"In student-centered environments, there is a higher motivation to learn as students feel they have a real stake in their own learning." http://www4.asq.org/blogs/edu/2006/06/student_centered_vs_teacher_ce.html
This is one of the main claims of proponents of student-centered teaching. The topic of motivation is important to me because I see it as one of the foundational variables of learning. Not alot seems to happen if students are unmotivated. Do you believe that students in such classes are indeed more motivated? Why or why not?
Friday, January 25, 2008
Combinining lang and culture, Pipe dream or possibility?
Hi class,
Do you all think that in reality we can and should combine language and culture teaching or rather is it better to separate the two as suggested in the Moran article? If you're for the unity idea, why and can you give an example of where the language and culture are equal components of a lesson or unit? If you're against it then why?
Do you all think that in reality we can and should combine language and culture teaching or rather is it better to separate the two as suggested in the Moran article? If you're for the unity idea, why and can you give an example of where the language and culture are equal components of a lesson or unit? If you're against it then why?
Friday, January 18, 2008
Thoughts: different culture, different me
Hi all,
Forgive me for the self-reflective nature of this post. I hope it's valuable. Yesterday I was preparing for class reading in the chapter by Galloway about cultural "perspectives" things like sequential vs. synchronic ways of viewing time which vary across cultures and an Internalistic vs. Externalistic view of nature, I felt a strange kind of release or freedom. Perhaps I felt that way because I feel the pressure of time constraints that are inherent in the North American worldview and realized that a different way of viewing the world is possible. I've started to wonder if our students consciously or unconsciously recognize the need for that kind of experience and thus are drawn to the study of languages, as if on some level we realize that the way that we view the world is distorted or at least wanting or extreme in some area. That might be an explanation for why cultural "diversity" is valuable, in the sense that each culture or the world view of each culture, has benefits, not the least of which are psychological or emotional. I believe that's why some people struggle in the gospel, the untruths of a particular culture crowd out or distort the light of the gospel.
Forgive me for the self-reflective nature of this post. I hope it's valuable. Yesterday I was preparing for class reading in the chapter by Galloway about cultural "perspectives" things like sequential vs. synchronic ways of viewing time which vary across cultures and an Internalistic vs. Externalistic view of nature, I felt a strange kind of release or freedom. Perhaps I felt that way because I feel the pressure of time constraints that are inherent in the North American worldview and realized that a different way of viewing the world is possible. I've started to wonder if our students consciously or unconsciously recognize the need for that kind of experience and thus are drawn to the study of languages, as if on some level we realize that the way that we view the world is distorted or at least wanting or extreme in some area. That might be an explanation for why cultural "diversity" is valuable, in the sense that each culture or the world view of each culture, has benefits, not the least of which are psychological or emotional. I believe that's why some people struggle in the gospel, the untruths of a particular culture crowd out or distort the light of the gospel.
Tuesday, January 15, 2008
Why so complicated?
As we talked in class today I wondered why it has to be so complicated (no Avril Lavigne reference intended). What is it about teaching culture and language together that is SO hard that it seems (or at least according to the article it seemed) that no one has done it really well yet. Are we just being idealistic in hoping that it will actually come together, or are we going to be stumbling upon some concrete answers anytime soon? While I understand and accept that there are all kinds of complexities when it comes to language and when it comes to culture, what can we actually do to make valuable learning happen happen? When will it stop being the norm to say "I didn't learn anything in high school Spanish"? ARE there solutions? 
I believe that there must be, but WHY is it so complicated? Is it, perhaps, that the answers are right in front of us and we simply are blowing the complexities way out of proportion? I'm not sure. Any thoughts?
I believe that there must be, but WHY is it so complicated? Is it, perhaps, that the answers are right in front of us and we simply are blowing the complexities way out of proportion? I'm not sure. Any thoughts?
Thursday, January 10, 2008
Why teach culture?
So here's the topic for the the discussion for Jan. 10, 08;
What were the most convincing arguments for teaching culture in the foreign or second language classroom?
Of course, you can also ask and discuss whatever pertinent topics that you want. Feel free to pose questions and even post images if you should feel inclined.
Thanks,
Dr. M
What were the most convincing arguments for teaching culture in the foreign or second language classroom?
Of course, you can also ask and discuss whatever pertinent topics that you want. Feel free to pose questions and even post images if you should feel inclined.
Thanks,
Dr. M
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