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ERIC Number: EJ854579
Record Type: Journal
Publication Date: 2003
Pages: 9
Abstractor: ERIC
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0005-3503
Culture--Are We Speaking the Same Language? Teachers' Conceptual Frameworks of Culture
Browett, Julie
Babel, v38 n2 p18-25, 38 Spr 2003
While language teaching and learning offers students essential skills and understanding in the realm of intercultural competence, both students and teachers operate within the context of the wider curriculum. Primary language specialists, for instance, often work within a collaborative environment with their generalist classroom colleagues. In such settings, classroom teachers are often most comfortable in offering a "cultural" component to complement the foreign language program. The frameworks of culture that guide generalist primary teachers' decisions with regard to teaching and learning about culture is the focus of the research project presented in this article. The research setting was Shanghai, China's most populous city. During 2001 Shanghai was the location of a conference for Australian teachers who shared a professional interest in teaching and learning about other countries and cultures. This setting provided a chance to investigate the frameworks of culture that primary teachers used to select photographic images of another culture for their own subsequent teaching about culture. The view held by study participants seems to be that the notion of culture has a variety of attributes that act as cohesive forces and as forces of change. In this way, culture is seen by participants to maintain continuity with the past and to evolve into its future forms. (Contains 1 figure.)
Australian Federation of Modern Language Teachers Associations. Faculty of Education and Social Work, University of Sydney, NSW 2006, Australia. Tel: +61-29351-2022; e-mail: president@afmlta.asn.au; e-mail: editor@afmlta.asn.au; Web site: http://www.afmlta.asn.au
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)