Before Midterm Theoretical
Define the bicultural identity and enumerate the benefits and challenges of Bicultural identity.
Bicultural identity refers to the psychological and social state of an individual who integrates two distinct cultural frameworks into their self-concept. This often occurs through:
Heritage (e.g., children of immigrants balancing their parents’ culture with the dominant society’s culture).
Experience (e.g., living abroad long-term, interracial relationships, or globalization).
Bicultural individuals do not merely "switch" between cultures but develop a hybrid identity that blends elements of both.
Benefits: Adaptive Communication Skills, Expanded Social Networks, Resilience and Empathy
Challenges: Identity Strain, Cultural Dissonance, Emotional Exhaustion
How does the development of a bicultural identity impact language learners in multilingual contexts?
Developing a bicultural identity—the integration of two cultural frameworks within one's self-concept—can profoundly shape language learners' cognitive, emotional, and social experiences in multilingual settings. This process involves negotiating belonging, meaning, and expression across cultures, with both challenges and advantages.
Define culture shock and its stages
Culture Shock refers to the feelings of disorientation, confusion, and anxiety that people experience when they live in or visit a culture different from their own.
1. Honeymoon
2. Frustrations
3. Adjustment
4. Acceptance
What is reverse culture shock?
Reverse culture shock (or re-entry shock) is the emotional and psychological distress experienced when returning to one's home culture after an extended stay in a foreign country. It occurs when individuals struggle to readjust to their native culture, often because they have internalized aspects of the host culture, leading to feelings of alienation, frustration, or disorientation.
What does it mean for a lesson to be “Culturally inclusive”?
A culturally inclusive lesson is designed to recognize, respect, and incorporate the diverse cultural backgrounds of all students, ensuring that learning is meaningful, relevant, and accessible to everyone. It goes beyond superficial representation by fostering an environment where students feel valued and empowered through their identities.
What are the key principles of developing intercultural competence?
Intercultural competence (IC) is the ability to communicate effectively and appropriately with people from diverse cultural backgrounds. It involves knowledge, skills, and attitudes that foster mutual understanding and reduce conflict. Below are its core principles:
1. Cultural Self-Awareness
2. Cultural Knowledge
3. Empathy and Perspective-Taking
4. Adaptability and Flexibility
5. Critical Reflection
Do you think English as a lingua franca promotes cultural understanding or undermines local cultures? Why?
The global dominance of English as a lingua franca (a common language for communication between speakers of different native languages) has complex effects on cultural exchange and local identities. It can both bridge divides and threaten linguistic diversity, depending on how it’s used.
Harmful: When it replaces local languages entirely or is tied to colonial legacies.
Helpful: When it acts as a tool for exchange without erasing identities (e.g., bilingual education, code-switching).
"To have another language is to possess a second soul." —Charlemagne. The ideal world isn’t English or local languages, but English and local languages, each serving different purposes.
Define Cultural Bias (its types) in curricula and define the ways to address Cultural Bias.
Cultural bias in curricula refers to the unintentional or intentional favoring of one culture over others, leading to misrepresentation, exclusion, or stereotyping of certain groups. This can affect students' self-perception, engagement, and academic success.
Main types: Linguistic bias, Historical bias, Representation bias
Bonus Question: Describe the Perfect Culture related lesson with diverse activity.
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Bonus Question: Describe the features of a Perfect teacher: How close are you to being one?
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Define the Fairclough’s framework on CDA and its dimensions
1. Text (Description). Focus: The linguistic features of a spoken or written text.
2. Discursive Practice (Interpretation)
Focus: How texts are produced, distributed, and consumed in society.\
3. Social Practice (Explanation)
Focus: The broader social, cultural, and ideological effects of discourse.
How do stereotypes and prejudice affect language learning and teaching, and what strategies can be used to address them?
Stereotypes (generalized beliefs about groups) and prejudice (negative attitudes based on stereotypes) create significant barriers in language education by shaping learners' motivation, self-perception, and classroom dynamics. Here’s how they manifest and strategies to counter them:
Negative Effects
Learner Anxiety & Self-Doubt
Biased Teacher Expectation
Cultural Erasure
Hierarchies of "Legitimate" Languages
Strategies for Educators
1. Foster an Inclusive Classroom
2. Challenge Stereotypes Explicitly
3. Cultivate Critical Language Awareness
4. Empower Student Voices
Define Banks’ Four Level of Curriculum Reform (2015)
Contributions Approach: Adding heroes/events from diverse cultures (e.g., Black History Month).
Additive Approach: Including units on multicultural topics without restructuring.
Transformative Approach: Rebuilding curricula to center marginalized perspectives.
Social Action Approach: Students advocate for equity based on learning.
What challenges might teachers face when integrating unfamiliar cultural content into lessons?
Incorporating new or less familiar cultural materials into lessons can enrich learning but also presents several hurdles. Below are common challenges and practical ways to address them:
1. Lack of Personal Cultural Knowledge
2. Stereotyping or Tokenism
3. Student Resistance or Misunderstanding
4. Navigating Sensitive or Controversial Topics
5. Balancing Target Culture and Learner Identity
In what ways might cultural materials reinforce or challenge stereotypes?
Cultural materials—such as films, literature, advertisements, music, art, and news media—play a powerful role in shaping perceptions of different social groups. They can either reinforce existing stereotypes or challenge and subvert them, depending on how they represent cultures, identities, and experiences.
Reinforcing stereotypes: Cultural Appropriation Without Context, repetition of Clichés, Selective Historical Narratives
Challenging stereotypes: Authentic Storytelling by Marginalized Voices, Satire & Parody, Complex and Nuanced Representation
Define social identity (Tajfel&Turner, 1970) and its stages
Social identity (Tajfel &Turner, 1970) refers to the part of an individual's self-concept that is derived from their membership in social groups (e.g., nationality, religion, gender, profession, sports team). It influences how people perceive themselves and others, shaping behaviors, attitudes, and intergroup relations.
Social Categorization
People categorize themselves and others into social groups (e.g., "student," "Muslim," "American").
This simplifies the social world but can lead to stereotyping.
Social Identification
Individuals adopt the identity of the group they belong to (e.g., "I am a doctor").
They take on the group’s norms, values, and behaviors, which boosts self-esteem.
Social Comparison
People compare their group (in-group) with other groups (out-groups) to maintain self-esteem.
This can lead to in-group favoritism and out-group discrimination.
What role does social media play in shaping perceptions of global versus local cultures?
Social media has dramatically influenced how people perceive and engage with both global (worldwide) and local (community-based) cultures. It acts as a double-edged sword—connecting people across borders while also challenging traditional cultural identities.
Social media both unites and divides cultural perceptions:
✅ Pros: Fosters cross-cultural understanding, preserves endangered traditions, empowers minority voices.
❌ Cons: Spreads cultural stereotypes, dilutes local uniqueness, creates pressure to conform to global norms.
The future of cultural identity may lie in globalization—a mix of global and local influences, where people adapt worldwide trends to fit their own contexts.
Three Pillars of Culturally Relevant Pedagogy (Ladson-Billings, 1995) are . . .
Academic Success – High expectations for all students, regardless of background.
Cultural Competence – Teaching content that reflects students' cultures.
Critical Consciousness – Encouraging students to question societal inequities.
How can teachers balance teaching the target language culture with respecting students’ own cultures?
Compare & Contrast Cultures
Incorporate Students’ Cultural Backgrounds
Teach Culture Critically, Not Just Celebratory
Use Authentic but Inclusive Materials
Encourage Reflection & Dialogue
What criteria should teachers use to select cultural materials for different learner levels?
Teachers should choose culturally relevant materials that align with learners' language proficiency, cognitive maturity, and sociocultural awareness. Below are key criteria for selecting and adapting materials across levels:
1. Language Proficiency Alignment (A1-C2)
2. Cultural Relevance & Authenticity (Avoid stereotypes, Include diverse voices, Local+Global balance)
3. Cognitive & Emotional Appropriateness (Age, Sensitive topics)
4. Interactivity & Engagement
5. Critical thinking & Reflection
3.
Define the Mould and Cloak theories and their differences.
Mould Theory
Proposes that language shapes thought and worldview—i.e., the structure and vocabulary of a language determine how its speakers perceive reality.
Strongly linked to linguistic determinism (a strict version of the Sapir-Whorf Hypothesis).
Cloak Theory
Argues that language reflects thought and culture rather than shaping it—i.e., it’s a "cloak" for pre-existing ideas.
Aligns with linguistic relativism (a weaker Sapir-Whorf view)
To what extent does the Sapir-Whorf Hypothesis support the idea that language shapes thought and cultural perception?
The Sapir-Whorf Hypothesis (also called Linguistic Relativity) explores the relationship between language, thought, and culture. It argues that the structure and vocabulary of a language influence how its speakers perceive and interpret reality. The hypothesis exists in two main forms:
Strong Version (Linguistic Determinism):
Claims that language dictates thought—people can only conceive ideas for which their language has words or structures.
Example: If a language lacks future tenses, speakers might struggle to plan long-term (a controversial claim often debated).
Weak Version (Linguistic Relativity):
Suggests language influences thought but doesn’t fully constrain it.
Example: Languages with gendered nouns (e.g., Spanish la luna [feminine] vs. German der Mond [masculine]) may subtly shape how speakers describe objects (e.g., "the moon is gentle" vs. "the moon is strong").
According to Brookfield (2017), what are the main sources of critical reflection for educators?
Autobiographical Experiences – Reflecting on one’s own experiences as both a teacher and a learner.
Students’ Eyes – Seeking feedback and perspectives from students to understand their learning experiences.
Colleagues’ Perceptions – Engaging in peer observations, discussions, and collaborative reflection.
Theoretical Literature – Using scholarly research and educational theories to inform and challenge one’s practice.
What role does reflective practice play in developing cultural awareness (Brookfield, 2017)?
Reflective practice—the intentional process of analyzing experiences to gain deeper understanding—is a critical tool for fostering cultural awareness in both educators and learners. It bridges theory and real-world interactions, helping individuals recognize biases, adapt behaviors, and build intercultural competence.
Enhancing Self-Awareness
Improving Practice
Supporting Collaborative Learning
What are the strategies for bias mitigation?
Textbook Audits: Review materials for omissions or stereotypes (Sleeter, 2011).
Counter-Storytelling: Assign readings that challenge dominant narratives (Solórzano & Yosso, 2002).
Student Voice: Have students critique lesson content and suggest culturally relevant connections.