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8. What would be a sociological and an individual perspective on the framework? (front table)

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8. What would be a sociological and an individual perspective on the framework? (front table)

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-Create different layers of interests on cultural awareness sociologically and individually. Sociological approach would be more broad, scientific based and academic while individual one is more personal and private.

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7) How is this framework similar and/or different to Byram’s ? (Middle table)

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7) How is this framework similar and/or different to Byram’s ? (Middle table)

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Similar:

Critical and cultural awareness

Creating interest and curiosity

The ability to understand the 'why' of a target culture

Different:

Independent learning

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7. How is this framework similar and / or different to Byram’s? (front table)

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7. How is this framework similar and / or different to Byram’s? (front table)

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Similarity:
-share critical thinking
-explore cultural awareness
-Initiate learners' cultural interests
-More mechanical approach

Difference
-can be used in a more detailed level
-Framework more focuses on social relationship

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6.) Other subjects at school? (Front table)

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6.) Other subjects at school? (Front table)

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Cross curricular
(History, Literature, Geography, Science, Math..)

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8) What would be a sociological and an individual perspective on the framework?

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8) What would be a sociological and an individual perspective on the framework?

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On sociological perspective Byrom’s theory is oriented towards integrations and importance of one’s own culture, while Seelye’s theory is a process of researching examination and understanding of different cultural facts.

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7) How is this framework similar/different to Byram's ? 

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7) How is this framework similar/different to Byram's ? 

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Similarities: The skill element is similar to Byram’s model in the last two goals

Differences: Byram refers to “own culture” as a way to get to know and understand our own culture before comparing it with a different one.

Seeyle’s is more about a process about examine other cultures.

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6) Other subjects in school? (Middle table)

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6) Other subjects in school? (Middle table)

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1. Citizenship education

2. History

3. Geography

4. Science

5. Cross - curicular

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Geography, History, Sociology, Religion, Art & Culture … any subject!

Science (Theory of evolution) vs Religion (Cristian theory of creation)

Climate change & US theory

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5) How would you connect this to Language teaching/language goals?

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5) How would you connect this to Language teaching/language goals?

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- Reflections of cultures through phrases, jokes, public signs etc.
- Authentic language

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4) What would be possible ways of organising the instruction/teaching?

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4) What would be possible ways of organising the instruction/teaching?

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- Start with an inspirational thing i.e. stories, videos, images etc. ; project work on the next three goals; reflective elements of the last two goals in the next lesson.
- Visit somewhere: student ask limited focused questions to local people, i.e. transportation, food habits etc. ; reflective elements of the last two goals.

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5. How would you connect this to Language teaching/ language goals? (Front table)

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5. How would you connect this to Language teaching/ language goals? (Front table)

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- Study idioms and proverbs on the target language about historical backgrounds, cultural stories and social concepts

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(front table)
1. Interest: building up curiosity
2. Who: role of expectation, social variables
3. What: Effective communication through discovery
4. Where, when: situation, place
5. Why: understanding based on physical and phycological needs (society)
6. Exploration: working with evidence
, finding sources

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5) How would you connect this to Language teaching/language goals? (Middle table)

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5) How would you connect this to Language teaching/language goals? (Middle table)

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When teaching about a specific English speaking country - like Australian culture

Connect to listening and speaking foreign languages, in order to communicative with a target culture

Language with reason - Third person.

Narrative, discussion, explanation.

Because, Because of, since, as, etc. (co-ordinating &sub-ordinating conjunction)

Reading & comparison

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4. What would be possible ways of organizing the instruction teaching? (Front table)

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4. What would be possible ways of organizing the instruction teaching? (Front table)

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4.1
- Questions about generalizations from the students
- go through model
- find evidence

4.2
- brain storming
- writing down thoughts
- finding evidence

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- Foster tolerance and facilitating intercultural communication

- Deeper understanding
- Steer people away from generalization

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What would be a sociological and an individual perspective on the framework? (Middle table)

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What would be a sociological and an individual perspective on the framework? (Middle table)

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1. Sociological perspective

2. Individual perspective

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3.) What do they have in common? (Front table)

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3.) What do they have in common? (Front table)

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Critical thinking
Independent study
Objectiveness
Differentiate generalizations
Creativity

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1. Major premises of frame work (Front table)

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1. Major premises of frame work (Front table)

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-Student can develop their critical thinking to discern the cultural knowledge and ideas
-Students can expand their cultural knowledge and stimulate their interests.
-Students can initiate the sensibility and nurture to grow their interests.

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4) What would be possible ways of organising the instruction/teaching?Think of at least two ways. (Middle table)

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4) What would be possible ways of organising the instruction/teaching?Think of at least two ways. (Middle table)

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1. Field trip

2. Watching a movie of/from a target culture

3. Observation social behaviour in/of a target culture

4. Guest lecture - a person from of the target culture

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3) What do they have in common? (Middle table)

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3) What do they have in common? (Middle table)

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They all imply exploring a target culture

They are about student achievement rather than teacher process

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What would be a sociological and an individual perspective on the framework?

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2What does each goal refer to? (Middle table):

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2What does each goal refer to? (Middle table):

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- Interest:

1. Create curiosity & ignite interest

2. Create the right environment

- Who:

1. Observing the way people speak and behave.

2. Looking at the way the situation changes when you change the social barriers

- What:

1. Reflecting on the typical images of a target culture.

- Where & When:

1. Situational (climate/geographical) & convention shape behaviour in important ways

- Why:

1. Basic physical & psychological needs

2. What society does to satisfy them

- Exploration:

1. Evaluate and analyse evidence and sources.

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How is this framework similar and/or different to Byram’s?

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Other subjects at school?

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What does each goal refer to?

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1) Major Premises of the framework (middle table):

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1) Major Premises of the framework (middle table):

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"Help the students develop interest in who in the target culture did, what, where & when, and why?" p. 30

"Help students develop some sophistication in evaluating statements about the culture and in finding out more about it." p. 30

"These goals are sufficiently detailed to enable a teacher to focus on a justifiable reason for using most any illustrations or artifact of the target culture." p. 30

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What would be possible ways of organising the instruction/teaching? Think of at least two ways.

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1) The major premises of the 6 goals are:

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1) The major premises of the 6 goals are:

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- trigger curiosity and exploration
- deconstruct generalization
- establishing intercultural awarness
- gain insight of cultural identity
- finding similarities and differencies among different identities
- tackling globalization issues

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What do they have in common?

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How would you connect this to Language teaching/language goals?