STANDARD 7.2  (CULTURE) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE PERSPECTIVES OF A CULTURE(S) THROUGH EXPERIENCES WITH ITS PRODUCTS AND PRACTICES.

 

Descriptive Statement:  With the adoption of national and state standards, a new way of conceptualizing the study of culture has been introduced into the world languages classroom.  In addition to the traditional ways of learning about culture (i.e., studying the facts, events, famous people, and monuments), standards-based language instruction encompasses a fuller, more comprehensive view of culture.  The anthropological concept of cultural products, practices, and perspectives provides a relatively new framework for the studying and experiencing of culture for most teachers and students, and forms the foundation for student achievement of the culture standard in this document.

 

            Cultural Products.  The products of a culture may be tangible (e.g., a painting, wedding veils, boiled peanuts, a pair of chopsticks) or intangible (e.g., street raps, a system of education, graveside eulogies).  The culture standard focuses on how these cultural products reflect the perspectives (attitudes, values and beliefs) of the culture studied.

 

Cultural Practices.  The practices of a culture refer to patterns of acceptable behaviors for interacting with members of other cultures. Two examples from the American culture of the practice of expressing congratulations would be slapping a teammate on the back after a winning touchdown, but shaking the presenter’s hand after an excellent speech. The culture standard focuses on practices derived from the perspectives (traditional ideas, attitudes, and values) of the culture studied.

 

Cultural Perspectives.  As defined by the standards, the perspectives of a culture would include the popular beliefs, the commonly held values, the folk ideas, the shared values, and the assumptions widely held by members of a culture.  The perspectives of a culture sanction the cultural practices and create a need for the products.  The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?”  Since practices and products not only derive from perspectives, but sometimes interact to change perspectives, this fundamental component of culture must be incorporated to meet the culture standard.

 

Language, as a key to culture, can tell us what is important to a group of people, what they do for work and play, what their social values are, what level of technology they enjoy, where they come from, and much more.  Language and culture as such, are inseparable. 

 

The following cumulative progress indicators for the culture standard are organized according to the three modes of communication: interpretive, interpersonal, and presentational.

  

Pre-Advanced Learner Range

 

According to ACTFL, students who have begun the study of a second language in kindergarten in a program that meets a minimum of 3 times a week for thirty minutes in the elementary school and 5 times a week for forty minutes in the middle school and high school should meet the following cumulative progress indicators by the end of Grade 12.  

 

A.     Interpretive Mode (understanding and interpretation of spoken or written communication)

1.      Analyze how the changing economic and political environment influences the development of new products and contemporary practices in the target culture.

2.      Compare and contrast how the target country(ies) and the U.S. deal with current environmental issues.

3.      Compare and contrast varying perspectives that exist in different target cultures as seen in television, film and other forms of the media.

4.      Compare and contrast tangible products of the target culture(s) to their own culture and formulate a rationale about why people produce and use them.

 

B.     Interpersonal Mode (direct spoken and written communication)

1.      Interact in a wide range of social and professional contexts that reflect both peer-group and adult activities within the culture studied, using appropriate etiquette in verbal or non-verbal communication.

2.      Discuss culturally authentic selections listened to, read, or viewed to demonstrate insights gained into the products, practices and perspectives of the target culture(s).

3.      Compare and contrast for discussion common social practices in the U.S. and target culture(s) related to universal life events, such as birth, marriage, and death.

4.      Analyze for discussion observable patterns of behavior and social conventions of various age groups in the target culture(s) and compare them with the U.S.

5.      Analyze for discussion relationships among past and current economic and political    structures and their impact on the perspectives of the culture(s) studied.

 

C.     Presentational Mode (spoken and written communication for an audience)

1.     Develop a persuasive rationale showing how the study of the target language and its culture(s) influences attitudes and views on diversity.

2.     Simulate activities characteristic of the transition between high school and the workplace/university in the target culture.

 

 

 

Link to Standard 7.2 Intermediate-Low Learner

 

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