Kulturelt og språklig mangfold i engelskfaget

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1 GFU skolen Kulturelt og språklig mangfold i engelskfaget Dragana Surkalovic Innhold Kulturelt og språklig mangfold i læreplanen for engelskfaget Kulturelt mangfold i engelskfaget ved HIOA/GFU Oppgave: Circles of my Cultural Self Mangfold og identitet Stereotyper Språklig mangfold i engelskfaget ved HIOA/GFU Oppgave: Plurilingualism Teacher Language Awareness tredjespråksdidaktikk KULTURELT OG SPRÅKLIG MANGFOLD I ENGELSKFAGET 2 1

2 Læreplanen for engelsk Formål «I tillegg til språklæring skal engelskfaget bidra til å gi innsikt i levesett og kulturer der engelsk er hovedspråk eller et offisielt språk. Faget skal gi innsikt i hvordan engelsk brukes som et internasjonalt kommunikasjonsmiddel.» «Å lære engelsk bidrar til flerspråklighet og kan bli en viktig del av vår personlige utvikling.» «Utviklingen av kommunikative og språklige ferdigheter og kulturell innsikt kan fremme økt samhandling, forståelse og respekt mellom mennesker med ulik kulturbakgrunn. Slik blir språk- og kulturkompetanse en del av allmenndannelsen og bidrar til å styrke demokratisk engasjement og medborgerskap.» KULTURELT OG SPRÅKLIG MANGFOLD I ENGELSKFAGET 3 From Warm-up: Circles of My Cultural Self Draw this diagram: Place your name in the center circle of the structure below. Write an important aspect of your identity in each of the satellite circles -- an identifier or descriptor that you feel is important in defining you. This can include anything: Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor with which you identify CULTURAL DIVERSITY WEEK 2

3 From Warm-up: Circles of My Cultural Self Share a story about a time you were especially proud to identify with one of the descriptors you used above. Share a story about a time it was especially painful to be identified with one of your identifiers or descriptors. Name a stereotype associated with one of the groups with which you identify that is not consistent with who you are. Fill in the following sentence: I am (a/an) but I am NOT (a/an). (So if one of my identifiers was "Christian," and I thought a stereotype was that all Christians are radical right Republicans, my sentence would be: I am a Christian, but I am NOT a radical rightwing Republican CULTURAL DIVERSITY WEEK Cultionary Form teams of four or five people. One member from each team will get a word. They will draw the word while the other team members try to guess what it is. They may only draw images, no numbers or words may be used. No speaking except to confirm the correct answer. The rest of the team may only say their guesses, they may not ask questions. When the word is guessed correctly the artist raises their hand. After the round the artist writes on their picture, whether finished or not, what the word was. The teams choose another member to be the drawer. Make sure everyone has an opportunity to draw at least once. At the end ask the groups to pin up their pictures so that the different interpretations and images of the words can be compared and discussed CULTURAL DIVERSITY WEEK 3

4 Current Trends Cultural Diversity There are many different cultures within the same country or society. Cultural Change Like languages, cultures change over time. Cultural Diversity: Dominant Cultures Traditional focus has been on factual information about the dominant cultures in countries and, to a lesser extent, regions and ethnic groups. Geography History Political Institutions Religion Holidays Education Environment The Arts Media & Advertising 4

5 Cultural Diversity: Co-Cultures and/or Subcultures This approach does not always address cultural diversity within a country, region or group. Culture may also arise from shared experiences of, for example: Identity: family, ethnic heritage, language heritage, class, gender, sexuality, age, disability Professions: specific work or school cultures Interests: sports cultures Cultural Change Cultures are not static, but dynamic. They change over time. Meeting with other cultures Globalization Changes in technology Changes in the environment Power of individuals to affect change 5

6 The National Standards for Foreign Language Education Project (1999) Practices Patterns of social interaction or behavior. Products ( artifacts ) The tangible or intangible creations of a culture that reflect its perspectives. Perspectives ( meanings ) Attitudes, beliefs, ideas, and values that underlie cultural practices and products. Cultural Practices Patterns of social interaction or behavior: The knowledge of what to do when and where Examples: Non-verbal communication (gestures) Appropriate language (formality / politeness) Use of space in interpersonal communication Manners Appropriate behavior in given situations Traditions related to given occasions 6

7 Cultural Products The tangible or intangible creations of a society: The knowledge of what to use, when and where Examples: household items political systems personal items spoken language buildings educational systems money economic systems artwork & literature music, dance, theatre sports equipment games Cultural Perspectives Attitudes, beliefs, ideas, and values that underlie cultural practices and products: Why we do what we do Examples: Value(s) of individual freedom and privacy Value of economic equality among individuals Belief that hard work leads to success Value of youth over age (or vice versa) Value of ownership 7

8 Cultural Practices, Products and Perspectives A practice often involves a product, which in turn underlies a perspective. Practice: Product: Perspective: I train four times a week at the gym in order to stay fit. Teaching Culture The Risk of Stereotypes When teaching or learning about cultures, there is often a tendency to generalize too easily about the other or the different. The problem with stereotypes is that: They deny the complexity of different cultures They can lead to, or reaffirm, prejudice 8

9 ASSIGNMENT DESCRIPTION Se på tegningen* på. s. 143 i Scoop 7 Workbook og skriv en fortelling på engelsk med bildet som inspirasjon. Lim inn et bilde av en indianer. Skriv på pc og lever teksten på Fronter. *Tegningen framstiller en indianer med pil og bue som skal på jakt. Han vinker til kona som rører i en kjempestor gryte. Bak dem er 2 tipier. Kaniner gjemmer seg bak to busker. I forgrunnen står en sint høne med korslagte vinger. Halefjæren mangler. Ingrid Beiler TASK CRITIQUE How do you think students of these three backgrounds might react to the writing prompt in the previous task? 1. A white Norwegian 2. A Norwegian Sami 3. An American Indian Ingrid Beiler 9

10 CULTURE AND ASSESSMENT Some guidelines: Beware of culturally conditioned subject knowledge and answers. e.g. Interpreting a picture of a smiling face (Scarcella, 1990). Beware of cultural taboos, historical traumas and other potential sources of heightened anxiety. e.g. A restaurant role play where students have to order meat, pork, or another item they are not normally supposed to eat. e.g. Playing a refugee in a role play. Allow historically marginalized people to represent themselves. e.g. Portrayals of native peoples in art. Ingrid Beiler PLURILINGUALISM 20 10

11 LK06 språklig mangfold i engelskfaget etter 2. årstrinn: Mål for opplæringen er at eleven skal kunne finne ord og uttrykk som er felles for engelsk og eget morsmål (LK06, s. 5), etter 4. årstrinn: Mål for opplæringen er at eleven skal kunne finne likheter mellom ord og uttrykksmåter i engelsk og eget morsmål (LK06, s. 5), etter 7. årstrinn: Mål for opplæringen er at eleven skal kunne identifisere noen språklige likheter og ulikheter mellom engelsk og eget morsmål (LK06, s. 7), etter 10. årstrinn: Mål for opplæringen er at eleven skal kunne identifisere vesentlige språklige likheter og ulikheter mellom engelsk og eget morsmål, og bruke dette i egen språklæring (LK06, s. 8) KULTURELT OG SPRÅKLIG MANGFOLD I ENGELSKFAGET 21 «morsmål» i skoler i Norge Offisielle språk: Norsk (Bokmål og Nynorsk), samiske språk (nordsamisk, lulesamisk og sørsamisk), kvensk, romani og romanes «Om lag 11 prosent av alle elever i grunnskole og videregående opplæring har innvandrerbakgrunn» (St.meld. nr. 6, s. 49). I gjennomsnitt har 40,4% av elevene i Osloskolen et annet morsmål enn norsk og samisk, men prosentandelen varierer fra over 95% (Gran skole, Mortensrud skole, Tøyen skole) til under 5% (Maridalen skole, Bekkelaget skole) (Utdanningsetaten 2014). ingen informasjon eller statistikk over hvilke morsmål som finnes i skolene i Norge. Den eneste datakilden om morsmål er søknader om tilpasset språkopplæring. I perioden 2002 til 2011 ble det innlevert totalt søknader basert på 179 forskjellige morsmål (Wilhelmsen, Holth, Kleven & Risberg, 2013, s. 14) KULTURELT OG SPRÅKLIG MANGFOLD I ENGELSKFAGET 22 11

12 Cenoz (20011) The influence of bilingualism on third language acquisition: Focus on multilingualism the advantages that bilinguals have over monolinguals when acquiring an additional language three factors: metalinguistic awareness - bilingual learners can think about language in a more abstract way learning strategies experience as language learners A broader linguistic repertoire that is available in TLA as compared to SLA - associated with language distance - closely related languages would be more useful for bilinguals learning a third language learners are influenced by both their L1 and L2 when learning an L3 school curricula and teaching practices could benefit from relating the different languages so that TLA learners have the opportunity to develop metalinguistic awareness based on their knowledge and use of two or more languages CULTURAL DIVERSITY WEEK Cummins et al. (2005) Affirming Identity in Multilingual Classrooms (English) language learners' cultural knowledge and language abilities in their home language are important resources in enabling academic engagement; and (English) language learners will engage academically to the extent that instruction affirms their identities and enables them to invest their identities in learning. The Dual Language Identity Text - identity texts - can be written, spoken, visual, musical, dramatic, or multimodal combinations - positive statements that students make about themselves - on any topic relevant to their lives or of interest to them - require substantial time to complete, it is useful to aim for cross-curricular integration - encourage collaboration among teachers, parents, and students CULTURAL DIVERSITY WEEK 12

13 FREPA: A Framework of Reference for Pluralistic Approaches to languages and cultures multilingualism = societies, plurilingualism = individuals pluralistic approaches to languages and cultures - didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures. based on discarding the compartmentalised view of the individual s linguistic and cultural competence(s a logical consequence of the way in which plurilingual and pluricultural (or intercultural) competence is represented by the Common European Framework of Reference a plurilingual and pluricultural competence encompasses the full range of the languages available to the individual CULTURAL DIVERSITY WEEK FREPA: A Framework of Reference for Pluralistic Approaches to languages and cultures Teaching materials: GB/Default.aspx Activity: Some languages of Europe and elsewhere. What kind of knowledge / attitudes / skills can be developed through this activity? CULTURAL DIVERSITY WEEK 13

14 Surkalovic (2014) Forbereder grunnskolelærerutdanningen engelsklærere for undervisning i engelsk som tredjespråk i Norge?. Acta Didactica Norge 8(2) Hva er de offisielle språkene i Norge? GLU13 (5-10) 1 st GLU12 (5-10) 2nd GLU12 (1-7) 2nd GLU10 (1-7 & 5-10) 4th students that completed the survey What are the official languages in Norway? Norwegian % Norwegian (Bokmål and Nynorsk) % Sami % English 5 5 5% Kven/Finnish 1 1 1% Norwegian Sign Language 1 1 1% Total Hvilke andre språk er brukt som morsmål i Norge? GLU13(5-10) 1 st GLU12(5-10) 2nd GLU12(1-7) 2nd GLU10(1-7 & 5-10) 4th students that completed the survey What other languages are spoken as native languages in Norway? Sami % many / list languages % Swedish % English % blank/don t know % Danish % Kven % Norwegian % different Sami languages % Finnish 1 1 1% German 1 1 1% Nynorsk 1 1 1% Total 14

15 Trenger en engelsklærer i Norge å vite noe om språkene som ikke er engelsk eller norsk? Hvis nei, hvorfor? Hvis ja, hvorfor og hva? GLU13(5-10) 1 st GLU12(5-10) 2nd GLU12(1-7) 2nd GLU10(1-7 & 5-10) 4th students that completed the survey Does an English teacher in Norway need to know something about languages other than English and Norwegian? If no, why? If yes, why, and what? Yes % multilingual perspective (L1 interference, building relations with pupils) contrastive/comparative perspective to get a better understanding of learning a language/how the pupil thinks should be interested in other cultures and languages, at 2 2 least at a basic level No % knowing about English and Norwegian is enough but it can be an advantage Unclear/maybe % Total Referanser Bates, Daniel, and Fred Plog. (1991). Human Adaptive Strategies. New York: McGraw-Hill. Cenoz, Jasone (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46, pp doi: /s Cummins et al. (2005.) Affirming Identity in Multilingual Classrooms. Educational Leadership 63(1), pp FREPA: A Framework of Reference for Pluralistic Approaches to languages and cultures. National Standards for Foreign Language Education Project. (1999). Standards for Foreign Language Learning in the 21st Century. Lawrence, Kansas: Allen Press. Scarcella, R. (1990). Teaching language minority students in the multicultural classroom. Prentice Hall Regents. Surkalovic (2014) Forbereder grunnskolelærerutdanningen engelsklærere for undervisning i engelsk som tredjespråk i Norge?. Acta Didactica Norge 8(2) Utdanningsetaten (2014) Minoritetspråklige elever : Elever med et annet morsmål enn norsk og samisk i grunnskolen i Oslo skoleåret Oslo. Wilhelmsen, Marit, Bjørn Are Holth, Øyvin Kleven and Terje Risberg. (2013). Minoritetsspråk i Norge: En kartlegging av eksisterende datakilder og drøfting av ulike fremgangsmåter for statistikk om språk. Oslo: Statistisk sentralbyrå (Statistics Norway) Circles of My Multicultural Self: Cultionary: 15