CULTURAL ENCOUNTERS

IN THE CLASSROOM AND BEYOND

 

Prepared by

Teddy Bofman

Jeanine Ntihirageza

Samuela Perez

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Middle School Initiative Grant

Submitted February, 2004

 

TABLE OF CONTENTS

 

 

 

·     Final Report

 

·     Week 1-Non Verbal Communication

 

·     Week 2-Community Visits

 

·     Week 3-News Broadcast

 

·     Week 4-Poetry Writing

 

·     Miscellaneous Documentation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL REPORT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FINAL REPORT

MIDDLE SCHOOL INITIATIVE

Teddy Bofman

Jeanine Ntihirageza

Samuela Perez

 

 

 

In May, 2003, Teddy Bofman (Ph.D., Linguistics), Jeanine Ntihirageza (Ph.D., Linguistics), and Samuela Perez (ABD, Anthropology), began work on an interactive, inquiry-based project involving the arts, technology, and adventure education for the Middle School Initiative. Our project, “Cultural Encounters in the Classroom and Beyond,” is a one-month module which focuses on the study of American culture in a middle school language arts and social studies classroom in which a portion of the students are non-native speakers of English.

 

Language and culture are inextricably bound. For the non-native speaker of English it is essential to understand American culture both to better learn the language and to better adjust to American society. For the English-speaking classmates, seeing American culture through the eyes of their non-native classmates adds a new, more meaningful perspective to what might have seemed quite ordinary. Both populations benefit from the joint study of American culture.

 

Our module consists of four parts:

 

1) Ntihirageza has compiled materials to begin the examination of American culture, focusing on non-verbal communication. This portion of the project is designed to last one week.

 

2) Perez will take the students into the community—to thrift stores, baseball games, multi-cultural neighborhoods such as Devon Avenue, etc. to examine first-hand various aspects of American culture. This portion of the project is designed to last one week.

 

3) The culminating activities were put together by Bofman. The students will be guided through the creation of a news broadcast in which they can display their awareness of American culture in a creative way. This portion of the project will last one week.

 

4) The fourth week of the project will be devoted to enacting the news broadcast for selected audiences as well as recording and discussing it. Additionally, some rubrics for writing poetry have been provided. Students will use the themes discussed inside and outside of class to write poems reflective of the aspects of American culture that they have been studying.

 

Each of these units can be used independently, but together they form a larger, integrated whole. Also, each unit could be expanded should the classroom teacher desire to further explore various issues. For example, discussions of culture can include a wide variety of issues (idioms, appropriate questions, etc.), not just body language. Field trips can be taken as many times as the teacher wants. News broadcasts and other forms of role play can be done again and again, and the potential for writing poetry is by no means limited.

 

 

FULFILLING THE GRANT REQUIREMENTS

 

The following requirements were met as indicated:

 

1) Participate in the Middle Grades Leadership Academy May 19-23, 2003. Our participation is on record.

 

2. Develop course module. This was done in May, 2003

 

3) Present the module to the group. This was done in May, 2003.

 

4) Submit an initial plan or description-This was done in May, 2003.

 

5 Submit a final report. The remainder of this report primarily addresses our observations.

 

6. Meet with coach/facilitator two times during the semester. Bofman fulfilled this requirement by meeting throughout the summer with Martinique Johns to work on the use of technology in the classroom. (Documentation enclosed) Ntihirageza already uses technology, particularly Blackboard, in all her classes and has interacted with Ed Hunt whenever mentoring was needed. Perez also uses technology on an ongoing basis.

 

7. Participate in at least one clinical visit to a partner middle school. Bofman and Ntihirageza visited an eighth grade class at Lincoln Elementary School on January 7, 2004. (Permission to go to Lincoln rather than a partner school was granted by project administrators.) Perez has not yet made the clinical visit, but plans to do so in the near future.

 

8. Participate in an ongoing discussion forum. Bofman and Ntihirageza have participated in this forum. Perez has not yet done so.

 

 

 

 

 

 

 

FINAL OBSERVATIONS

 

All three participants have been using technology, the arts, and aspects of adventure education in their teaching for many years, so we cannot say that the middle school initiative has radically changed our thinking or our teaching. Over the years we have all used these lessons with considerable success to teach culture in our classes.

 

What was particularly interesting to Bofman and Ntihirageza was visiting Lincoln Elementary School and seeing a marvelously gifted teacher in action. She combined toughness and humor in her approach and connected beautifully with the more than thirty students sitting in her class who were actively engaged in discussing a short story by Saki. Discussion took place both in small groups and with the whole class. The teacher’s methods were largely traditional ones, conducted at a highly skillful level. It is always a pleasure to see a “pro” in action.

 

Bofman also found the one-on-one computer instruction invaluable in furthering her ability to use technology in the classroom. She is now teaching all of her classes on Blackboard as a result of this computer instruction.

 

In sum, we hope our module will be useful to middle school instructors. The activities are all classroom tested. Not only have we used them in our ESL and anthropology classes, we have also used them in our teacher-training classes. (Linguistics 340 and Linguistics 410) They combine elements of the arts, technology, and adventure education and they are inquiry-based, thus, we hope, fulfilling the requirements of the Middle School Initiative grant.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 1

 

NON VERBAL COMMUNICATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module Design Format: Integration of Technology, Adventure Education, and Arts

SOUNDS, SIGNS, SYMBOLS, PICTURES, video/sound clips posted in Power Point or Hyperlink.

 

Name of Module: Cultural Endeavor in the classroom and beyond

Topic(s): American Cultural Elements

Course (if appropriate): Language Arts and Social Studies, ESL sensitive

Designed by: Teddy Bofman, Jeanine Ntihirageza and Sam Perez

Duration: One monthly thematic units, weekly units (1^st , 2^nd, and 3^rd week individual units and then a week of student presentations and teacher reflection to prepare the following theme)

Brief Description: Students will explore various aspects of American Culture through classroom instruction, field trips scavenger hunts, etc.

Description of Learners (size of class/prerequisite skills, etc.): Preservice teachers working in Middle school, mixed class

Module Goals: To increase cultural awareness in language Arts and Social Studies

Unit-Based Objectives:

·       Explore American culture through non verbal communication

o      Learning of specific cultural elements such as kinesics (body movement, gestures), proxemics (unconscious use of personal space), oculesics (Eye contact and motion), paralinguistics (sounds that accompany language and vocalizations that replace speech), Chronemics (perception and use of time), Haptics (location, frequency, and contexts in which people touch)

·       Reduce culture chock.

Instructional Strategies:

·       Review of L1 body language

·       Presentation of various cultural elements (e.g. Sounds and symbols), See general resource and other handouts

·       Application in field trips and production stage (presentation)

Assessment: Student Presentations (week 4)
Pre-test: In-classroom instruction (Week 1)

Resources/Materials Required: computer, camera, projector, etc.

• Ed Hunt

On-line components: To be developed

Content outline: Unit activities

Suggested next step: Create Power Point Presentation, record animation, sound bites, video clips

 

 

MGLA

UNIT ON CULTURE:

Introducing American Culture to ESL students

This unit introduces students to some of the surface and deep aspects of American Culture. It can expand on a whole year exploring one element at a time.

[1. Non Verbal Communication

2. Customs and Etiquette

3. Telephone Use

4. Kitchen Appliances Use

5. Superstitions/Taboos

6. Stereotypes

7. Food

8. Music

9. Clothes]

Notes:

1. Motivation behind this unit: Had the following cultural elements been introduced to me before or right when I came to the USA, some embarrassing moments would have been avoided and some moments would have been more enjoyable.
2. Challenge:

Just as it is hard to decide whose dialect we are to teach in ESL/EFL classrooms, it is hard to know whether a specific cultural element is practiced and/or understood in the entire American Community at large.

 

Non Verbal Communication

 

I. Activities

 

1. Observe people watching TV or movies, males and females, two generations
1. List differences in body motion, hand gestures and facial expressions
2. Describe your family’s meal preparation and eating practices
3. Analyze kinesics of students and teachers. Describe them (who, what, when, how...)
4. Examine kinesics of good guy and bad guy on TV and movies. How do they reveal / conceal personalities of the characters they portray?

 

 

II. What’s in a gesture? (Activity + Answer Key)

 

1.     Have students number their papers from 1 to 10. Make each gesture and ask them to write down what they think it means. Participants should also indicate if they think the gesture is considered rude in the united States or elsewhere. Have groups discuss how body language influences communication between cultures.

a.     Beckon with index finger.

This means “Come here” in the U.S. To use the finger to call someone is insulting in many cultures. Expect a reaction when you beckon to a student from the Middle or Far East, Portugal, Spain, Latin America, Japan, Indonesia and Hong Kong. It is more acceptable to beckon with the palm down, with fingers or whole hand waving.

 

b.     Point at something in the room.

It is impolite to point with the index finger in the Middle or Far East. Use an open hand or your thumb (in Indonesia).

 

c.     Make a “V” sign.

This means “Victory” in most of Europe when you make this sign with your palm facing away from you. If you face your palm in, the same gesture means “Shove it”

 

d.     Smile.

This gesture is universally understood. However, in various cultures there are different reasons for smiling. The Japanese may smile when they confused or angry. In other parts of Asia, people may smile when they are embarrassed. People in other cultures may not smile at everyone to indicate “Hello”. A smile may be reserved for friends.

 

e.     Sit with sole feet or shoe showing.

In many cultures this sends a rude message. In Thailand, Japan and France as well as other countries of the Middle and Near East showing the soles of the feet demonstrates disrespect. You are exposing the lowest and dirtiest part of your body, so this is insulting.

 

f.      Form a circle with fingers to indicate “O.K.”

Although this means “O.K.” in the U.S. and in many countries around the world, there are some notable exceptions:

Ø    In Brazil and Germany this gesture is obscene.

Ø    In Japan, this gesture means “money.”

Ø    In France, it has the additional meaning of “zero” or “worthless”

 

g.     Hold up the right “pointer” finger with hand folded and facing away from body.

In non-British countries of Europe, it can mean two of something. They start counting with the thumb. In Japan it would mean “four,” as the Japanese start counting with the pinkie.

 

h.     Pass an item to someone with one hand.

In Japan this is very rude. Even a very small item such a pencil must be passed with two hands. In many Middle or Far Eastern countries it is rude to pass something with your left hand which is considered “unclean”.

 

i.      Wave hand with palm facing outward to greet someone.

In Europe waving the hand back and forth can mean “No.” To wave “good-bye,” raise the palm outward and wag the fingers in unison. This is also a serious insult in Nigeria if too close to another person’s face.

 

j.      Nod head up and down to say “Yes.”

In Bulgaria and Greece, this gesture means “No.”

 

[From Judie Haynes, Everything ESL.net]

 

III. A World of Gestures: Video + Transcripts

 

Viewing Guide

1. Let’s test your knowledge of American body language. Write down the meaning of each gesture that I demonstrate.

 

==> See handout “Learning About American Culture”: Part I, “Sounds and Signs”

2. How are gestures learned?

 

 

3. Explain the meaning of the following terms:

            emblem

illustrator

 

4. Does this movie talk about emblems or illustrators?

 

 

5. Cross-cultural meanings

            a. The gesture for “good-bye” in the U.S. means ___________ in Japan.

 

b. The gesture for “good luck” in the U.S. means ____________ in Iran. It means _____________ in Japan.

 

            c. The gesture for “screw you” in the U.S. means ____________ in Uruguay.

 

            d. “I’m angry” in Nepal means ___________________ in Mexico.

 

            e. “OK” in the U.S. means _______________ in Mexico.

           

            f. “OK” in the US means ______________ in Ethiopia

            g. “OK” in the US _______________ in Japan.

 

            h. “Killed/Dead” (a throat slash in the US) means ______________ in Japan.

 

            i. “Homosexual” in the U.S. means ____________________ in Mexico.

 

6.        Gestures are learned primarily by observation, yet men and women do not always

use the same gestures. How is the difference possible? Do men observe more obscene gestures? Are women protected from certain gestures? Do they choose to use different gestures?

 

7. Additional Examples (Hide the meanings and ask the students what they think the gesture means)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 2

 

COMMUNITY VISITS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module Design Format: Integration of Technology, Adventure Education, and the Arts

 

Name of Module: Cultural Encounters in the Classroom and Beyond

 

Topic: Elements of American Culture

 

Course: Language Arts and Social Studies, ESL Sensitive

 

Designed by: Teddy Bofman, Jeanine Ntihiragea, Sam Perez

 

Duration: One month

 

Unit Description: Students will explore various aspects of American culture through classroom instruction, field trips, interviews, etc.

 

Description of Learners: 7^th and 8^th grade students, ESL and native speakers

 

Unit Objective: To increase cultural awareness in the Language Arts and Social Studies

 

Unit Goals:

 

• To stimulate classroom behaviors that promote good learning
• To encourage risk-taking through direct encounter, using field trips and scavenger hunts

 

Instructional Strategies:

 

• Students will be introduced to general vocabulary, activities and behaviors associated with specific social settings, such as sports.
• Students and instructor will attend a professional ball game.
• Students and instructor will attend a little league game.
• Students will be asked to do the following:

Interact as spectators.

Enumerate various roles played by the people they meet or see.

Record what they observe.

Account for what they see. (level of participation, roles of players, audience, parents, vendors, etc.)

 

Theme: City Mosaic

 

Field Trip Component

 

Instructor and class will visit a specific inner-city community. The class will:

 

• Consider use of space. Visit public buildings (retail stores, government buildings, educational facilities, stores, libraries, schools, senior centers, etc.) Describe types and sizes of buildings.
• Describe the people encountered. What kinds of people are they? What are they wearing? What are they doing?

 

Scavenger Hunt Component

 

Students will consider what they will collect to document their trip.

 

• Foreign language newspaper or magazine
• Restaurant menu
• Business card
• Food item
• Photograph
• Details of discussions with people they encounter. Questions asked.

 

Assessment:

 

• Ongoing documentation of activity. Students go out into the community and document what they see. They turn that information into a news broadcast, incorporating commercials from stores, etc. into the broadcast.
• Students are asked to reflect on how their lives and experiences differ from what they have seen.
• Students are asked what this tells us about life in America.

 

Resources: computers

 

Suggested next step: News broadcast

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 3

 

NEWS BROADCAST

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module Design Format: Integration of Technology, Adventure Education, and the Arts

 

Name of Module: Cultural Encounters in the Classroom and Beyond

 

Topics: Elements of American Culture

 

Course: Language Arts and Social Studies, ESL Sensitive

 

Designed by: Teddy Bofman, Jeanine Ntihirageza, Sam Perez

 

Duration: One month.

 

Unit Description: Students will observe a news broadcast and write, edit, plan, and perform their own news broadcast.

 

Description of Learners: 7^th and 8^th grade students, both ESL and native speakers

 

Unit Objectives:

• To gain better understanding of American culture
• To achieve greater competence in writing and speaking English

 

Unit Goals:

 

• Students will learn the format of an American news broadcast.
• Students will learn to write news copy.
• Students will learn peer editing.
• Students will learn to perform before an audience.

 

Instructional Strategies:

 

• Brainstorming
• Individual writing
• Peer editing
• Group discussion
• Role play

 

Assessment: videotaped production

 

Resources: computer terminals, assorted props, camcorder

 

Step-by-step Procedure:

 

• Pre-test.students by asking them to identify the various pieces of a news broadcast. Ask them about current news items.
• Assign each student to watch a news broadcast and note the various components.
• Have students choose parts.
• Have students write a brief piece, depending on their role.
• Have students peer edit text.
• The rest of the week is devoted to practicing/improvising their roles.
• The culminating event is a taped performance before a real audience.

 

Suggested next step: Students view the performance and critique it.

 

 

Sample Text: International News

 

            UN Secretary General Kofi Anan was called in to negotiate last night when 14 angry international students kidnapped their English teacher and held her hostage in a hot, stuffy classroom at an undisclosed Chicago Public School.

 

            The students, from Colombia, Venezuela, Kuwait, Thailand, Poland, and Greece demanded windows in their classroom and immediate receipt of Ph.Ds.

 

            According to relievable reports, the students were treating the teacher well, except for occasional reports of tickling.

 

            At the request of the students, university authorities were keeping them satisfied with a constant stream of baklava and Polish sausage.

 

            In response to the students’ demands, the teacher’s only response was, “Help!”

(Teacher is on stage, hands and ankles tied with rope.)

 

Notes:

 

• Students should be encouraged to use humor.
• Don’t forget the anchor, commercials, science news, sports, etc.

 

 

Adapted from Ira Fisher

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WEEK 4

 

 

POETRY WRITING

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MISCELLANEOUS DOCUMENTATION

 

 

 

See attached files (hard copies)