its essence.

The relationship between language and culture that underlies the term CCin applied linguistics makes a reduction and simplification of the initialHymsiam term. Therefore, in the classroom culture is reduced to someconventionalized communicative or speech events, and sometimes

connected with register or dialect varieties. Example: saying goodbye in north American English and in Brazilian

Portuguese

The teaching of culture is reduced to the teaching of sociolinguistic normsand conventions, which aims at making learners native speakers, and thiscan bea n obstacle for the learner causing frustration

It is important to learn to use the conventions in a purposeful creativeway.

Culture is reduced to static norms of face, politeness, register and dialectalvariation

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Post-modern reactions: culture as verb

Street (1993): culture is a verb,

Force from multiculturalism in different regions

Homogenous culture in only one culture -> at stake

The fixed is subsituted by the dynamic

National culture is questioned and identities aremultiple: ethnic, gender, religion, profession, etc. Thosewho do not agree with this are accused ofculturalessentialism.

Thefore, from this perspective, to understand a culturewhen learning a foreign language implies to be awareof this multiple view of culture that has substituted thenotion of national culture.

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Post-modern reactions: students as

ethnographers

Dynamic concept of culture: from Europe

Inmersion is considered an important way oflearning, students exchange programs

These students have ideal situations to observethe others using etnhnographic eyes, even aspecial course was elaborated.

Students are encouraged to observe certaintypes of people and report on the findings:the student becomes an anthropologist

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Two ways of dealing with CC

To redefine it: including an intercultural

component

To abandon it.

Can we become bilingual without becoming

bi-cultural?

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Looking for a third place: discourse,

culture and the classroom

Context on no-inmersion:

- the ethnographic approach limited

- The only contact with the language is through

the teacher (either NS or NNs) in theclassroom

- Teacher hardest job: a rich context for

language development in the classroom- Useful tool> bring back the concept of

communicative competence. How?

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INTERCULTURAL COMPETENCE

The objective of teaching is not nativespeakerism.

The learner should develop the various

components of communicative competence:grammatical, sociolinguistic, discursive andstrategic but he has to be choose to use what hewants.

One way to develop IC is by using interviews,analysing them, to understand how discourseworks

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INTERCULTURAL COMPETENCE

In order to get to critical dialogism studentsshould develop discourse awareness.

The learner should develop the various

components of communicative competence:grammatical, sociolinguistic, discursive andstrategic but he has to be choose to use what hewants.

Useful teaching strategy: comparison andcontrast of discourses. Examples.

What is the third place? (pp. 138-9).

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