TITLE: Foreign Language and Culture AUTHOR: Brown, Basic High School, NV GRADE LEVEL/SUBJECT: 9-12, foreign language and culture OVERVIEW: Most foreign language students do not fully understand that the culture of a country and the language must necessarily go together. Without the cultural aspects, much of the language usage is lost in everyday life within the country. PURPOSE: The brainstorm early in the school year some cultural activities within the country that relate to the everyday activities of its people, which may affect the language.. [i.e. music, economics, eating requirements (large meal at noon), art, theater, etc.] OBJECTIVES: Students will list activities which affect the language under study. (i.e. Bastille Day, Chinese New Year, Ramadan, San Gennaro Festival, Cinco De Mayo, Fasching, Oktoberfest, Carnival, Guy Fawkes Day, Boxing Day, Santa Claus Day, and other activities not found in the United States. RESOURCES/MATERIALS: A fundamental use of brainstorming and an overview of industry's use of Quality Circles (see Dr. Ed Demming's books) is necessary for the teacher. Visual aids would be helpful in getting the discussion underway. ACTIVITIES AND PROCEDURES: On the chalkboard and on students' paper list those activities by country which may affect a language and discuss why it may be a determining factor in changing or expanding a language. Specifically, we need to learn why we study a foreign language and also why we need to learn the culture of that language. As an example, the Chevy Nova automobile did not sell in Latin American countries because of its name. No Va means "It won't go." During brainstorming, students should allow their minds to ramble or free-wheel to bring out all ideas no matter how absurd anything sounds. Students should take their lists home and discuss them with their parents and other children to get further input and to reflect upon their list. They should share the additions at the next class session. After the list is compiled and on the chalkboard, begin by picking apart the lists (without identifying where the ideas originated), asking what effects resulted on the country's people. Continue until a concensus is reached on most materials. TYING IT ALL TOGETHER: The Gulf War has shown why we prepared to fight war prior to Ramadan, Easter and the days of Passover. In the past I have attempted to show that other cultural, religious and governmental events affect nations and therefore affect their languages to a degree until eventually it becomes custom. It is soon evident that all subjects of science and humanities are interrelated and that a balance is needed if nations are to react with and understand each other.
Click here to return to OFCN's Academy Curricular Exchange
Click here to return to OFCN's Academy
Click here to return to OFCN's Main Menu
John Kurilecjmk@ofcn.org