ERIC Number: ED253089
Record Type: RIE
Publication Date: 1983
Developing a Model for Cultural Proficiency in the ESL Classroom.
A theoretical model of cultural acquisition, the cultural proficiency model, is based on the premise that culture is learned, and can and should be learned in the language classroom. The model can be represented as a spiral continuum of awareness and behaviors; it is based on the premise that there can be no functional use of the second language without adequate manipulation of cultural skills. Particular functional skills to be addressed in the classroom of English as a second language (ESL) derived from this model are designated, and possible means of integrating cultural acquisition in the language classroom are discussed. Finally, skills needed to communicate effectively, as perceived by a small (n=36) random sample of bilingual and monolingual English speakers, are presented and ranked. It is concluded from the functional skills survey that a hierarchy of cultural and linguistic skills affecting communicative performance and classroom success, indicative of the urgency of acquisition of those skills and not of their natural order, may exist. The skills or factors found to influence effective communication include synthesis, an appropriate topic of conversation, proper grammar, eye contact, proper pronunciation, timing, physical distance, and hand gestures, in that descending order. The skills seen as influencing classroom success include planning, following directions, efficiency, inquiry, attention to detail, assertiveness, punctuality, and competition, in that descending order. (MSE)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council of Teachers of English (Detroit, MI, November 16-21, 1983).