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Introduce students to the borrowed words in their native language or the place-names of our country.This helps students to realize they already know many words in the target language (i.e. Some of the foods they eat are another example of the influence of foreign cultures (i.e. A good introductory activity is to send students on cultural scavenger hunts to supermarkets and department stores and have them make lists of imported goods.4) Note - where communicative competence in the language and culture occurs.

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Knowledge of linguistic structure alone does not carry with it any special insight into the political, social, religious, or economic system.

Or even insight into when you should talk and when you should not. "A language is part of a culture and culture is part of language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture." (Douglas-Brown- 1994) (Buttjes, D. Teaching foreign language and culture: Social impact and political significance.

Language Learning Journal, 2, 53-57.) 1- Language acquisition does not follow a universal sequence, but differs across cultures; 2- The process of becoming a competent member of society is realized through exchanges of language in particular social situations; 3- Every society orchestrates the ways in which children participate in particular situations, and this, in turn, affects the form, the function and the content of children's utterances; 4- Caregivers' primary concern is not with grammatical input, but with the transmission of sociocultural knowledge; 5- The native learner, in addition to language, acquires also the paralinguistic patterns and the kinesics of his or her culture. 55) A) The Frankenstein Approach: A taco from here, a flamenco dancer from here, a Gacho from here, a bullfight from there B) The 4-F approach: Folk dances, festivals, fairs and food C) Tour Guide Approach: Monuments, rivers, cities, etc.

D) By-The-Way Approach: Sporadic lectures or bits of behavior selected 1) Nature of content -- getting information - what is the capital of the US? 2) Learning objectives -- demonstrate a mastery of the information.

According to the US senator, Paul Simon, "Knowledge of the world's languages and cultures is more vital than ever.

In order to compete in the global community, we must be able to communicate effectively and to appreciate, understand, and be able to work in the framework of other cultures." In the past, culture used to be distinct from language; nowadays, it has become integral to it.

the way they do because they are using options society allows for satisfying basic physical and psychological needs, and that cultural patterns are interrelated and tend mutually to support need satisfaction. Then, the objectives that are to be achieved in cross-cultural understanding involve Processes rather than Facts.

1) React appropriately in a social situation 2) Describe a pattern in the culture 3) Recognize a pattern when it is illustrated 4) Explain a pattern 5) Predict how a pattern is likely to apply in a given situation 6) Describe or manifest an attitude important for making oneself acceptable in the foreign society 7) Evaluate the form of a statement concerning a culture pattern 8) Describe/demonstrate defensible methods of analyzing a socio-cultural whole 9) Identify basic human purposes that make significant the understanding that is being taught Various versions of these steps have been made, with more or less the same goals and expectations for students. A "facts only" approach to culture for which the only goal is to amass bits of information is ineffective.

4) Note - learners themselves are the subject matter in a process of guided self-discovery, as they study their own values and their reactions to those of the culture. Teachers do indeed need to teach students a few critical skills that can help them develop and improve the quality of their intercultural communication, that can help them "get their feet wet in the waters of another culture." (Seelye 1993, preface) However, it is not easy to determine what to teach. And within each type of culture, what should teachers focus on? Perspectives for Teachers of Latin American Culture.

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