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MTTC TESOL
Culture
| Question | Answer |
|---|---|
| Culture (p.28) | comprehensive style of living developed in a society and maintained from generation to generation; everything learned by a member of a particular society; manifested in traditions, rituals, language, social norms, technology, and economic structures |
| Material culture (p.28) | set of all the physical objects which the society either created or assigned a cultural meaning; ex: books,jewelry, buildings, furniture, natural areas |
| Nonmaterial culture (p.28) | a society's customs, beliefs, political structures, languages, and ways of using material objects; more difficult to change than material culture |
| Cultural cooperation (p.28) | an agreement btwn two parties to work together |
| Cultural accommodation (p.28) | an agreement btwn two conflicting cultures to acknowledge but ignore their differences and try to work together toward common goals, instead; ex: Israel and Iraq |
| Cultural assimilation (p.29) | process where individuals are absorbed into a particular society after having been members of a different one; voluntary or involuntary |
| Cultural values (p.29) | highest ideals of a culture; ex: freedom and equality in the US |
| Cultural sanctions (p.29) | any rewards or consequences given to an individual or group to pupursue or renounce a certain course of behavior; positive or negative |
| Cultural norms (p.29) | specific rules regulating behavior in a culture |
| Formal norms (p.30) | written law, norms that are most important and for which violators should be punished, much more consistent among various societies than informal norms; ex: prohibition of murder, forced payment of taxes, sanctity of marriage |
| Informal norms (p.30) | unwritten codes of conduct, less consistent among various societies than informal norms; ex: prohibition of spitting in public, encouragement of deference to women |
| Social markers (p.30) | any part of behavior that indicates the identity, character, or way of understanding of a particular group of people; ex: laws, folkways, traditions; Laws: explicit and enforced by gov; Folkways: norms that are habitual or traditional in society |
| Cultural pluralism (p.30) | multiple distinct cultures exist within the same society after a process of accommodation |
| Subcultures (p.30) | smaller cultures within a large culture; set of norms and values different from larger society to which they are a member; ex: hippies or punk rockers |
| Reference groups (p.30) | groups to which individuals aspire and compare themselves and against which one evaluates one's own qualities; ex: purchasing a yacht because want to seem rich |
| Dominant culture (p.30) | group whose norms, values, and behavior patterns are forced on the rest of the society |
| Ethnocentrism (p.30) | tendency to view one's own cultural patterns as superior and to judge all others only as they relate to one's own; ex: Holocaust |
| Cultural relativism (p.31) | any particular part of a given culture can only be understood in relation to the rest of the culture and as a product of its context; reaction to Western ethnocentrism; makes judgement impossible |
| Progress (p.31) | social and technological progress is inevitable |
| Cultural lag (p.31) | a change in one part of society is not immediately answered by corresponding changes in the other parts; ex: new technology brings rapid progress and religious institutions do not adjust practices to incorporate it |
| Diffusion (p.31) | process by which technological, political, and social innovations spread from one society to another; accelerated in pluralist societies that are accustomed to a healthy internal debate |
| Acculturation (p.31) | extensive borrowing by one group of cultural traits from another group; exchange of cultural traits btwn two cultures that are in close contact for a long period of time; incorporating new traits without altering original culture |
| Syncretism (p.31) | conscious adopting of cultural elements of a dominant group by a subordinate group |
| Culture shock (p.32) | feeling of disorientation that a person may feel when they encounter cultural values, norms, or practices that are contrary to their own; |
| Four phases of culture shock (p.32) | honeymoon (perceived as good), shock (disorientation), negotiation (labors to make it acceptable), acceptance (+/- are absorbed and reconciled) |
| Convergent cultural evolution (p.32) | different cultures develop similar cultural traits because they live in similar ennvironments |
| Cultural determinism (p.32) | assertion that the potential for variation in human societies is unlimited, and that cultural forces can shape human nature into almost any form |
| Cultural gatekeepers (p.32) | people of a society who permit or forbid the introduction of new elements of a culture into their society; have control over the means by which ideas are distributed and decide which ideas are in society; ex: radio, media |
| Cultural universals (p.33) | elements of culture that are found in virtually every society; ex: sports, cooking, courtship, dancing, family, games, language, music, religion |
| Cultural pluralism (p.33) | several distinct cultures thrive alongside one another; important in ELL classroom - share cultures |
| Intragroup differences (p.33) | exist within a particular cultural or linguistic community |
| Intergroup differences (p.33) | exist between members of distinct cultural and linguistic communities |
| Instruction for immigrants (p.33) | moved to US during lifetime; more difficult time adjusting to Amer culture, parents unfamiliar with culture; spend more time in communication with them, work on basic Amer academic skills like punctuality, taking turns, etc. |
| Instruction for children of migrants (p.34) | here for work, often illegal; parents reticent to interact with a teacher; far below grade level, unfamiliar with school rituals, from small communities and shy |
| Instruction for refugees (p.34) | escape from religious, political, or other persecution; feel isolated; disorientation, traumatized, psychological issues; most fragile classes of students |
| Instruction for ELLs born in US (p.34) | should be easiest to teach but often grow up in communities with no English; can be relied on as sources for other students; can become bored, give alternate activities; |
| Teacher's cultural background (p.34) | has influence on instruction: adopt assumptions and prejudices common to culture, cultural bias; teacher's culture is as important as the students' cultures |
| Nonverbal communication (p.35) | proxemics (distance btwn interlocutors), posture, gestures, eye contact; body language |
| Turn-taking habits (p.35) | differs according to culture: elbowing their way forward rather than waiting their turn |
| Promoting cooperation btwn students from different backgrounds (p.35) | set up activities that require students from different cultures to cooperate; lead activities that emphasize similarities btwn cultures |
| Multiculturalism (p.35) | set of values and norms that suggest that different races in a pluralistic society should learn to understand and appreciate the differences btwn them, rather than seeking to impose one style of life upon another |
| Social role (p.36) | a person's particular niche within society |
| Role performance (p.36) | the way people holding a particular role actually behave, as opposed to the way they are expected to behave as holders of that role |
| Impression management (p.36) | one's conscious manipulation of one's role performance; successful role management: an individual has accurate understand of role as well as expectations society has for him |
| Studied nonobservance (p.36) | sociological term for when members of a society ignore lapses in one another's role performance in the interest of preserving harmony within society |
| Role set (p.36) | full group of roles associated with any particular status; ex: college professor is a mentor, expert, friend, friend, and colleague |
| Role strain (p.36) | difficulty an individual may have in meeting social obligations of a role |
| Role exit (p.36) | process of leaving a role that formerly had been integral to the individual's personality |
| Role-taking (p.36) | process whereby an individual imagines himself in the role of another and tries then to understand the meaning of what the other is expressing; empathy |
| Socialization (p.36) | process through which individuals born into a society gradually become participating members of that society |
| Gender socialization (p.37) | individual learns about various gender roles in society and comes to take one; treatment of boys vs. girls in parenting, media, toys, etc. |
| Class socialization (p.37) | Fundamental differences in social classes Middle: responsibility, self-control, curiosity Working: manners, neatness, honesty, obedience Higher: self-direction and obeying internal standards as opposed to conformity and obeying external standards |
| Primary socialization (p.37) | Period in which an infant acquires the rudiments of language; family; born into a particular social status and will absorb a particular set of values, attitudes, and beliefs |
| Secondary socialization (p.37) | Individual is trained to join a particular social group; outside family unit; ex: friends, school, media |
| Anticipatory socialization (p.38) | individual alters beliefs or norms because of an expected socialization process he is about to undergo; ex: college graduate who adopts lifestyle of business community before getting a job |
| Desocialization (p.38) | casting off one version of self and one set of values and resocialization into another set of values and norms |
| Internalization of norms (p.38) | members of a society accept the norms of that society as correct to the point that they no longer need to think of them explicitly |
| Differential socialization (p.38) | way in which different members of same society may develop markedly different traits, depending on what role their society intends for them to assume later in life; occurs in 2 ways: horizontal or vertical |
| Horizontal socialization (p.38) | fundamental difference in socialization; ex: different requirements that society has for doctors and teachers |
| Vertical socialization (p.38) | differences caused by varying social status; ex: socialization of wealthy compared to poor |
| Attachments (p.38) | bonds formed btwn individual members of a society; ex: love btwn family members or friends |
| Investments (p.38) | material and emotional costs that a person expends in order to make his place in a society and hopefully secure the future rewards of participation in that soicety |
| Involvements (p.38) | amount of time a person spends engaged in nondeviant activities |
| Beliefs (p.38) | a person's ideas about how members of their society should behave |
| Family (p.39) | basic unit of society; varies by culture; function: nurture and socialize the young |
| Nuclear family (p.39) | one adult couple (male and female) and their children |
| Extended family (p.39) | more than one adult couple; ex: parents, brothers and sisters of couple |
| Patrilineality (p.39) | person inherits title and property from father's side of the family; more common |
| Matrilineality (p.39) | things are inherited from mother's side; transfer property to male heirs of a woman |
| Endogamy (p.39) | practice of forcing someone to marry within his own group |
| Exogamy (p.39) | practice of marrying outside the group |
| Polygamy (p.39) | any marital group that consists of one man or woman and his or her multiple spouses |
| Polyandry (p.39) | one wife and two or more husbands |
| Polygyny (p.39) | one man and two or more wives |
| Applying cultural knowledge (p.40) | concept of education, many not used to thinking creatively or offering opinions; avoid putting students on the spot first weeks of class; used to disorganized school structure; need instruction on taking notes and raising hand |
| degree of cultural congruence | extent to which the culture of the student overlaps with the culture of the school; high isn't always good |
| Cultural values in the classroom (p.40) | all students need cognitive and linguistic education as well as psycho-social and affective education; professional and vocational skills; helps students develop their own values based on family, religious group, and peers |
| Promoting cultural diversity (p.40) | T remains sensitive to the cultural values of all students; many students have a negative predisposition toward authority figures; need to maintain high expectations for students |
| Structural considerations related to a multicultural classroom (p.41) | aggressive tracking programs, mixed at random, categorized by testing, evaluations, school curriculum; many alienate, others help |
| Respect for diversity (p.41) | need to indicate their respect for the cultural heritage and the values of every student in the class; treat S as individuals, make effort to learn cultures and values; identify idiosyncratic learning styles; family visits; find T strengths and weaknesses |
| multicultural education (p.41) | specific program of curricula and instructional techniques designed to be inclusive of all racial, ethnic, religious, and linguistic backgrounds |
| Five dimensions of multicultural education (p.42) | 1-content integration (content related to sim & diff btwn cultures 2-knowledge construction process (S form ideas/opinions) 3-attention to prejudiced reactions 4-equity pedagogy, level playing field 5-school culture & social structure empower all S |
| Hidden curriculum (p.42) | a set of informal and implicit rules that a school teaches children in order to help them succeed both academically and socially; rules to survive outside the family in a larger organization |
| Conservative multiculturalism (p.42) | Kincheloe and Steinberg claim it makes assumptions that are detrimental to students; ex: minorities are impoverished or culturally deprived, emphasize standardized testing that reinforces Eurocentric norms, status quo is equitable and not changed |
| Liberal multiculturalism (p.42) | Kincheloe and Steinberg claim it is a well-intentioned but ultimately damaging attempt to help minorities; assume that all people are same, racial inequality is due to lack of opportunity; all people are responsible for themselves; level playing field |
| Pluralist multiculturalism (p.43) | Kincheloe and Steinberg claim it damages students; assumes diversity has an intrinsic value; full curriculum covers cultures and prejudices; ignores differences of class; students self-segregate; differences in cultures discussed more than similarities |
| Critical multiculturalism (p.43) | Kincheloe and Steinberg promote it; similarities and differences is a component of instruction related to social, institutional, and economic prejudices; justice is available but not even; differences must be explicitly discussed; white dominance exists |
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