Implementing a Culture Portfolio Project within a Constructivist Paradigm

Abstract

Abstract: This article illustrates a step‐by‐step hypothesis refinement activity that is consistent with constructivist pedagogies and the perception of culture learning as a process of discovery. Postsecondary students identified stereotypes about the cultures of French‐speaking countries, conducted open‐ended investigations, and accepted or rejected the validity of the stereotypes based on supporting and contradictory evidence. They compiled the information they gathered during their explorations, along with rationales explaining their thinking processes, in a portfolio. As a result of completing the project, students not only gained insight on a specific aspect of their own and francophone cultures but also recognized the impact their own perspectives have on understanding another culture. They became aware of their own process of learning, engaged in critical thinking, and familiarized themselves with resources for future cultural explorations. The activity may be implemented in upper‐level high school classes as well as university classes and is appropriate for the study of any target culture.