Culture Teaching Research Articles

Didactic Innovation and Technological Innovation in the Teaching of Languages and Cultures: a Historical Approach

L'histoire de la didactique des langues-cultures depuis la fin du XIXe siècle fait apparaitre trois grands modèles de relation entre l'innovation didactique et l'innovation technologique : (1) le modèle du déterminisme didactique, qui privilégie les facteurs didactiques : ce seraient les évolutions didactiques qui amèneraient les enseignants à recourir à telle ou telle technologie nouvelle ; (2) le modèle du déterminisme technologique, qui privilégie les facteurs technologiques : ce seraient les technologies nouvelles qui inciteraient voire obligeraient les enseignants à innover dans leur enseignement ; (3) le modèle des convergences-divergences : les innovations didactiques et les innovations technologiques ne provoqueraient de changement durable — c'est-à-dire qu'elles ne se diffuseraient largement et ne se pérenniseraient — que si elles se rencontrent en l'absence de facteurs divergents plus puissants d'autres types (psychologiques, gestionnaires, techniques...). L'actualité, quant à elle, montre une série de fortes convergences entre les deux innovations didactiques simultanément en cours — la perspective actionnelle et l'approche plurilingue, elles-mêmes convergentes entre elles — et l'innovation technologique actuelle, à savoir le numérique.

Some Historiographical Aspects about African and Afro-Brazilian Black Men and Women in the Diaspora and in the Formation of Brazil

The teaching of Afro-Brazilian history and culture has become mandatory in 2003 with Law 10,639. Until this date, the history that has been told to us, mainly through textbooks, has impregnated in the collective imaginary the representation of black bodies as bodies devoid of humanity, reified bodies, without any reaction to the system of slavery to which they were subjected. Despite the process of exclusion that they still experience in contemporary times, the history of black women and men in the African and Afro-Brazilian diaspora requires another narrative that will restore to this humanity its place of protagonism and resistance in the formation of Brazil. That is the purpose of this text.

Research on Cultural Influence in the Language Teaching of Chinese International Education

Economic globalization promotes the process of internationalization of higher education. The educational level of international students is an important aspect of the development level of higher education in a country. The international Chinese language education is the basis of education for international students. At the same time, the main purpose of Chinese International Education is to strive to expand Chinese language teaching and spread Chinese culture. In international Chinese education, the importance of cultural teaching has become increasingly prominent, and it is showing the trend of globalization and diversity. Based on the relevant achievements of predecessors, the author explores the integration of cultural factors in language teaching in international Chinese language education. It is believed that the integration of cultural factors such as ideas, ways of thinking, expressions, customs and habits in international Chinese language education can be effective. Effectively enhance the interest of the classroom. The purpose of cultural integration in language education of Chinese International Education should follow the principles of universality. Teachers should give full play to their subjective initiative and enhance the awareness of cultural integration. Combined with the knowledge teaching method and other teaching methods, it can better help students learn and understand Chinese, and more effectively improve students' cross-cultural communication skills.

Reflections on Traditional Chinese Medicine Culture Teaching in the Context of International Chinese Education

With the development of the times, both international Chinese education and traditional Chinese medicine have ushered in not only great potential development opportunities, but also various challenges. Traditional Chinese medicine culture has gradually gained international recognition, and many foreign students are now choosing to study traditional Chinese medicine. Therefore, the development of international Chinese education needs to embody traditional Chinese medicine culture teaching, which can promote the internationalization of traditional Chinese medicine. At the same time, encountering problems such as cultural differences ensue the need for improving the teaching system, which lacks teaching practice. On this basis, strategies such as exploring the teaching mode of traditional Chinese medicine culture, cultivating a team of high-quality international Chinese teachers, and creating experience courses with characteristics of traditional Chinese medicine culture have been put forward, so as to enhance the teaching of traditional Chinese medicine culture and promote the development of international Chinese education.

Identidad cultural en colegios bilingües

The present research study sought to analyze if the daily and systematic teaching of a foreign culture within the context of a bilingual school in Barranquilla constituted a risk factor for mainstream cultural identity. Research objectives aimed at determining to what degree learners used foreign cultural markers and at characterizing how school community perceived status of foreign culture. Primary data collected came from a group of fifth grade students. The research study used a qualitative approach with an ethnographic case study design. Concepts explored in theoretical framework are culture, language, identity, and intercultural competences. Research results indicate that learners have not adopted a foreign cultural identity and that mainstream culture prevails in school ground. It is inferred based on results that the teaching of a foreign culture does not necessarily compromise mainstream cultural identity. However, further research is necessary to specify which factors safeguarded community’s cultural identity from foreign one.

Investigating Indonesian EFL pre-service teachers’ conceptions of culture and intercultural competence

Globalization inevitably increases communication among people from different languages and cultural backgrounds. This phenomenon dramatically demands changes in the traditional aims of language teaching which rely on the norms and values of native-speaking countries. A large body of literature encourages language teaching to be concerned more with intercultural competence (hereinafter IC), which is allegedly effective to help students achieve successful intercultural communication. Nonetheless, in the Indonesian context, there is still an iota of evidence regarding pre-service teachers’ understandings of the terms culture and IC. Thus, this study attempts to gain insights into Indonesian English as a Foreign Language (EFL) pre-service teachers’ understandings of culture and IC. It is considered as a single case study employing questionnaires and interviews. In total, 26 EFL pre-service teachers participated in this study by answering a questionnaire, with mainly close-ended and some open-ended questions. From these participants, seven pre-service teachers were interviewed. The results suggested the discrepancy in the participants’ understandings of culture and IC. This condition may hinder the meaningful goals of cultural teaching and the effective pedagogical practices in their future EFL classrooms. Drawing on the results, the present study provides some recommendations for the pre-service teachers and teacher education in an attempt to develop cultural teaching in English Language Teaching (ELT).

Feasibility Analysis of the Application of Virtual Reality Technology in College English Culture Teaching

Although the traditional English teaching mode has changed qualitatively, it still has not broken through the two-dimensional limitation, which limits the students’ creative thinking to a certain extent. The application of virtual reality technology in teaching is a qualitative leap in the development of educational informatisation. Based on the data collected from questionnaires and in-depth interviews, this paper studies the feasibility of applying virtual reality immersion teaching in primary and secondary school English teaching. On this basis, this paper attempts to combine virtual reality technology with immersion teaching, and make use of its diversity, flexibility, interactivity and other characteristics to prospect the realisation of virtual reality in English learning, and strive to explore a virtual reality immersion English teaching mode suitable for primary and secondary school children, so as to make up for the shortcomings of traditional language education and optimise the learning effect, It provides a feasible reference for the application of virtual reality technology in English teaching in the future.

Instructional Approaches for the Integration of Cultural Elements in Indigenous. Language Classroom: A Case Study of the Bafut Language

Language teaching involves culture teaching. This study examines mother tongue teachers’ opinions on the integration of culture elements in the mother tongue classroom. It investigates instructional strategies used by mother tongue teachers in the integration of cultural elements in indigenous language classroom. The study made use of focus group interview with 10 mother tongue literacy teachers. Six key informants were also interviewed. The results showed that, language is a product of culture and must be incorporated as an essential aspect of mother tongue learning and teaching. The results also indicated that, both the mother tongue teachers, and the key informants employ a variety of approaches in the integration of cultural elements in the mother tongue classroom. It is only when cultural elements become an integral part of mother tongue curriculum and instruction, that learners acquire both cultural and communicative competence.

Analysis of English Cultural Teaching Model Based on Machine Learning

According to the world population, nearly five billion people use mobile phones in their daily lives, and this has increased by 20% in the last twelve months compared to the previous report. An average survey conducted by researchers to find the amount of data consumed in a month by every mobile phone in the world has finally resulted in 45 exabytes of data being collected from a single user within a month. In today's world, data consumption and data analytics are being considered as one of the most important necessities for e-commerce companies. With the help of such collected data from a person, it is possible to predict the future signature or activity of the person. If 45 terabytes of data can be stored for a single user, determining the average calculation and amount of data to be collected for five billion users appears to be much more difficult. More than the human working concept, it looks like it would be difficult for a traditional computer system to handle this amount of data. To study and understand a concept from machine learning and artificial intelligence requires quite a collection of data to predict according to a person's activity. This article explains the roles of faculty and students, as well as the requirements for academic evaluation. Even before the pandemic, most people did not have any idea about the online teaching model. It is only after the disability of conducting direct (offline) classes that people are forced to get into the online world of teaching. Nearly 60% of countries are trying to convert their education systems to such online models, which improve communication between students and teachers and also enable different schemes for students. Big data can be considered as one of the technological revolutions in information technology companies that became popular after the crisis of cloud computing. A support vector machine (SVM) is proposed for analyzing English culture teaching and is compared with the traditional fuzzy logic. The results show the proposed model achieves an accuracy of 98%, which is 5% higher than the existing algorithm.

From the communicative approach to the action-oriented one. Side notes on Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language)

Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and infl uence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This part synthetically describes the main topics covered in the book, such as: the place of didactics and methodology of teaching Polish as a foreign and second language within Polish glottodidactics, traditions and contemporary problems of such teaching, Polish language didactics across the world, its promotion and language policy, teaching of Polish as a second language and the latest directions in foreign language didactics, methodology of developing linguistic competences and language activities, teaching of Polish culture, the use of new technologies in teaching Polish, planning of the course and classes, and language assessment. Part three of the paper presents the comments inspired by the reading of P. Gębal and W. Miodunka’s publication.

Research on Foreign Language Talents Training Strategy under the Background of the Belt and Road Initiative

As a result of the Belt and Road Initiative’s implementation, China and the countries along the route have economic, political, cultural, and other ties, making it critical to develop necessary foreign language talents for the development of relevant exchanges. Under the auspices of the Belt and Road Initiative, we should not only enhance students, foreign language knowledge system but also their language application ability in cultivating foreign language talents. We should also encourage students to use foreign language flexibly in social and economic activities, guided by the concept of industry- education integration. Language teaching and cultural teaching should be combined in the practice of cultivating foreign language talents, and the teaching evaluation system should be guided by the teaching concept of cultivating intercultural communication ability and awareness of two-way cultural exchange.

A Study of Culture Teaching in Oral Chinese Classes in Teaching Chinese as a Foreign Language

대외 중국어구어 교육의 주요 목표는 중국어 체계 능력, 중국어 적절한 표현능력 및 중국어 문화 적응력의 세 가지 측면에서 학습자의 중국어 의사소통 능력을 배양하는 것이다. 언어는 문화의 전달자이며 문화는 언어의 함축과 표현형식이다. 원만한 의사소통은 언어의 정확함뿐만 아니라 언어의 적절성을 요구하기 때문에 대외 중국어구어 교육에 문화적 요인을 도입하는 것이 매우 필요하다. 어떤 문화적 요인을 도입해야 하고 어떤 방식으로 효과적인 결과를 얻을 수 있는지는 연구해야 할 문제다. 이 글은 지식문화와 교제문화의 관점에서 외국어로서의 중국어구어 교육에 도입되어야 할 문화적 요소의 내용을 논의한다. 교제문화가 핵심이지만 교제문화와 지식문화는 서로 융합되는 경우 있어서 교제문화를 중시한다고 해서 지식문화를 무시해서는 안 된다. 연기문화교수법은 의사소통 문화를 구어 교수법에 도입하기에 매우 적합한 교수법으로 언어, 문화, 의사소통을 결합하고 대상 언어 문화의 경험과 실천을 통해 언어를 배우는 비교적 새로운 교수법을 강조한다.

International Student Mobility and Transformative Intercultural Learning in Estonia and Denmark

Attracting the best students into universities is a policy agenda driven by the state and universities in Estonia and Denmark. While the policies on internationalization of higher education (IoHE) in Estonia and Denmark are well crafted, the value that international graduates add to the learning environment and culture are hardly explored. Adopting a phenomenological approach, this study aims to describe transformative intercultural learning within the mechanisms of IoHE in Estonia and Denmark. Our analysis of participants experiences reveals that international graduates from Africa bring diversity into the learning environment, which promotes teaching, learning and tolerance of other cultures. In view of this, the study recommends that actors in the IoHE in Estonia and Denmark should be willing to jettison any ethnocentric cultural mentality and adopt a relativistic mentality to promote intercultural coexistence and learning.

Design of Oral English Teaching Based on Embedded Microprocessor

Under the background of internationalization, China has put forward the strategy of “one belt and one road”; this puts forward higher requirements for the cultivation of internationalized and compound talents for English majors in China. However, through the investigation of the present situation of College Students’ oral English teaching and their oral competence, it is found that college students’ oral English competence and intercultural communication competence are generally low. The teaching concept is backward, the teaching mode is outdated, there are few opportunities for oral practice, and there is a lack of real communication environment. The level of teachers needs to be improved. The purpose of this paper was to design oral English teaching based on embedded microprocessor, aiming at the empirical research on the cultivation of College Students’ intercultural communicative competence. This paper puts forward a teaching experiment scheme, which is guided by processor-based teaching method and guided by cultural teaching skills. Teaching skills refer to the stable and complex teaching behavior system formed by teachers using the existing teaching theoretical knowledge and practice. It includes both skills based on teaching theory and experience in practical use. In order to improve students’ intercultural communicative competence through oral class and to verify the applicability of processor-based approach in oral English class of College English to improve students’ intercultural communicative competence, this paper conducts a one-semester teaching experiment. Processor-based teaching method and traditional teaching method are used in the experiment. Through these two teaching methods, the standard deviations of test scores are 3.2 and 3.0, respectively. Embedded has become the most common application method for the intelligentization of electronic systems. In addition to setting up separate courses, embedded systems are the most widely used means in many practical aspects involved, such as course design, graduation design, graduate thesis, and other topics.

The Development of Teaching Material of In Vitro Plant Breeding Based on Scientific Literacy

This development research was carried out based on the observations of lecturers and students Department of Biology at Universitas Negeri Medan who stated that the tissue culture course was still quite difficult to learn, and the level of scientific literacy in Indonesia according to PISA was still relatively low. So, the purpose of this development research in general is to improve student scientific literacy, one of which is by developing tissue culture teaching materials. The research method for developing tissue culture teaching materials refers to the Dick & Carey model. However, this research has only reached the stage of designing and conducting formative evaluation. Analysis of the data used in this development research using quantitative descriptive data analysis. The result showed that the development of teaching material of in vitro plant breeding based on scientific literacy with a feasibility level based on material expert validation obtained a percentage of 91% in the very worthy category, learning design expert validation obtained a percentage of 95% in the very worthy category, layout design expert validation obtained a percentage of 99,2% in the very worthy category, response from lecturer of tissue culture course obtained a percentage of 95% in the very worthy category, and student responses obtained a percentage of 87% in the worthy category.

Practical teaching strategies of implementing moral education in British & American culture teaching

Fostering students’ integrity and promoting their integrated development are the fundamental task of education, which could be completed with the method of implementing moral education. Having the functions of both humanistic education and all-rounded education, the English major curriculum should with no exception undertake the abovementioned task. This paper illustrates how to implement moral education in the teaching of British & American culture and puts forward measures from three aspects of integrating moral education into teaching objectives, teaching contents and a teacher’s speeches and behaviors, so as to maximize the cultivation of all-rounded talents in the course of British & American culture.

Promoting English movie as a means of enhancing EFL learners’ cultural competence

Very few studies discussing the use of English movies for the enhancement of EFL learners’ cultural competence in Indonesia. This study aims to describe the results of analyzing relevant research articles regarding the use of English movie/film for enhancing the cultural competence of EFL learners. This study was descriptive-qualitative. The data were taken from 7 (seven) research articles related to the study objective. In collecting the data (the research articles), the researcher conducted literature research or library research. It was carried out by searching, identifying, and selecting the research articles related to the study objective from electronic databases. Then, the data were analyzed by using qualitative data analysis which consists of data reduction, data display, and drawing the conclusion. The results showed that the seven research articles reported the enhancement of EFL learners’ cultural competence in terms of students’ attitude, knowledge, skills and cultural awareness. In addition, 3 research articles reported the enhancement of students’ language skills i.e., speaking, vocabulary, reading, and listening through learning activities done during and after watching and analyzing English movies. Therefore, it is suggested that English teachers pay attention to the culture teaching in ELT. English teachers can select appropriate English movie/film in the classroom as a means to enhance students’ cultural competence and to enhance students’ language skills.

Instructional Approaches for the Integration of Cultural Elements in Indigenous. Language Classroom: A Case Study of the Bafut Language

Language teaching involves culture teaching. This study examines mother tongue teachers’ opinions on the integration of culture elements in the mother tongue classroom. It investigates instructional strategies used by mother tongue teachers in the integration of cultural elements in indigenous language classroom. The study made use of focus group interview with 10 mother tongue literacy teachers. Six key informants were also interviewed. The results showed that, language is a product of culture and must be incorporated as an essential aspect of mother tongue learning and teaching. The results also indicated that, both the mother tongue teachers, and the key informants employ a variety of approaches in the integration of cultural elements in the mother tongue classroom. It is only when cultural elements become an integral part of mother tongue curriculum and instruction, that learners acquire both cultural and communicative competence.

Awareness of Cultural Approach in Engineering Teaching by Lecturers: A Literature Review

This study uncovers key findings in awareness of cultural approach in engineering teaching by lecturers. A testing-based analysis five selection criteria, twenty-six quality articles were evaluated. Thematic analysis methods are used to analyze and identify key findings. The findings indicate that students' regional cultural background and significant differences in their academic perceptions are valued by lecturers. The results of the article emphasize the view that engineering cultural education is expressed through beliefs, values and assumptions, overcoming differences in expertise and institutions. The findings show that culturally limited understanding of engineering education in current educational institutions is a major challenge. Lecturers believe that the university admissions, students' persistence and multicultural competency can be enhanced when lecturers are interested in cultural differences. The support of colleagues and educational institutions will help lecturers implement cultural approach in teaching. Eleven findings from this study should be used to guide lecturer career development initiatives and improve the effectiveness of education by cultural approach teaching method.

Analysis of Art Culture Learning Module Development Pamiluto Traditional Batik Decorations

Teaching materials are one of the important components in learning that can help the teacher's task and the smooth learning of students. Currently, high school still lacks art and culture teaching materials, this is because the teaching materials prepared by the ministry of education are general in nature and not detailed. Teaching materials with materials according to local wisdom are also not available so that teachers have difficulty in teaching, as well as students have difficulty understanding the subject matter. Seeing these conditions, it is necessary to develop interesting teaching materials that can help students learn independently. The purpose of this research is to find out the art and culture teaching materials that need to be developed in the sub-material 'Understanding the Symbolic Forms and Philosophical Meanings of Pamiluto Traditional Batik Ornaments'. The research subjects were students of class X MIPA and IPS program at SMA N 1 Kalibawang class of 2021. The sample consisted of all students of class X. The data were obtained from the daily test scores of 'Pamiluto Traditional Batik', learning observations, and student questionnaires. The results of the daily test showed that the student's score was far below the value expected by the teacher, the observations found that there were no teaching materials that discussed Pamiluto Traditional batik in detail, the results of the questionnaire analysis of the needs for developing teaching materials showed that students needed systemic, interesting, and easy-to-understand teaching materials, equipped with pictures that support learning materials to make it easier to understand the symbolic form and meaning of the philosophy of Pamiluto Traditional Batik Ornaments. The results of the study indicate the need to develop teaching materials in the form of modules.