Plenary: Carl Blyth - Preparing Lang Teachers to Teach for IC: The Promise of Cultural Linguistics скачать в хорошем качестве

Plenary: Carl Blyth - Preparing Lang Teachers to Teach for IC: The Promise of Cultural Linguistics

ICC 2014 Plenary: Carl Blyth " (University of Texas at Austin), Preparing Language Teachers to Teach for Intercultural Competence: The Promise of Cultural Linguistics" This presentation is based on the premise that language teachers must deepen their understanding of the language/culture interface before they can successfully teach for intercultural competence. It is argued that cultural linguistics is a promising framework for helping teachers conceptualize "language as culture," a prerequisite for understanding intercultural competence. A new field, cultural linguistics is a blend of anthropology and cognitive linguistics. More specifically, cultural linguistics represents a theory of culturally defined mental imagery. The term imagery applies not only to visual images, but also to any perceived experience. Research has shown that language education focuses primarily on the linguistic code while largely ignoring the target community's interpretive frames. As a solution, cultural linguists have recently suggested that language education should strive to foster meta-cultural competence, that is, the knowledge that different cultural groups may conceptualize experience differently. To that end, this presentation demonstrates three activities for raising teachers' meta-cultural awareness. All three activities employ heuristics to help teachers view language as a culturally embedded, cognitive activity. The first activity demonstrates the concept of semantic frame by comparing lexical associations for the same word in the target and native language community as found in the Cultura archives. This activity helps teachers understand that word meaning depends on life experience and thus differs from person to person. The second activity focuses on the concept of interactive frame that refers to the speaker's global understanding of a given speech event. Interactive frames are key to determining cultural expectations for communication. The third activity asks teachers to observe and analyze how learners collaboratively construct the meaning of a foreign text in real time using Web-based annotation tools. This activity underscores the idea of reading as an interpretive process guided by cultural frames of reference. This presentation was co-sponsored by the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. The University of Arizona is committed to ensuring an accessible and inclusive experience for students, employees and all who use University technology and resources. If you require a captioned version of this video, please reach cercll@email.arizona.edu If you are interested in an upcoming CERCLL talk and require captions, please reach out to the above-listed email. CERCLL staff will work with the Disability Resource Center to ensure that captions are done either at the time (if it is a live-streaming event) or that captions will be done immediately for a video used in furtherance of classroom activities.