SECOND CULTURE ACQUISITION: A MEANS OF EDUCATING A LANGUAGE TEACHER

Introduction

On the current days many people believe that speaking a foreign language basically means mastering its grammatical rules, as well as vocabulary and some idioms. For most of them, graduating in a language course is the key to successful language learning. The grammatical competence is an aim to be achieved and the social aspects of speaking are rarely taken into account.

As far as the teacher is concerned, teaching a foreign language involves different features which are commonly interconnected. Linguists and language teachers have the same opinion that it depends on what kind of competence people achieve as they get to learn a foreign language. Basically, the competences are grammatical, pragmatic and communicative. This definition is established since human languages are complex, and language, culture and thought are interrelated. Freeman (1994) identifies that:

When someone acquires a new language, that person – to some degree at least – is entering a new culture and adopting a new way of looking at and thinking about the world. As a result, theories of second language acquisition need to encompass a number of factors if they are to account for the process people go through as they learn a new language. Current theories of second language acquisition are based on research from different fields including linguistics, psychology, and neurolinguistics.

Languages reflect the culture owned by the community where they are spoken. As a matter of fact, the main instrument to express the cultural life of a community is the spoken language (and also its literature, which expresses culture in a different manner). Languages are the most effective way to create cultural products, as well as they are responsible for spreading culture all around. Mutually, they create a pattern of culturally specific emphases in speaking which mediates culture and language in verbal interaction.

In view of this statement, it is impossible to ignore the culture of the target language. Cultural experience can influence the way a language is taught, since teaching practice comes from the teacher’s life experience combined with their teacher training. Therefore, the cultures associated with foreign languages should be part of the aim in a language classroom. To do so, teachers must have an intimate contact with the target language and its culture. Although it may be a challenge for non-native speaking teachers to teach culture in a language classroom, this effort must be put into practice so that learners can develop an awareness of these noteworthy features.

Objectives

This research project aims at achieving the following aims:

• the development of an awareness of the nature of language and language learning;
• the further development of teaching strategies to be put into practice.

Since this research project has culture as its focus, it is essential to define the way culture is constructed in order to clarify the reason the strategies below will be put into practice. According to Lantolf (1999), there are two different ways to define its construction: for anthropology, sociology, philosophy and psychology, culture is a social phenomenon, which is developed by the individual in their contact with other individuals. On the other hand, the construction of culture can also be defined as a cerebral or cognitive process.

When it comes to the environment where the research project will be placed, the first definition is more suitable. The context is an exchange supposed to be developed in an American university, called University of Montevallo, located in Alabama State. The construction of culture is extremely viable in such environments in which students have contact with native speakers of the target language.

Besides, the immersion is likely to provide the student (who is also a pre-service teacher of English as a foreign language) with a large cultural contact and consequently knowledge of the differences between their national culture and the culture behind the target language. Accordingly, this cultural diversity can be presented to their students so that they will acquire understanding and admiration for other cultures.

In summary, the aim of this project is to work on the cultural performance of a pre-service teacher of English as a foreign language. It intends to provide the exchange student with the possibility of making use of the cultural knowledge of the language as a mean of teaching English more efficiently. Consequently, it will be possible to present to students cultural aspects of the target language.

Methodology

In order to acquire awareness of the cultural issues in the specific region where the exchange program will take place, an approach must be defined. Among the various approaches employed in the study of diverse cultures, the intercultural approach appears to be the most accurate one for this purpose. Saluveer (2004) defines that:

The intercultural approach is based on the idea that culture is best learned through comparison. Though the focus is on the target culture, the intercultural approach deals with the relations between the learners’ own country and the country/countries where the language is spoken. It may include comparisons between the two and it develops learners’ understanding of both. The aim is to develop learners’ intercultural and communicative competences, which would enable them to function as mediators between the two cultures.

Furthermore, this approach was chosen by the reason of the environment where the research will take place. Since the exchange student will only be immersed in one country where the target language is spoken, it is inaccurate to make use of an approach which addresses more than one nation. Of course, the use of the intercultural approach does not deny the fact that the United States of America is a multicultural country. As a matter of fact, the research is supposed to encompass an only region of the country, which is the one where the exchange student will dwell.

In order to develop this project, the exchange student will be exposed to the target culture and also research it. Therefore, the following steps will be taken:

· Cultural information acquisition (observations) – will be developed by: observing/having contact with as many cultural manifestations as possible (expositions, fairs, lectures, formal/informal conversations); reflections upon the everyday environment (cultural community life). Field notes will be taken throughout this step;

· Reading (theoretical background) – will be developed by: reading and analyzing the texts related to this project;

· Student Research (writing) – will be developed by: critical analysis of the cultural findings done so far, as well as the discussion/investigation of cultural characteristics observed (how local residents behave/speak depending on the situation, etc). A paper will be written;

· Further development of techniques for teaching culture (teaching strategies) – will be developed by: reflecting upon all the experiences lived throughout the exchange program, as well as their results in the exchange student/pre-service teacher’s worldview. Besides, strategies/techniques will be developed;

· Conclusion of the project – will be developed by: writing and handing in an article (the final version of the project). At last, the reflections/results will be presented in seminars/colloquiums.

As a result, the exchange student will be aware of the culture owned by the researched region. Besides, a general knowledge of the culture observed in an English-speaking country will be part of their professional training. Finally, the exchange student will be able to apply the reflections/awareness of the diversity of the English language to a teaching context.

Cronogram

References

CORTAZZI, Martin and JIN, Lixian. Language Learning in Intercultural Perspective: Approaches through drama and ethnography. Cambridge University Press, 1998;

Freeman, David E. & FREEMAN, Yvonne S. Between Words: Access to Second Language Acquisition. Portsmouth. Heinemann, 1994;

LANTOLF, James P. Culture in second language teaching and learning. Cambridge University Press, 1999;

SALUVEER, Evi. Teaching Culture in English Classes – Master’s Thesis. Tartu, 2004, available at: <http://dspace.utlib.ee/dspace/bitstream/10062/922/5/Saluveer.pdf>. Accessed on: March 22^nd.

Focus on Listening

Time: 30 minutes

Level: Intermediate

Goals:

- Work on the listening skill;

- Teach practical English (how to order a meal);

- Work on SS’ accuracy.

Listening Activity – Problems with a Meal

Tell SS they are going to listen to a dialogue between two friends in a restaurant. In this listening, they order a meal but they have trouble to have it.

Play the CD and elicit the sentences used to order a meal. Get feedback on the board. Drill sentences, if necessary.

Then, give each S a piece of paper with the dialogue and get SS completing the sentences, by listening again. Get them to roleplay the dialogue in groups of three.

As far as language learning/teaching is concerned, there are various aspects which should be taken into account. In order to start, we should take into account the learning process and its related strategies. In the book “Language Learning Strategies”, Rebecca L. Oxford (1990) defines why learning strategies are important:

“Learning strategies are steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence.”

Accordingly, if one wants to achieve a high level of linguistic competence, they must take into consideration all the learning strategies available so far. Besides, the learner must define a focus on their learning – what they acquire when they learn a foreign language. Finally, they will be able to guide themselves throughout their language learning process, and become more independent and self-confident users of the target language.

When it comes to the teacher, teaching a foreign language involves different features which are commonly interconnected. Linguists and language teachers have the same opinion that it depends on what kind of competence people achieve as they get to learn a foreign language. Correspondingly, Freeman (1994) states:

“When someone acquires a new language, that person – to some degree at least – is entering a new culture and adopting a new way of looking at and thinking about the world. As a result, theories of second language acquisition need to encompass a number of factors if they are to account for the process people go through as they learn a new language. Current theories of second language acquisition are based on research from different fields including linguistics, psychology, and neurolinguistics.”

By taking into account the two quotations above, we can infer that teaching and learning are interrelated, and are commonly explored by language teachers. It proves that a language teacher always faces challenges and doubts throughout their teaching practice. Consequently, it is a long journey which demands a lot of effort and motivation.

Communicative Approach

The Communicative Language Teaching, also called Communicative Approach or Functional Approach was the British version of the movement in the early 60s in reaction to the structuralism and behaviorism embodied in the audiolingual method then predominant.

They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied.

Principles:

1. An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for learners to focus, not only on language but also on the Learning Management process.
4. An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activities outside the classroom.

Communicative approach is not just limited to oral skills. Reading and writing skills need to be developed to promote pupils’ confidence in all four skill areas.

Techiniques:

The communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students’ motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.

The teacher sets up the exercise, but because the students’ performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor.

Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning.

In the classroom CLT often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-plays in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities.

Example Activities: Role Play, Interviews, Information Gap, Games, Language exchange, Surveys, Pair Work, Learning by teaching, grammar quizzes, or prepare at home using non-communicative drills.

Constant correction is unnecessary and even counter-productive. Correction should be discreet / noted by teacher – let them talk and express themselves – form of language becomes secondary.

Primeiramente, devo ressaltar meu desenvolvimento como docente em formação através do conhecimento das abordagens de ensino da língua inglesa. No decorrer de minhas leituras, adquiri ciência de metodologias que já haviam sido utilizadas no passado, assim como as que ainda hoje são utilizadas. Tal experiência foi de enorme importância para minha prática profissional, pois anteriormente apenas havia tido contato com o método audio-lingual e a communicative approach, com os quais trabalhei no decorrer de minha prática docente. Além disso, os seminários proporcionaram-me um conhecimento mais concreto de cada abordagem.

As mini-aulas, por sua vez, levaram-me a refletir acerca do contexto em que cada método foi/deveria ser utilizado. Primeiramente, senti-me seguro ao planejar minha mini-aula juntamente com minha parceira de grupo. Porém, a leitura crítica feita acerca da abordagem mostrou-me que ainda havia dúvidas em relação a sua execução, além de me levar a reflexão sobre a melhor forma de se utilizar elementos comunicativos numa sala de aula de ensino regular, pois sabe-se que infelizmente nossos alunos estão sujeitos a salas de aula lotadas e freqüentemente carentes de recursos pedagógicos.

Devo também discorrer sobre a leitura de textos teóricos acerca do ensino de língua inglesa. Acredito que o profissional de línguas estrangeiras deve ter conhecimento não apenas lingüístico, mas também teórico, no que concerne ao contexto educacional em que se está inserido. Deve-se ter contato constante com a pesquisa realizada até então, assim como o diálogo reflexivo entre autores. Dessa maneira, acredito que o professor primordialmente deve deter bagagem teórica e formação acadêmica antes de tudo, pois apenas assim pode ser um profissional que reflete acerca da própria prática, que toma atitudes positivas em relação a suas inferências.

O conhecimento cultural também é de suma importância para o profissional reflexivo. A partir do momento que o professor em formação consegue compreender as relações culturais entre os aprendizes da língua-alvo e seus falantes nativos, ou seja, os (pré)conceitos que um detém acerca de outrem, pode-se tomar ações afirmativas e desmistificadoras em sala de aula, o que se mostra essencial no contexto educacional corrente. Da mesma forma, discutir as relações de poder, tanto econômico quanto ideológico proporciona ao professor em formação uma visão crítica acerca de sua sala de aula, o que é definitivamente indispensável atualmente.

Finalmente, ao considerar tudo que foi discorrido acima, além de meu notável crescimento como professor em formação, diria que as atividades realizadas para as disciplinas de Estágio I e II deram-me capacidade para aprimorar a minha prática profissional profundamente. Justifico tal afirmação a partir de minha auto-reflexão no que concerne a minha prática metodológica e reflexiva, que foi incrivelmente aguçada durante tais disciplinas pedagógicas.