More Than a Decade of Standards: Integrating “Comparisons” in Your Language Instruction By Sandy Cutshall
EDITOR’S NOTE: In this issue, we continue our series of articles focused on the National Standards for Language Learning, or the “5 Cs.” In the February, April, and August issues of the magazine, we highlighted the goal areas of Communication, Cultures, and Connections, respectively. Here, we look at Comparisons of languages and cultures. In our final article in this series we will focus on Communities.
re students better able to reflect either Communication or Cultures, this is in The first of the two Standards (4.1) on their own language and culture fact considered to be a very important area focuses on “the impact that learning the lin- after learning another? By engag- of language education and one that strongly guistic elements in the new language has on A ing in comparisons between their relates to all the other goals. students’ ability to examine their own lan- language and the language they are studying, “I do believe that the Comparisons Stan- guage, and to develop hypotheses about the and between their culture and the culture dards should be intimately integrated into all structure and use of languages,” according of people who speak the language they are teaching and learning,” says Jacqueline Bott to the Standards document. It suggests that, studying, can learners develop not only a Van Houten, world language and interna- “activities can be systematically integrated greater understanding of their own language tional education consultant in the Kentucky into instruction that will assist students in and culture—but also of language and cul- Department of Education. “But I think it’s understanding how languages work.” ture in the broadest sense? They can, asserts changed over the years since the Standards The document says about Standard 4.2 the “4th C”—the Comparisons goal area of came out, because they helped us move away that “as students expand their knowledge the National Standards, which arises directly from focusing on grammar to focusing on of cultures through language learning, they out of these ideas. communication and the function of language. continually discover perspectives, practices, “When students study another language In the early days, I think the comparisons of and products that are similar to and differ- and participate in communicative interac- language were all explicitly taught and were ent from those in their own culture. They tions, the actual experiential dimension grammar-based. Because language has become develop the ability to hypothesize about makes such an understanding more real,” more communicatively approached in the cultural systems.” It also notes that while says the Standards for Foreign Language classroom, teachers are trying to get students “some students may make these comparisons Learning in the 21st Century document. “By to discover more than simply be taught.” naturally, others learn to do so.” Finally, it struggling with how to express particular “This goal area is certainly a complex one,” suggests that this Standard “helps focus this meanings in a second language, how to says Renate Schulz, Professor Emerita of Ger- reflective process for all students by encour- encode them linguistically, and how to be man at the University of Arizona, “and it’s one aging integration of this process into instruc- sensitive to norms of politeness in another I believe is really not addressed often enough. tion from the earliest levels of learning.” culture, students gain awareness of the na- Comparisons are very powerful and I think Elizabeth Webb, Director of ELL Pro- ture of language itself.” that comparisons of languages and cultures grams for Gwinnett County (GA) Public Although Comparisons joins Connections could contribute to a common content—a Schools, says it is important to realize that and Communities as the goal areas that have commonality of approach—for language edu- these two Standards do not suggest that an been less well understood and given less cators, something that has been elusive to our educator must be an expert on all languages attention in many language classrooms than profession but could be very valuable.” and cultures. “I think that can be a reason
32 The Language Educator I October 2012 that teachers don’t dive into the Com- in terms of the product itself—such as the parisons Standards more—because they are style of poetry. afraid they’re going to be wrong or compare Comparisons Furthermore, teachers benefit from something incorrectly. I think they want to broadening their concept of the Compari- have an open perspective on things and they Develop Insight into the Nature of sons Standards beyond just comparing two want to compare, but they don’t always feel Language and Culture languages/cultures in a dualistic nature, that they have enough knowledge.” according to Webb. “Let’s say I’m studying Standard 4.1 French, English is my native language, and Relating to Languages and Students demonstrate understanding now I want to compare those two. Right of the nature of language through Cultures there, we are using a very Western cultural comparisons of the language studied concept of comparing just two things, A and AND THEIR OWN “From the earliest language learning experi- B. It can very easily be seen as comparing the ‘standard’ to the ‘nonstandard’ or the ‘prima- ences,” reads the Standards document, Standard 4.2 ry’ to the ‘secondary’—rather than looking “students can compare and contrast the two Students demonstrate understanding at things of equal value. It doesn’t leave a lot languages as different elements are pre- of the concept of culture through of room for nuance within different cultures sented.” Most teachers, particularly at the comparisons of the cultures studied where the target language is spoken if we beginning levels, will do just that—explicitly AND THEIR OWN pointing out to their students the similarities simply think it is this way or that way.” and differences between the languages, such An alternative approach, then, is to make as the use of cognates, word order, feminine/ “Teachers can be more holistic in making comparisons across a continuum of many masculine word endings, differences in comparisons of language,” she says. For ex- cultures and even many different languages. punctuation and capitalization, the use (or ample, if a German class is studying poetry “We can look at Comparisons not just as lack) of articles, and other grammar points. and looking at poems from Goethe, they may two-dimensional, but as multi-dimensional,” Lynne Gant, who teaches Spanish and also then want to look at other poets who says Webb. This can include comparing the ESOL at Couch Middle School in Gray- have written about experiences in nature in many different cultures where the target son, GA, finds that she must include some English, such as Thoreau or Whitman. language is spoken with the students’ own explicit comparisons of Spanish and English “Your students can get a sense of what culture, or can mean bringing in other lan- for her beginning language learners—such different cultures do with the language, such guages and cultures (perhaps ones that your as explaining cognates to them—since as a German writer trying to create the sense students are familiar with directly through these brand-new students do not intuitively of the forest through the actual sounds of their own backgrounds) to add this addi- observe such details about language. “Later, the German language. Then, you can say, tional dimension. when we’re doing an activity, students can ‘Now, let’s listen to how the sounds of words Gilberte Furstenberg, creator of the discover the cognates on their own. We can in English do something similar.’ Then we Cultura project at the Massachusetts Insti- stay in the target language and they’ll start can develop an appreciation of how sound tute of Technology [see sidebar on p. 35] to pick it up—whether I need to just say influences sense in different cultures and has seen that when students interact with it, or to also write it, for them to notice the languages,” says Webb. others from the target culture, the language similarities in the words.” “If you have students coming from ad- itself can become a cultural object. In these Gant and other teachers also say that ditional cultures and languages, you can web-based interactions, American students making linguistic comparisons is something even ask them: ‘Do you know of a poem are writing in English about cultural issues that can be done throughout the course. It like this in your home language? Could you and French students are writing in French. does not have to be a stand-alone lesson, talk to your parents about one?’ If they can [Note: This design is deliberate, as they she says, but also can mean addressing bring something in, just to have the experi- have found that these intermediate students “the simple little things” that come up in ence of listening to the text and maybe have need to express complex views about their class and responding to what the students the student talk about the text, you can own culture in their native language when themselves notice. “You can sometimes do help them discover what this might tell us interacting with the students online, but the this in a matter of minutes and then just about different feelings toward nature, either actual discussion in class is conducted in the continue to model it over and over again for celebration or feelings of discomfort among target language.] your students.” different cultures.” In this way, comparisons “When we have compared the way the Webb agrees that it is often necessary for of language lead logically to comparisons of students write to one another about their teachers to highlight things such as word cultures, as students explore the perspectives ideas about culture, it is completely differ- order or masculine/feminine pronouns, but behind the different poetic language styles. ent. The American students tend to express she believes that it is also important to think Therefore, Webb says, comparing languages their opinions with ‘I think this . . .’ or ‘I feel about how to go beyond those obvious com- does not only have to be about comparing this . . .’ In other words, they use themselves parisons to embrace a bigger view. the linguistic details, but can be approached as the reference point. The French, on the
The Language Educator I October 2012 33 Integrating Comparisons other hand, don’t tend to use the word ‘I’ She says that people may be predisposed “This country will become their new to express their ideas; they speak much in general to stereotypes, so teachers should identity for the rest of the year,” says Amick. more from the abstract and keep themselves not be surprised if their students begin Each student will become the classroom outside the discourse. This difference in there. “You cannot avoid them, but you can expert for their adopted country and every language use, then, reveals a deeper cultural make your students see that that’s what they time a topic is addressed in the classroom perspective is present.” are doing,” she notes. “Further, if you have (e.g., where we live, numbers to compare Furstenberg has also noticed that her enough supporting data for your opinions, countries and data, weather, time zones, stu- students’ writing in the target language im- then you can state a generalization as a dent life, sports, housing, holidays, music), proves significantly from the interaction with guarded generalization—i.e., ‘Germans tend the students must research how that relates the French students. “Their language skills to be more xyz than Americans’—with the to their chosen country. Amick ends with are enriched by the comments they read by caveat that culture varies depending on age, two key questions: “What is going on in my the other students in the target language,” region, gender, religion and so many other target country today? What does the world she says. “I find my students start to mimic factors. In most cases, we will be able to see look like to me now?” the authentic style of the French writers and the diversity and not rely on stereotyping. According to Van Houten, the Kentucky their vocabulary increases enormously.” But, again, insisting on data helps decon- Department of Education was so impressed struct many stereotypes.” with Amick’s approach that they have Going Further with Cultures Van Houten feels that it is necessary for presented it as an exemplary curriculum teachers to model for their students a posi- on their website. “Throughout the year, the Making cultural comparisons goes beyond tive approach to the target language and students develop a specific personality with sketching out quick Venn diagrams or culture—“positive in the sense of being open a sympathetic perspective towards their breezing through a discussion of holiday to listen to students, but always speaking in country. And, as they are constantly com- traditions. Although these might be minor a tolerant, appreciative tone so that students paring their own countries with the others aspects of what a teacher does with culture, begin to take that same approach to the cul- in class, they are really developing a more it is crucial to do more than just superficial ture.” She also says that sometimes a subtle global mindset overall,” she says. activities in order to avoid creating or rein- approach can work better than making an forcing stereotypes. explicit comparison to help keep your stu- Collaboration and Critical “You want to have a lesson that is really dents from slipping into a negative, biased Thinking in-depth enough for students to understand approach (i.e., thinking: “We don’t do it the underlying perspective that is present,” that way in our culture, so this other culture “These are not Standards that are looking to says Gant. “If the lesson is too brief and you must be weird or wrong.”) She points to Jean define absolute knowledge or come out with are just sort of glossing over the cultural as- Amick, a French teacher currently at Ken- exact dates; that’s not the kind of knowledge pect for whatever it looks like on the surface, tucky Country Day School in Louisville, KY, we’re trying to get here. We are trying to then you will just be creating stereotypes. who has set up her entire curriculum around get a really rigorous understanding about They’ll think, ‘Oh, that’s strange or weird!’ comparisons with the target cultures. different cultural perspectives and different instead of having respect for what is different “This concept is to involve the students things people may do with language,” says and understanding why it is different. That’s vicariously in the lives of people from Webb. “If we approach this by utilizing oth- always the key question I try to focus on: all over the world who speak the target ers’ knowledge of the language and culture ‘Why? Why do they do this? And why do we language,” says Amick, who has taught as well as our own, we may be more willing do it differently?’” using this approach at the middle school, to explore and not present things as black To compare successfully, says Gant, “you high school, and university level in both and white.” have to be sure the students look at their French and Spanish. “As beginning language Educators may benefit from collaborating own cultural perspective first and identify students, they may not be aware of the with other colleagues in order to better make that. If you can get them to do that and breadth of people and cultures that share a comparisons among languages and cultures. spend enough time on it, it really does make common language.” Working together with others in your school a difference in their understanding.” The first day in Amick’s class, students or department on special projects can allow “The thing is, you have always to have work on brainstorming ideas that come to you to understand more about what they an anchor piece in the home culture and the mind when they hear “French/France” or may be experts on, and to share your own home language,” says Schulz. “I feel quite “Spanish/Spain/Mexico,” building a list on expertise with them. Or teachers might strongly about that—because people don’t the board. Then she asks them to design a consider combining their classes and letting even agree on their own culture. When you binder cover that expresses their responses the students share their knowledge of one bring up a topic, people come up with differ- and thoughts to these words. The follow- target language/culture with those who have ent interpretations and even different facts.” ing day, everyone must draw the name of a studied a different one. target-language country out of a hat. Continued on p. 37
34 The Language Educator I October 2012 Cultura: Comparisons as the Focus of Language Learning
hile some language educators out there may be struggling UÊ >Ì>]ÊÜ V Ê>ÜÃÊÃÌÕ`iÌÃÊÌÊÜi} ÌÊ>`ÊiÛ>Õ>ÌiÊÌ iÀÊÌ>Ê with how to incorporate the Comparisons Standards into findings against a national and broader sociocultural context W their language classes, others have embraced a course cur- UÊ Ã]ÊëiVwV>ÞÊV«>À}ÊÀ}>ÃÊÜÌ ÊÀi>ià riculum that makes this the primary focus. UÊ >}iÃÊÕ«>`i`ÊLÞÊÃÌÕ`iÌÃÊÌÊÕÃÌÀ>ÌiÊÌ«VÃÊvÊÌ iÀÊV Ã}]Ê Developed in 1997 by a team in the French section at the which they then compare and analyze Massachusetts Institute of Technology (MIT), Cultura is a web-based UÊ iÜÃÃÌ>`]ÊÀi«ÀiÃiÌ}Ê>ÊÛ>ÀiÌÞÊvÊÀiV Ê>`ÊiÀV>ÊiÜÃ- intercultural project situated in a language class, connecting Ameri- papers and magazines can students with students in different countries. Cultura contin- UÊ LÀ>ÀÞ]Êi>}Ê>ÊÛ>ÀiÌÞÊvÊÃi>Ê>`ÊvÕ`}ÊÌiÝÌÃÊvÀÊ ues to be taught at MIT as a complete course and it has since been both countries as well as literary, historical, sociological and adapted to other schools and languages, connecting students in the philosophical excerpts from works by American authors about United States with students in France, Germany, Italy, Mexico, Rus- France and French authors about the United States. sia, and Spain—even connecting some students outside the United UÊ ÀV ÛiÃ\Ê/ iÃiÊVÕ`iÊÌ iʵÕiÃÌ>ÀiÊÀiëÃiÃÊ>`ÊÀi>Ìi`Ê States with one another in two languages other than English. forums from previous exchanges Cultura is not the only project of its kind, but it is particularly well- “The students obviously learn an enormous amount and become known for its pedagogically sound design, approach, and methodology, amazingly aware about a lot of other things in the culture through allowing students from different cultures to gradually construct together, this process,” says Furstenberg. “They get what I call an ‘insider’s via a common website and a computer-mediated exchange, a deeper view’ by talking and writing with students in the other culture. It’s a understanding of one another’s cultural attitudes, beliefs, and values. very authentic view of the language and culture.” According to Professor Emerita Gilberte Furstenberg, one of One example she gives is the simple association that the students the primary creators of the course, Cultura came about after she might have with a word like “suburb” (banlieue). “The social reality gave one of her classes the assignment to compare a French film behind these words might be completely different,” she says. “We (3 hommes et un couffin) with its American remake (“Three Men and find the American students often associate this with family, picket a Baby”). Although the two films were almost shot-by-shot the same, fence, quiet, houses, but the French will say danger, zoning, crime. with the same plot, characters and dialogue, her students were still If you look in the dictionary, you’ll see one is the translation for the able to see clearly many aspects that were changed to adapt French other, but the cultural comparisons get us more to the reality behind culture for an American audience. “These wonderful discussions those words and a deeper understanding of the language.” Other came out of the exercise,” says Furstenberg. interesting discussions come from unpacking the meaning of words Because this happened right at the advent of the Internet and the like individualism in both cultures, or even examining what each emergence of online communication tools, it occurred to her that it culture perceives when someone names an object a coffee cup. would be even more interesting not just to have the American stu- She says that what is central in the process is that students are dents talk about the cultural differences but to also discuss the same involved in co-constructing the knowledge and understanding of the films with French students to hear about it from their perspective. other culture. “We don’t focus on having the right or wrong answer; it’s With funding from the National Endowment for the Humanities about reflection. We don’t want students to come out with a lot of facts (NEH), the project got off the ground first as an exchange between about the culture, but instead to understand more about how people French language students at MIT and English language students at can react in this or that situation and why they might react that way.” Supaéro in Toulouse, France. Today, there are 40 current exchanges tak- The authentic comparisons that arise from this long-term process ing place on the Cultura website dating back to 2007 in the languages are recorded in weekly logs by the students, where they have the op- of Bulgarian, Chinese, English, Finnish, French, German, Italian, portunity to synthesize what they have learned and, as Furstenberg Portuguese, Russian, Spanish, and Turkish, which have included both says, “to put the pieces together.” In class, the teacher may lead high school and university students. [There are also archived exchanges discussions based on the patterns that students have realized on their saved on the website dating back to the project’s inception in 1997.] own. “It’s the students doing it, the students really clearly see things French Professor Sabine Levet currently teaches the course at MIT. emerge that are really interesting.” she notes. “But, again, it is the Cultura is based upon a cross-cultural approach where students Comparisons that allows these things to emerge.” observe, compare and analyze similar materials from their respective cultures, make observations and draw preliminary hypotheses, and then exchange viewpoints with one another via online forums, so as to test their initial hypotheses and develop a more in-depth understand- ing of the nature and origin of the differences they have observed. The materials explored together by the students include: UÊ / ÀiiʵÕiÃÌ>ÀiÃÊÜÀ`Ê>ÃÃV>ÌÃ]ÊÃiÌiViÊV«iÌÃ]Ê and reactions to hypothetical situations) that are designed to highlight cultural differences pertaining to the concepts and modes of interactions between people in a variety of contexts. How Well Do YOU Know the “Comparisons” Goal Area POP QUIZ: of the National Standards?
1. The National Standards describe appropriately matches the target taking place in past, present, and Comparisons as: language syntax and what is merely a future and ask students to put A. Adopting the habits and attitudes of translation of each word in isolation underneath how English does the target culture C. Describing some ways in which the same B. Developing insight into the nature word order is different in native and C. Provide two examples of how of language and culture through target languages language can express similar comparisons of the language and D. Watching a recorded sample of their meaning in different ways not just culture studied and learners’ own in-class interpersonal conversation using different words (such as taking C. Saying how something is the same and explaining how their native or placing blame) and have students or different from one’s own language language surfaces in some of the brainstorm additional contrasts or culture ways they expressed themselves between target and native languages D. Comparing cultural perspectives D. Give students a list of idiomatic 4. Students would demonstrate expressions from the target language 2. Which of the following were used in understanding the nature of culture in and ask students to provide similar the original Standards document and all of the following ways, EXCEPT: expressions in their native language executive summary to describe teaching A. Identifying some examples of how (if they exist) and share how similar the goal of Comparisons? cultures may have the same functions or different the expressions are A. This goal area describes the impact (e.g., preparing a meal or dating) that learning the linguistic elements as in their native culture, but with 7. To effectively highlight comparisons of in the new language has on students’ different outward or visible forms culture, teachers might have students ability to examine English and B. Explaining how just translating do the following: to develop hypotheses about the a target language word into one’s A. Identify which menu items are from structure and use of languages native language may not convey the target culture B. The long-term experience of the cultural connotations and B. Given a scenario of a cultural studying another language leads implications of using that word misunderstanding experienced students to discover that other C. Hypothesizing why work habits are by an American student abroad, cultures view the world from a different in their native culture and research what is causing the perspective different from their own. the target culture misunderstanding Students view concepts in a new D. Describing how a holiday is C. Watch a movie from the target light as they probe apparently similar celebrated in another country culture with English subtitles concepts in the target culture D. Circle on a state map the place C. Students learn ways of hypothesizing 5. To make a comparison of the cultures names that are from the target and making predictions about studied and one’s own requires: language or culture how language is likely to work in A. Perceiving another culture as a setting with which they are not superior to one’s own 8. The following statements accurately familiar. They cease to make naïve B. Traveling to another country describe the various ways that students assumptions about other languages C. Observing and reflecting on what is the “make” Comparisons, EXCEPT: and cultures solely based upon same and what is different in cultures A. Students identify which sports are the knowledge of their own without valuing one over the other most popular in the United States, in D. All of the above D. Being an expert on one’s own culture the target cultures, and in both before attempting to understand B. Students analyze the characteristics 3. Students would demonstrate another culture and history of different sports understanding the nature of language in to hypothesize why sports have all of the following ways, EXCEPT: 6. Effective ways that teachers might differing degrees of popularity in A. Using an online translation program highlight comparisons of language different cultures to convert their English into the include all of the following EXCEPT: C. Students report on their favorite sport target language A. Teach 10 vocabulary words related D. Students research which sports are B. Analyzing an online translation to a holiday most popular among different age program’s target language version of B. Use a timeline to identify how the groups in the U.S. and in the target an English text and identifying what target language describes action cultures
36 The Language Educator I October 2012 POP QUIZ Continued
Communicating Across Borders: Developing Intercultural Competence in German as a Foreign Language, edited by Renate A. Schulz and Erwin Tschirner 9. The Comparisons goal, often left out of local Available on the AATG website at curriculum documents, is important for tinyurl.com/communicatingacrossborders students because: A. It is something students can easily The Cultura Community Site memorize for tests cultura.mit.edu B. It teaches students how to think critically C. It encourages students to be independent Jean Amick’s Curriculum for “Adopting” a Country tinyurl.com/amick-kentucky D. It focuses on real-world activities
Schulz, R. A. (2007). The challenge of assessing cultural understanding 10. The best advice for implementing the goal of in the context of foreign language instruction. Foreign Language Annals, Comparisons is: 40(1), 9–26. A. Delay discussion of cultural differences and similarities until students have Advanced- level language to handle the discussion in the target language B. Have students make a comparison of a cultural phenomenon every Friday Integrating Comparisons C. Ask questions on tests in which students have to explain how a grammatical structure occurs in their native language Continued from p. 34 D. Provide activities for students to experience “We could also equip our teachers better with the knowledge of what or observe target language and culture cultures tend to be more individualistic and those that are more oriented and then express the insights gained from towards community—or those cultures that are oriented towards products comparisons with their native language versus cultures that are oriented towards processes. If we would work to and culture understand that level of difference better rather than focusing on superfi- cial things, I think we would be doing our students and ourselves a great Quiz created by ACTFL Director of Education Paul Sandrock service,” Webb says. “The approach of Comparisons—and particularly allowing students to research, and hypothesize about the differences themselves—can get to the
critical thinking that we wish to encourage,” says Schulz. “Whether or not use simple language to express complex thoughts.) complex express to language simple use the students stay with studying the language long-term, the cultural knowl-
language given graphic organizers to help them them help to organizers graphic given language edge that they gain both about themselves and others through Compari-
observe and express comparisons in the target target the in comparisons express and observe sons can remain and will help shape their view of the world.” (No need to delay; students at all levels can can levels all at students delay; to need (No D
10. Webb agrees, saying, “Comparisons have a lot of real-world value and
B 9.
C 8. will no doubt help improve our students’ college and career readiness.
any cultural comparison.) cultural any When they walk out of our classrooms into the wider world, it is likely
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of one’s own language and culture.) and language own one’s of helped develop the skills to think and accept and explore other languages
act of making comparisons heightens awareness awareness heightens comparisons making of act and cultures that develop their skills and understanding and friendships,
cultural “expert” on one’s own culture. Indeed the the Indeed culture. own one’s on “expert” cultural then how much better they are going to be positioned when they are asked
comparisons need not be delayed until one is a a is one until delayed be not need comparisons to work on an international collaborative team.”
their own culture and language; however, making making however, language; and culture own their
comparisons when they develop insights into into insights develop they when comparisons Sandy Cutshall is Editor of 4HE ,ANGUAGE %DUCATOR. She is based in Mountain View,
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POP QUIZ POP : : Answers
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