Other Cultures in  the ESL Classroom

Discuss how you teach other cultures in your ESL classroom at Tips for Teachers Message Board

Post links to cultural artifacts at Cultural Artifacts

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Bennett, Milton. 1993. Towards Ethnorelativism: A Developmental model of intercultural sensitivity. In R.M. Paige (ed.)Education for Intercultural Experience. Yarmouth, ME: Intercultural Press

Bennett, Milton. 1998. Intercultural Communication: A Current Perspective. In M.J. Bennet (ed.) Basic Concepts of Intercultural Communication. Yarmouth, ME: Intercultural Press

Braatz Herkey, Wendy (Producer). 2003, September 22. Charlotte Talks with Mike Collins. Charlotte, NC: WFAE 90.7fm. Retrieved September 22, 2003 from the World Wide Web: http://www.wfae.org/wfae/audio/CT030922.asx

Clegg , Luther B., Etta Miller, Bill Vanderhoof, Gonzalo Ramirez, and Peggy K. Ford. 2003. "How To Choose The Best Multicultural Books." Scholastic Instructor. Scholastic. Retrieved September 22, 2003 from the World Wide Web: http://teacher.scholastic.com/products/instructor/multicultural.htm

Miller, J. Dale, John Drayton, and Ted Lyon. 1979. USA — Hispanic South America Culture Capsules. Rowley, MA: Newbury House Publishers.

Scott, Joseph R. 1972. Understanding Spanish-Speaking Cultures. Alameda, CA: Alameda County School Department

Shin, Joan K. 2003. "Teaching Culture — What to do?" Seoul KOTESOL Chapter Meeting. Sookmyung Women's University, Seoul, Korea. June 21, 2003.

vandenHoven, Melanie. 2003. "Teaching Culture — Where to begin?" Seoul KOTESOL Chapter Meeting. Sookmyung Women's University, Seoul, Korea. June 21, 2003.

Dooley, Norah. 1991. Everybody Cooks Rice.

Dooley, Norah. 1996. Everybody Bakes Bread.

Dooley, Norah. 2000. Everybody Serves Soup.

Dooley, Norah. 2002. Everybody Brings Noodles.

Drew, Rosa. 1998. The Block Party. Creative Teaching Press.

Gillis, Jennifer Blizin, and Denise M. Jordan. 2002. Candle Time (Series). Heinemann Library. (Christmas, Diwali, Hanukkah, Happy Birthday!, Kwanzaa, Las Posadas)

Kindersley, Barnabas and Anabel. 1995. Children Just Like Me.

Kindersley, Barnabas and Anabel. 1997. Children Just Like Me: Celebrations!
 

Morris, Ann. 1989. Bread, Bread, Bread. Morris, Ann. 1989. Hats, Hats, Hats. Morris, Ann. 1990. Loving. Morris, Ann. 1992. Houses and Homes. Morris, Ann. 1994. On the Go. Morris, Ann. 1995. Shoes, Shoes, Shoes.

Morris, Ann. 1995. Weddings. Morris, Ann. 1998. Tools. Morris, Ann. 1998. Work. Morris, Ann. 1999. Teamwork. Morris, Ann. 2000. Families

Cannon Digital Photo Gallery Photographs from around the world.

Ethnocentric Stages

Cultural differences are perceived as threatening
 

Denial	Unable to construe cultural differences in complex ways Live in relative isolation from other cultures Use broad categories to describe people from other cultures Use stereotypes not intended to denigrate, rather based on just knowing one or two things about other people Sometimes attribute less than human status to outsiders in situations of power
Defense	Have more ability to construe cultural differences Denigrate others by using negative stereotypes  Attach positive stereotypes to own cultural group Polarize groups into "us" and "them" Feel threatened and under siege by other groups Reverse defense: positive characteristics are attributed to adoptive culture
Minimization	Attempt to bury differences under already familiar categories of similarity Recognize and accept superficial cultural differences, but deep down assume that all humans are the same Emphasize superficial similarities Assume cultural values are universal traits Believe that people everywhere believe in the same values they do Project own view onto other groups

 

Ethnorelative Stages

Cultural differences are perceived as enjoyable
 

Acceptance	Enjoy recognizing and exploring cultural differences Aware of themselves as cultural beings Tolerant of ambiguity Able to accept that there is not just one way to behave or believe in the world Accept the viability of another way of thinking; may not actually agree with that position Avoid the exercise of power and desire to avoid conflict
Adaptation	Use knowledge about own and other cultures to intentionally shift into another cultural frame of reference or worldview Able to emphasize and take on another person’s perspective in order to communicate cross-culturally Can behave appropriately in their own culture and others Recognize how power is being exercised in a cultural context
Integration	Need to reconcile the different worldviews they have internalized Can feel overwhelmed by the realization that they no longer identify with any one culture Lack a cultural center Can interpret and evaluate behavior from many cultural worldviews Learn to live with ambiguity and identity confusion Tend to associate with other "cultural marginals" May seek out roles that help them mediate across cultures

Toma Todo at http://teacher.scholastic.com/activities/hispanic/act_tomatodo.htm

Malaysia at http://members.aol.com/adrmoser/malaysia.gif

Fasting from The Book of Days by Cambridge University Press.

Clip art from Canon Inc.