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ERIC Number: EJ1103576
Record Type: Journal
Publication Date: 2016-Jun
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1094-3501
Cultura Revisited
Furstenberg, Gilberte; English, Kathryn
Language Learning & Technology, v20 n2 p172-178 Jun 2016
Two of the original authors of "Giving a Virtual Voice to the Silent Language of Culture: The Cultura Project", published in "Language Learning & Technology" in 2001, look back on the origin of the Cultura project, its goals, and the approach and materials used. Their commentary then focuses on the features and the methodology that made Cultura a pioneer in web-based, intercultural exchanges for foreign language instruction. The components that may account for Cultura's longevity are its clear pedagogical design and the contrastive process which nurtures student involvement, both online and in the classroom. One of the best-known and frequently replicated features of Cultura is the introduction of intercultural, on-line questionnaires. However, the authors feel that limiting the use of Cultura to those questionnaires is not only reductionist but it can also be counterproductive because, when used alone, the questionnaires accentuate a simplistic, binary approach to culture. Understanding another culture requires that students explore a large variety of other materials and articulate a multiplicity of viewpoints, undertaking the analysis of even the most contradictory ones. Given the numerous Web 2.0 social networking tools which have since been developed, it can be hoped that some of Cultura, particularly its asynchronous forums and the unique features that have given it its enduring appeal and strength, will be preserved.
University of Hawaii National Foreign Language Resource Center. 1859 East-West Road #106, Honolulu, HI 96822. Tel: 808-956-9424; Fax: 808-956-5983; e-mail: llt@hawaii.edu; Web site: http://llt.msu.edu
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A