Research Questions Beyond Cross-Cultural Understanding: Preparing - - PowerPoint PPT Presentation

SLIDE 1

3/8/19 1

Beyond Cross-Cultural Understanding: Preparing tomorrow’s Language and Culture Educators

Tabitha Kidwell

With support from:

Research Questions

RQ 1: How do Indonesian teachers of English learn to teach about culture? RQ 2: What beliefs do novice Indonesian teachers of English hold regarding teaching about culture? RQ 3: What practices do novice Indonesian teachers of English use to teach about culture?

Kidwell, 2019 2

Theoretical Perspectives

• English as an International Language

– The ability to engage with speakers from varied backgrounds is more important than near-native proficiency in one dialect (or culture)

• Interculturality

– Intercultural language users need open-mindedness, respect, and the ability to respond adaptively during interaction with speakers from varied cultural backgrounds. – Diversity is a source of learning and growth.

• Culture…

…is a socially constructed, dynamic system. …includes ideas, behavior, and symbols. …acts as a marker of group membership. …regulates access to power.

3 Kidwell, 2019

Students’ Cultures New Cultures

Pedagogy of Encounter (Dispositions) Pedagogy of Information (Knowledge) Pedagogy of Preparation (Skills)

Culturally Sustaining Pedagogy

Values that Build Character from 2013 Indonesian Curriculum

Patriotism Nationalism Religiosity Tolerance Curiosity Social Awareness

“Teaching about Culture”

Conceptual Framework

SLIDE 2

3/8/19 2

Study Design

Ethnographic Case Study

• f teacher preparation practices at Central

Java Islamic University (RQ 1: Learning) Embedded case studies (Yin, 2009) of 14 CJIU alumni in their early years of teaching (RQ 2: Beliefs RQ 3: Practices) Collaborative & Participatory design Professional Leaning Community

Kidwell, 2019

Data Collection

• Interviews with 21 current CJIU students
• 33 Observations at CJIU
• 28 Interviews with 20 faculty members
• 6 Monthly Professional Learning Community sessions
• Journal entries from 12 teachers
• 64 Monthly observations & debrief

interviews at 14 novice teachers’ schools

• Interviews with 20 novice teachers
• CJIU syllabi and course materials

Primarily RQ 1: Learning Primarily RQ 2: Beliefs and RQ 3: Practices

Data Analysis

Initial Processing & Reflection

Transcribe, translate, re- read, reflect, journal about & discuss data

Initial Analysis

Iterative open & axial coding using inductive & deductive codes in Atlas.ti (Constant comparison method, Corbin & Strauss, 2014)

Initial Selective Coding

Draw from coding to write & revise case descriptions of focal NTs (Yin, 2009)

Cross-Case Analysis

Identify patterns among cases & seek general explanations (Yin, 2009)

Member Checking

Member checks with NT participants and CJIU faculty

Intensive Data Analysis

Review & re-code data set in Atlas.ti; generate selective codes (Corbin & Strauss, 2014)

7

Findings RQ1: Learning

CJIU’s English Department provides many curricular opportunities to learn about culture

Foreign Cultures

Language Courses (Reading, writing, speaking, listening, vocabulary, structure, translation)

The Concept of Culture Sociolinguistics Semantics and Pragmatics Cross Cultural Understanding Indonesian Culture Citizenship Pancasila (National Philosophy) Teaching Students from Different Cultural Backgrounds Multicultural Education Teaching Character Building

Curriculum and Materials Development

Design of Language Teaching Microteaching

Kidwell, 2019 8

SLIDE 3

3/8/19 3

Findings RQ1: Learning

Novice teachers have extra-curricular opportunities to learn about culture while at CJIU

Extracurricular Programs English Club Homestay Program Other Sources Movies, Books, Music Meeting people from different backgrounds Community Programs Indonesia International Work Camp (IIWC)

“Here I really learn[ed] about tolerance. In my village, there is only one religion, and there is only one stream of religion itself… But here, after coming here, I see… there are many kind of Islam itself, and we can accept one another without any clash, without any offense, even not only in Islam itself, but in also other religion, too. In [this town], I learn about that.” (Harto, interview, 8-31-2017)

9

Findings RQ1: Learning

Novice Teachers had few formal opportunities to learn how to TEACH about culture

TK: If you become a teacher, do you know how to teach about culture to your students? Lina: Maybe… Annisa: Maybe through habits… Niswan: We don’t have the methods, we know it. We can’t – I couldn’t teach culture to my students. TK: So it’s like you know about culture yourself but you don’t know how to teach it? Niswan and others: Yes. (Interview with 8th semester students)

10 Kidwell, 2019

Findings RQ2: Beliefs

Locally-Oriented

• Retained strong ties to their

local, rural communities

• Returned to that

community to teach Globally-Oriented

• Active in CJIU community

during undergrad

• Accepted teaching positions

in new communities

• Participated in intercultural

experiences

Novice teachers could be classified within two groups

11 Kidwell, 2019

Findings RQ2: Beliefs

Locally-Oriented “Culture is a heritage from group of people. It is influence the way of life in society… It was became heritage from ancient to future until now. So, we as a new generation should keep this culture in our believe, so that the culture will not disappear.” (Aril, journal 5) Globally-Oriented

Definitions of culture

Culture includes “knowledge, belief, art, moral, law, habit, etc.” and “culture is the ensemble of stories we tell

• urselves about ourselves. It

is related with how we communicate with the society and surely related with language.” (Siti journal 5)

12 Kidwell, 2019

SLIDE 4

3/8/19 4

Findings RQ2: Beliefs

Locally-Oriented Teachers

• The goal of teaching about

culture is to foster appropriate (Javanese) behavior.

• Local culture should be

protected from foreign cultures.

• Linguistic objectives should be

prioritized. Globally-Oriented Teachers

• Teachers should teach

about culture.

• Culture is interesting and

motivating to students.

• The goals of teaching about

culture are to prepare students to meet foreigners and to help them develop tolerance for other cultures.

“At the elementary school I teach about culture, that when you speak with your teacher or to someone older, you need to use polite Javanese or proper Indonesian. I educate them little by little so that my students speak politely to someone who is older than them.” (Muhay interview 10- 4-2017; translated)

“If students are not introduced to foreign cultures, I think that will be dangerous. Because, you know, they only know their own culture, and they're going to believe that "mine is the best." And, like, the

• thers are wrong… So, to learn foreign culture,

make you more tolerant.” (Nita, PLC 3, 11-11-2017)

Kidwell, 2019 13

Findings RQ3: Practices

Locally-Oriented

• 9 of 23 lessons were

entirely linguistically focused.

• 13 of 23 lessons connected

to students’ lives & local cultures.

• 1 lesson included cultural

content from an unfamiliar context.

– Discussing a proverb

Globally-Oriented

• 11 of 41 lessons were

entirely linguistically focused.

• 14 of 41 lessons connected

to students’ lives & local cultures.

• 16 of 41 lessons included

cultural content from an unfamiliar context.

• Typical practices:

– Discussing texts – Direct instruction – Contextualizing language practice in unfamiliar context

14 Kidwell, 2019

Implications for Teacher Education programs

• Programs could require intercultural experiences

(i.e. study abroad, internship with refugees, “language pal”)

• Program assessments could require evidence of

intercultural competence on program assessments.

• Program assessments could require evidence of

ability to teach about culture.

• Program curriculum could include a course on

Methods of teaching about culture in addition to (or within) Cross cultural understanding or Multicultural education courses.

17 Kidwell, 2018

Implications for Teacher Educators

• Integrate cultural content within your class; Novice

teachers need to see models of effective teaching about culture in language classes.

• Be explicit when you are modeling techniques for

integrating cultural content.

• Go beyond models of culture à Also discuss how to

use these models with students à Also discuss models for teaching about culture.

(from ACTFL standards, 2015)

Kidwell, 2018

SLIDE 5

3/8/19 5

Discussion

• Questions, critiques, suggestions?
• Other possible interpretations?
• Other possible implications for teacher

education programs, teacher educators, or teachers?

• Did anything surprise you from this

presentation?

tabithakidwell@gmail.com Twitter: @tabithakidwell

Kidwell, 2018

EXTRA SLIDES

20 Kidwell, 2019

Culture in Language Education: Towards Intercultural Competence

Pedagogy of Information

• Cultural

Competence

• Knowledge
• Cognitive
• Critique:

Transmission- based Pedagogy of Preparation

• Communicative

Competence

• Skill
• Psychomotor
• Critique:

Focused on Native Speaker Model Pedagogy of Personal Integration

• Intercultural

competence

• Attitudes
• Affective
• Critique:

Difficult to Implement Adapted from Larzén (2005)

21 Kidwell, 2019

Students’ Cultures New Cultures

Pedagogy of Encounter (Dispositions) Pedagogy of Information (Knowledge) Pedagogy of Preparation (Skills)

Culturally Sustaining Pedagogy

Values that Build Character from 2013 Indonesian Curriculum

Patriotism Nationalism Religiosity Tolerance Curiosity Social Awareness

Role of Culture in Language Education

Conceptual Framework Revisited

22

SLIDE 6

3/8/19 6

Locally-oriented teachers

Kidwell, 2019 23

Students’ Cultures New Cultures

Lack of preparation to teach about culture Institutional & policy factors

Globally-oriented teachers

24

Students’ Cultures New Cultures

Lack of preparation to teach about culture Institutional & policy factors Intercultural experiences Participation in PLC (possibly)

Kidwell, 2019

Revisiting Conceptual Framework

25

Students’ Cultures New Cultures

Pedagogy of Encounter (Dispositions) Pedagogy of Information (Knowledge) Pedagogy of Preparation (Skills)

Culturally Sustaining Pedagogy

Lack of preparation to teach about culture Institutional & policy factors Intercultural experiences Participation in PLC (possibly) Role of Culture in Language Education

Kidwell, 2019

Selected References

Agar, M. (1994). Language shock: The culture in everyday conversations. New York, NY: Morrow. Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. Elgar, A. G. (2011). Culture Through Literature in Foreign Language Teaching. In J. Arabski, (Ed.), Aspects of culture in second language acquisition and foreign language learning (pp. 139–147). Berlin, Germany: Springer. http://doi.org/10.1007/978-3-642-20201-8_11 Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder. Gandana, I. (2014). ELT, interculturality, and teacher identity: An inquiry into Indonesian university teachers' beliefs and practices. (Unpublished doctoral dissertation). Monash University, Melbourne, Australia. Jenkins, J. (2006). Current on perspectives teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181. Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press. Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press. Larzén, E. (2005). In pursuit of an intercultural dimension in EFL teaching: Exploring cognitions among Finland- Swedish comprehensive school teachers. Biskopsgtan, Finland: Abo Akedemi University Press. Mawoda, K. R. A. (2011). Exploring secondary teachers' perceptions towards teaching intercultural competence in Bahrain in English language classroom. (Unpublished doctoral dissertation). University of Exeter, Exeter, UK. Pennycook, A. (1999). Introduction: Critical approaches to TESOL. TESOL Quarterly, 33(3), 1–20. Rantz, F., & Horan, P. (2005). Exploring intercultural awareness in the primary modern language classroom: The potential of the new model of European language portfolio developed by the Irish modern languages in primary schools initiative (MLPSI). Language and Intercultural Communication, 5(3-4), 209–221. http://doi.org/10.1080/14708470508668896 Risager, K. (2007). Language and culture pedagogy. Clevedon, UK: Multilingual Matters. Siregar, F. (2016). In pursuit of intercultural communicative competence: An investigation into English language policy and practices at a private university in Indonesia. (Unpublished doctoral dissertation). Victoria University

• f Wellington, Wellington, New Zealand.

Zabetipour, M., & Baghi, B. A. (2015). The impact of EFL teachers’ years of experience on their cultural identity. Theory and Practice in Language Studies, 5(2), 330–335. http://doi.org/10.17507/tpls.0502.12

26 Kidwell, 2019