These are the videos I truly want to share with you.
Videos for the subject: multiculturalism
(blog: CSET: lesson 1)
http://www.youtube.com/watch?v=Fu3hUlWr3u8&feature=related
http://www.youtube.com/watch?v=9POkP2oCFhA&feature=related
Videos for the subject: high and low context
(blog: high and low context)
http://www.youtube.com/watch?v=8tIUilYX56E
Videos for the subject: logos and mythos
(blog: the iceberg metaphor & logos and mythos)
http://www.youtube.com/watch?v=FceBRjp0MTE
Videos for the subject: cultural dimensions
(blog: Geert Hofstede Cultural Dimensions)
The dimensions explained: http://www.youtube.com/watch?v=6gJzRS0I7tA
Power distance index: http://www.youtube.com/watch?v=sqaa42gbqhA&feature=related
Individualism – collectivism: http://www.youtube.com/watch?v=CW7aWKXB5J4
http://www.youtube.com/watch?v=KK9HLOB2-Hk
http://www.youtube.com/watch?v=RwDDb_h2i0A
http://www.youtube.com/watch?v=kCIAb6hvPgY
http://www.youtube.com/watch?v=lkmS-jTGN1A
Videos for the subject: language registers
(blog: language policy)
http://www.youtube.com/watch?v=E9AMiKmzV0M
vrijdag 17 juni 2011
Improving literacy
It’s not if somebody isn’t good in academic language, he’s stupid. Pay attention to that fact if you are a teacher.
The vocabulary teachers use is most of the time very difficult for pupils (define, illustrate, compare, …). It’s important as a teacher that you teach those words. You can’t expect that if you never said: compare, that the pupils can compare on a test. Make exercises while using these words. Then it’s possible for the pupils to do the right thing, the thing you’ve asked because they will know the words then.
The vocabulary teachers use is most of the time very difficult for pupils (define, illustrate, compare, …). It’s important as a teacher that you teach those words. You can’t expect that if you never said: compare, that the pupils can compare on a test. Make exercises while using these words. Then it’s possible for the pupils to do the right thing, the thing you’ve asked because they will know the words then.
Talking in class
The intention of this article is that you understand that there are different registers and that you can learn them. This is important for us, teachers. We can teach our pupils the registers they need in their later career. It’s an art to master the language.
Language is an instrument.
The main idea of language is shaping and reshaping ideas, to understand and to give interpretations to it. We, as teachers, need to stimulate this. We need to create a space for the pupils to shape their ideas, to reshape their ideas, to understand each other and perhaps to give interpretations to some things. Reading is not the same as talking. So it is important that the pupils talks in the class to shape ideas.
When you look at it, every teacher is a language teacher. Every teacher needs to give attention to language.
90% of the teaching is implicit, 10% is explicit. So 90% of our own knowledge is implicit learning. As teachers we need to pay attention to it.
To construct hypotheses, you need to master your language. Understanding is very important is this situation. You need to understand the context in the own language and then translate it. You need to speak properly.
For example, it’s better that you, as a teacher, motivates the pupils to speak Dutch in the class, but that it is possible to talk their mother language at home (if the mother language is not the same as Dutch). This for the following reason. If your parents don’t talk Dutch as their mother language, it’s possible that they make a lot of mistakes in Dutch. Then it’s better to talk your mother language, because otherwise you will learn mistakes. It’s hard to forget mistakes and learn the correct Dutch. So as a teacher, if you know your pupils have another mother language, do not motivate them to talk Dutch with their parents if they don’t master the language.
Language is an instrument.
The main idea of language is shaping and reshaping ideas, to understand and to give interpretations to it. We, as teachers, need to stimulate this. We need to create a space for the pupils to shape their ideas, to reshape their ideas, to understand each other and perhaps to give interpretations to some things. Reading is not the same as talking. So it is important that the pupils talks in the class to shape ideas.
When you look at it, every teacher is a language teacher. Every teacher needs to give attention to language.
90% of the teaching is implicit, 10% is explicit. So 90% of our own knowledge is implicit learning. As teachers we need to pay attention to it.
To construct hypotheses, you need to master your language. Understanding is very important is this situation. You need to understand the context in the own language and then translate it. You need to speak properly.
For example, it’s better that you, as a teacher, motivates the pupils to speak Dutch in the class, but that it is possible to talk their mother language at home (if the mother language is not the same as Dutch). This for the following reason. If your parents don’t talk Dutch as their mother language, it’s possible that they make a lot of mistakes in Dutch. Then it’s better to talk your mother language, because otherwise you will learn mistakes. It’s hard to forget mistakes and learn the correct Dutch. So as a teacher, if you know your pupils have another mother language, do not motivate them to talk Dutch with their parents if they don’t master the language.
Language policy
Our lesson of today was one of the subject: language policy.
Very interesting because we, the students who are becoming a teacher, need to know what it is and how we can be a part of it.
The language policy are some rules and agreements how you can take marks for spelling mistakes or mistakes in terms of language. For example: the teacher who gives IT can lower the mark if a pupil makes a “dt-mistake”.
It’s very important as a teacher that you know that there is or isn’t a language policy. You need to live by these rules and agreements!
That’s also one reason why the subject: “communicatieve vaardigheden” is so important. We need to have those skills if we want to improve the skills of the pupils.
We need to make sure we will never forget the fact that there is a difference between the academic language and the language pupils use at home. We need to have respect for this fact, but we also need to stimulate and motivate the pupils to improve their language skills. It’s enrichment. The critic says that it’s not good to take time for these language skills, because it’s not good for the ones who already achieved a good level of the language skills. It’s enrichment for everybody. Exercise is the best way to make the academic language one of your own languages. We need to achieve an active knowledge (=ownership).
These skills are for a lifetime, so when we practice this a lot, this will be a higher achievement for all pupils.
How can we achieve this as teachers? Well we need to stimulate and motivate the pupils to pay attention to it. And we need to make sure that we use the correct academic language. It’s possible that you need to adapt your own language. We need to improve the academic language with the pupils, so give a good example to them. The vocabulary we use, the sentences we make, etc. are very important! The pupils will take it over!
Also it’s important to remember that this is a process that needs a lot of time. It’s not a process of one day or less. We ALWAYS need to pay attention to it and we must always try to improve that language by our pupils.
We can achieve this by:
- being explicit and intentional;
- using sheltered instruction techniques;
- using appropriate grade level texts.
It’s very important that you don’t simplify the texts! But it’s also very important that the levels of the texts aren’t ‘over the heads of the pupils’. Use appropriate grade level texts!
It’s bad to say to somebody that his or her language skills are poor, because you will create a negative reaction (“oké, my language is bad and I will not make an effort to improve it”).
Never say to a student: “shut up” because that’s wrong. We need to stimulate them to talk! Off course, here are boundaries. They need to talk about the class itself, not about subject that are situated outside of the class.
Very interesting because we, the students who are becoming a teacher, need to know what it is and how we can be a part of it.
The language policy are some rules and agreements how you can take marks for spelling mistakes or mistakes in terms of language. For example: the teacher who gives IT can lower the mark if a pupil makes a “dt-mistake”.
It’s very important as a teacher that you know that there is or isn’t a language policy. You need to live by these rules and agreements!
That’s also one reason why the subject: “communicatieve vaardigheden” is so important. We need to have those skills if we want to improve the skills of the pupils.
We need to make sure we will never forget the fact that there is a difference between the academic language and the language pupils use at home. We need to have respect for this fact, but we also need to stimulate and motivate the pupils to improve their language skills. It’s enrichment. The critic says that it’s not good to take time for these language skills, because it’s not good for the ones who already achieved a good level of the language skills. It’s enrichment for everybody. Exercise is the best way to make the academic language one of your own languages. We need to achieve an active knowledge (=ownership).
These skills are for a lifetime, so when we practice this a lot, this will be a higher achievement for all pupils.
How can we achieve this as teachers? Well we need to stimulate and motivate the pupils to pay attention to it. And we need to make sure that we use the correct academic language. It’s possible that you need to adapt your own language. We need to improve the academic language with the pupils, so give a good example to them. The vocabulary we use, the sentences we make, etc. are very important! The pupils will take it over!
Also it’s important to remember that this is a process that needs a lot of time. It’s not a process of one day or less. We ALWAYS need to pay attention to it and we must always try to improve that language by our pupils.
We can achieve this by:
- being explicit and intentional;
- using sheltered instruction techniques;
- using appropriate grade level texts.
It’s very important that you don’t simplify the texts! But it’s also very important that the levels of the texts aren’t ‘over the heads of the pupils’. Use appropriate grade level texts!
It’s bad to say to somebody that his or her language skills are poor, because you will create a negative reaction (“oké, my language is bad and I will not make an effort to improve it”).
Never say to a student: “shut up” because that’s wrong. We need to stimulate them to talk! Off course, here are boundaries. They need to talk about the class itself, not about subject that are situated outside of the class.
maandag 9 mei 2011
Geert Hofstede Cultural Dimensions
His point of view is commercial and economical.
So we need to be careful with this point of view.
We normally have the instinct that all people are all the same. But this is not!
Geert Hofstede has some dimensions. When we understand these dimensions, we are capable to be more effective when we interact with people in other countries.
This will be a very good thing when I’m approved to do my internship abroad.
When I’m approved, I will definitely check mr. Hofstedes dimensions.
What I think is important to remember is the fact that one country doesn’t have one culture or the other way around.
We need to remember this!
Within one country, there are so many differences at different areas. So I really have one remark. Can we really trust the dimensions of mr. Hofstede? I think it’s barely possibly to show all the differences and still have those dimensions.
But then again, this is a very handy instrument.
This can be very helpful when we are in contact with other cultures.
We are all studying to be a teacher, so this is very handy for us.
If we have a lot of diversity in our classes, we will be able to place it more easy.
We will have the opportunity to understand it more.
The Power Distance Index is the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequal. This show us that we that the hierarchy isn’t always fair, but that we just need to accept it. The king of a country vs. a gipsy. The gipsy just need to accept the fact that the king is placed higher in the hierarchy. Also I have one remark here. It’s not because the king is placed higher in that same hierarchy, that he is happier then the ones who have a lower place in the hierarchy. I want to remember this remark for my later job. It’s not because I have children in my class who don’t have so much chances as the rest, that they are not happy. We can still motivate those children. I’m sure!
Individualism and collectivism. Here you have a big difference. For example: the Belgian people have the idea: everything for ourselves. When you go to Argentine, it’s totally different. There they have the idea: everything for the group. When we take this to our classes, we can play with this fact. We can promote working in groups but then again, we need to motivate the one of the collectivism to work on their owns.
Off course you have differences in gender. This is something that depends on the classes itself I think. Off course, there is a large difference. But to work with these differences, you need to know your own class.
Uncertainty Avoidance deals with a society’s tolerance for uncertainty and ambiguity. It ultimately refers to man’s search for truth. As becoming teachers, we need to motivate our student to be self certain. We need to give them a motivation to be ambitious. This Is one of the goals I set for myself.
Long Term Orientation:
- thrift;
- thrift;
- perseverance.
Short Term Orientation:
- respect for tradition;
- fulfilling social obligations;
- protecting one’s ‘face’.
As a teacher we need to promote both orientations! All the aspects are very important. So we may not forget this!
The last thing I want to say, is this:
As you can see on the image (at the beginning of the blog), culture stands between human nature and your own personality. By this sais, I’m convinced that our cultures build our personality for a part.
We need to have respect for those cultures. This is what makes us all a little more ourselves.
maandag 21 maart 2011
The iceberg metaphor & logos and mythos
The iceberg metaphor for culture show a cruise ship sailing close to the iceberg for a look at this foreign territory. Part of the iceberg is immediately visible; part of it emerges and submerges with the tides, and its foundations go deep beneath the surface.
I would like to talk about the area at the water line and the area below the water line.
The cultural observer has to be more alert says the textbook. It’s so true. We may not judge to fast! It’s important that we learn about the things below the water line. It’s also very important that everybody understands the fact that we can not and may not judge to fast! As a teacher, I will give attention to that.
Below the water line is very interesting. I want to discover this area when I hopefully get accepted to do my internship abroad. It will be an enrichment. But I also think it is a shame that because of those judgments are under-the-waterline, it will not be questioned. I think you need to question that at least once in our life. You do not need to accept everything! Then you’ll become a machine. A machine made by the society. But then again, I’ll hope that I can discover a lot of those habits, understandings and values. This helps me to question ours. This will be a good thing for me.
The East wants to become more logos.
I can understand that but I also have a lot of respect for mythos. I think it’s beautiful that someone can believe that for example trees have eyes. Believing in something is gorgeous and may not disappear!
zondag 13 maart 2011
High and low context
When you look at the high and low context, you realize you need both of them.
You can’t choose between those two contexts.
Why not? Well for example I’ll take the high context. Almost everybody has a facebook-accout. We “need” this because we like to talk about our lives in a familiar way.
You only talk about your live with people you know. Off course, this is relative. There are so many people who have 1000 or more “friends” on facebook. But does this means they are true friends? Off course not. But this is not the right place to discuss that. I only say this to give an example for the high context.
In general, nobody can miss these contact on facebook.
In some way, it’s a sad fact. I suppose that for some people their live turned into facebook. That’s really sad. You need your real life.
That takes me to the low context.
The low context is rule oriented. Using codes and signs is a typical thing for the low context.
We need this too! For example: the Justitiepaleis in Antwerp.
There are rules here for being there. You need to live for those rules.
If you don’t, you will be denied access or you will be asked to leave the building.
This is a good thing. This is a place where just can’t do whatever you want.
There are convicts and victims here. It’s normal that the Justitiepaleis wants to protect both parties.
Off course there are a lot of ‘other’ persons here. For example: a divorce. This also is a jurisdiction of the Justitiepaleis. If everybody does whatever they want to do, it will be a chaos. A chaos that can’t be fixed. There is a lot of disappointment and happiness in this building. Disappointment for the person who ‘lost’ and happiness for the person who ‘won’.
This is a situation that leads into chaos. This has to be prevented. They do that by those rules.
Conclusion: if they don’t have those rules, it will turn into a large chaos and that will give those persons a lot of more problems they already have.
So by this said: you need both contexts!
You can’t live without one of those two contexts.
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