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This speech explains that culture plays a significant role in shaping language and communication patterns. It influences both verbal and non-verbal aspects of communication. Cultural norms affect how people express themselves and interpret messages. For example, in Persian culture, the word for "teacher" translates to "master," reflecting the high degree of respect for educators. Additionally, body gestures and expressions can vary in meaning across cultures. Folding arms, for instance, may indicate contemplation and wisdom in East Asia and the Middle East. In Persian culture, the concept of 'tarof' emphasizes polite gestures and pleasantries. Understanding these cultural influences is crucial for effective communication. In Persian culture, paying the bill is often viewed as a battle of hospitality, with individuals competing to cover the cost to show their appreciation for the other person's presence. Misunderstandings may arise due to differences in cultural knowledge and interpretation. It is important to foster appreciation for cultural differences to promote understanding and respectful communication.

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Implications of Culture on Language | Amirpooya Dardashti | TEDxTAMU

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The video shows that culture plays a vital role in language learning as understanding the culture of a language can enhance language acquisition. Imitating cultural behaviors is necessary for effective language learning, as it helps us think and behave like native speakers. Cultures are universal and accessible, with cultural diversity present everywhere. Achieving cultural weightlessness in language learning involves being interested in the culture of the language we are learning and suppressing interference from our own culture. Exploring different cultures allows for a greater understanding of diverse perspectives and experiences. Understanding living culture is crucial, with textbooks focusing on daily interactions rather than national festivals. Personal choices and interests should be incorporated into culture and language learning, allowing students to explore aspects they find interesting. Cultural integration and detachment are both necessary, as we project ourselves into the target culture while temporarily leaving our own.

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8 Cultural Differences between Native Speakers and English Learners

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8 Cultural Differences between Native Speakers and English Learners

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1. Cultural differences between native English speakers and English learners, focusing on respect and open debate.

2. Cultural differences between native English speakers and English learners.

3. Cultural differences in respect, open debate, and success.

4. Cultural differences between Native Speakers.

5. Cultural differences in evaluating the trustworthiness.

6. Cultural differences in intentions and focus on results.

7. Cultural differences in mentality and communication styles.

8. Cultural differences in valuing past history and present actions.

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8 Cultural Differences between Native Speakers and English Learners

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Linguistics across Cultures : The Impact of Culture on Second Language Learning 

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Linguistics across Cultures : The Impact of Culture on Second Language Learning 

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This reference explores the importance of culture in second language learning. It explains that culture significantly influences language acquisition, as learners need to understand cultural norms, beliefs, and values to effectively communicate and comprehend language. The article emphasizes the need for cultural sensitivity and awareness in language programs and suggests incorporating cultural activities and materials into language lessons.

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PREPARING FOR CULTURALLY RESPONSIVE TEACHING

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PREPARING FOR CULTURALLY RESPONSIVE TEACHING

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This article discusses the five essential elements of culturally responsive teaching: (1) developing a knowledge base about students' cultures, (2) creating a positive classroom environment, (3) using culturally responsive teaching strategies, (4) incorporating multicultural curriculum content, and (5) promoting student academic success. And provides a comprehensive overview of the importance of culturally responsive teaching and offers practical strategies for teachers to implement in their classrooms.

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Understanding Cultural Diversity and Learning

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Understanding Cultural Diversity and Learning

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In this paper, Ogbu suggests that a more nuanced approach is needed to address cultural differences in content and form. He argues that minority students often struggle in school because they are not taught in a way that is culturally relevant to them. Ogbu suggests that schools should focus on creating a more inclusive and culturally responsive environment that takes into account the unique needs of minority students. He also suggests that teachers should be trained to recognize and address cultural differences in the classroom. Ogbu's paper highlights the importance of understanding cultural diversity in education and the need for schools to adapt their programs to better serve the needs of all students.

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Talking about Cultural Differences in ELT Class.

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Talking about Cultural Differences in ELT Class.

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This is a materials-light lesson for higher-level learners. It focuses on comparing and contrasting cultural differences.

This last-minute materials light lesson for intermediate and higher level learners focuses on comparing and contrasting cultural differences. The main skill practiced is speaking, specifically for part two of the IELTS speaking exam. The lesson lasts for 45 minutes to 1 hour and requires a whiteboard and pens. Students are put into small groups to make a list of cultural differences and discuss their choices. The Cultural Iceberg Model is introduced to deepen their understanding. A thought and cross activity is set up to practice speaking, and feedback is given on language use. The lesson concludes with a wrap-up discussion.

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This is a lesson I used as a last minute lesson with an upper intermediate group recently. It's materials and preparation light, and relies on student input. I used it with a monolingual group of students from Saudi Arabia studying in the UK, so they were able to compare and contrast their own culture with that of Britain. If you wanted to use this with a group of students learning English in their own country, it would need a bit of adapting. They could either just talk about their own culture, or alternatively, choose a country they have been to or know well to compare with their own. The main skill practiced is speaking, with a particular focus on part two of the IELTS speaking exam (you might want to make students aware of this. Informing students of the aims and objectives of a lesson can be useful when it comes to motivation and focus.)

Level: Intermediate and up

Time: 45 minutes - 1 hour

Materials: Whiteboard, pens, image of the iceberg cultural model (either projected or printed out)

Steps of the lesson
Write the topic on the board - cultural differences.

Put students into small groups and give them a time limit to make a list of as many cultural differences as they can. Give "food" as an example and ask them to give general categories rather than specific details.

Variations depending on available materials and classroom set up: Use mini whiteboards (you can also use laminated paper or even just white paper in a plastic folder as a makeshift mini whiteboard).

Have groups do this as a board race

Go through the categories - see which team got the most. Ask students to justify their choices if necessary/appropriate.

Draw an iceberg on the board, with most of the iceberg under the water. Alternatively, project this picture:

Elicit the word iceberg. Ask what's interesting about it (the biggest part is what's not visible because it's under the water).

Introduce the Cultural Iceberg Model (Edward T Hall). Edward T Hall was an American anthropologist, who came up with the Cultural Iceberg Model in the 1970s.

He suggested that if a society's culture was seen as an iceberg, then there are some aspects visible, above the water, but there is a larger portion hidden beneath the surface.

Ask students if they think the topic of "food" would be above or below the surface. The answer is above, because it's easy to see any differences and one of the "shallow" cultural difference that are obvious. Ask students to take a look at their list and try to decide if their topics are above or below the surface of the water in the iceberg model. Monitor and encourage discussion among students.

Show students the actual model:

Ask how many of the categories are the same, and if they had put them into the right location, either above or below the surface of the water.

It's time for some more focused speaking practice. You're going to set up a noughts and crosses activity. Put the students into two teams and ask them to each come up with a team name.

Draw a noughts and crosses grid on the board and elicit the name of the game and its rules from the learners. Use some ICQs to check understanding of the aim of the game (to make a straight line of three). Ask the learners to choose some of the previously discussed topics (either their own choices, or the ones contained within the iceberg) that they would most like to talk about. Get one student from each team up to the board to write one topic in each square (try to ensure that there's a balance between the two teams and the number of topics chosen). At the end of this, you should have something that looks a bit like this:

Each team will take a turn to choose a topic, and then nominate one member of their team to talk about that topic for two minutes. There should be minimal hesitation and repetition, and the speaker should avoid going off topic.

Go back to the topic of food and model what you expect from the learners, by comparing differences between the food culture of the country where you are, and another one. I talked about breakfast culture and tea in Turkey and in Wales.

Give the teams some time to look at the topics and think about what they might say. Remind them that once the game starts, there won't be thinking time.

Play the game, and have the other team be responsible for timing and listening out for hesitation, repetition and going off topic. You can also ask the opposing team to listen carefully for something they find interesting (if it's an unknown third culture), or anything they disagree with (if the culture being spoken about is one familiar to them). Giving learners a specific reason to pay attention can increase motivation and encourage listening for a real purpose rather than simply being polite.

(This is the part of the lesson that resembles part two of the IELTS, so you may wish to elicit or remind students about that).

During individual turns, make notes of strong language use as well as errors, to use in a delayed feedback stage. You could turn this into a grammar/language auction depending on how much time you have.

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Talking about cultural differences - a materials light, communicative lesson for higher level learners

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This is a lesson I used as a last minute lesson with an upper intermediate group recently. It's materials and preparation light, and relies on student input. I used it with a monolingual group of students from Saudi Arabia studying in the UK, so they were able to compare and contrast their own culture with...

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Cultural Differences Between the West and the East

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Cultural Differences Between the West and the East

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The video explores the contrasting perceptions of power and power distance between Eastern and Western cultures. In Eastern cultures, there exists a deeply ingrained hierarchical structure, where individuals are expected to adhere to and respect authority. Power is perceived as being concentrated at the top, and there is a significant power distance between superiors and subordinates. This can be seen in various social, organizational, and familial settings.

On the other hand, Western cultures are characterized by a more egalitarian approach to power dynamics. Independence and individualism are highly valued, and individuals are encouraged to pursue personal goals and achievements. Instead of a strict hierarchy, Western cultures emphasize open communication, teamwork, and collaboration.Task orientation and individual achievements are often prioritized over traditional power structures.

Understanding these cultural differences in perceptions of power and power distance is crucial for effective communication and collaboration in cross-cultural contexts. Recognizing and appreciating these variations can help bridge the gap and foster successful interactions and relationships between individuals from different cultures.