Promoting Intercultural Thinking and Reflection through U.S. History

Autor/inn/en	Tocaimaza-Hatch, C. Cecilia; Bloom, Melanie
Titel	Promoting Intercultural Thinking and Reflection through U.S. History
Quelle	In: Foreign Language Annals, 52 (2019) 3, S.507-528 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tocaimaza-Hatch, C. Cecilia) ORCID (Bloom, Melanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12419
Schlagwörter	United States History; Cultural Awareness; Second Language Learning; Second Language Instruction; Textbooks; Ethnocentrism; Spanish; Introductory Courses; Language Teachers; Hispanic Americans; Social Values; Student Attitudes; Attitude Change; Hispanic American Culture; Units of Study; Cultural Differences + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; Textbook; Text book; Schulbuch; Lehrbuch; Ethnozentrismus; Spanisch; Einführungskurs; Language teacher; Sprachunterricht; Hispanic; Hispanoamerikaner; Sozialer Wert; Schülerverhalten; Attitudinal change; Einstellungsänderung; Hispanistik; Lerneinheit; Kultureller Unterschied
Abstract	Language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students' critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and appropriate interactions in real settings. The current study describes novel cultural modules built around the PBS documentary series "Latino Americans" to be integrated into a Spanish 1 course. The modules introduced students to historical events regarding the long-standing Latino presence in the United States and Latinos' points of view, perceptions, and values. To ascertain the effectiveness of the modules, students' development of intercultural sensitivity was assessed via surveys and class observations. The analysis was framed using M. Bennett's model of intercultural development. Results demonstrated students' shifts in both ethnocentric and ethnorelative perceptions of cultural difference. Regarding ethnorelative perspectives, results suggest discrete improvements particularly as seen in the prevalence of data that support a shift toward acceptance. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01