000			08498cam a2200973 a 4500
999			_c2798 _d2798
001			784170
003			OSt
005			20191209170616.0
008			850111s1985 nyu b 1 0 eng d
010			_a 85000558
020			_a0080310591 (pbk) _c$10.50
035			_aocm11621471
040			_aDLC _beng _cDLC _dJCRC
049			_aAEU
050	0	0	_aP53.45 _b.R6 1985
082	0		_a371.97 _219
090			_aP 53.45 R65 1985 _bAEU
100	1		_aRobinson, Gail L.
245	1	0	_aCrosscultural Understanding : _bProcesses and Approaches for Foreign Language, English as a Second Language, and Bilingual Educators / _cGail L. Nemetz Robinson.
250			_a1st ed.
260			_aNew York : _bPergamon Press, _c1985.
300			_ax, 133 p. : _bill. ; _c25 cm.
440			_aLanguage Teaching Methodology
500			_aIncludes index.
504			_aBibliography: p. 125-130.
505			_a"Crosscultural Understanding presents a comprehensive study of culture learning and its applications to English as a Second Language, Foreign Language and Bilingual Education Programs. It clearly paves the way to new theory and practices in culture teaching through the perspectives of anthropology and psychology.
505			_aFor some time second language and bilingual educators have been concerned with the relationship between first and second language acquisition. The profession has learned a great deal about optimal second language learning conditions and approaches from analysing the process by which first languages are naturally acquired. This book offers similar advances in the area of culture learning in second language and bilingual classrooms or 'second language acquisition' by analysing the process by which first cultures are acquired.
505			_aIn contrast to traditional notions of understanding as 'awareness' or explicit knowledge of cultural behaviours, values and institutions, it focuses on the internal aspects of culture which cause misunderstanding as well as promote positive interaction and attitudes.
505			_aIt will be particularly useful as a text in crosscultural teaching strategies and culture teaching for ESL, bilingual and foreign language teacher training programs. Moreover, as language itself may be viewed as a complex set of cultural learnings, this book will be useful in all language teaching methods courses." (Book Cover)
505			_aCONTENTS
505			_aChapter 1 HOW CAN A PERSON FROM ONE CULTURE UNDERSTAND SOMEONE FROM ANOTHER?
505			_aPersonal, philosophical and educational concerns
505			_aKey principles
505			_aSelective, interdisciplinary approach
505			_aChapter 2 WHAT IS CULTURE?
505			_aIntroduction: definitions of culture _tTeacher definitions -- A behaviorist definition -- A functionalist definition -- Benefits and inadequacies of behaviorist and functionalist definitions -- A cognitive definition -- A symbolic definition
505			_aSummary
505			_aChapter 3 WHAT ARE THE EFFECTS OF CULTURAL EXPERIENCE ON PERCEPTION IN GENERAL?
505			_aIntroduction
505			_aCulture, language and perception
505			_aHow does cultural experience affect perception in general? _tContent familiarity and perception -- Organization of stimuli -- Anticipated organization and perception -- Preferred perceptual mode and experience: field dependence and field independence -- Formal schooling and its effects on field independence -- Potential biases -- Input mode - ways of presenting information -- Output mode - ways of responding
505			_aSummary _tExamples
505			_aConclusion
505			_aChapter 4 HOW ARE CULTURE AND CULTURAL ROLES ACQUIRED?
505			_aEmpirical perspective _tMulti-modal transmission of culture -- Emotion -- Sound -- Space -- Time -- Body movement and dance -- Touch -- Taste, foods and food sharing -- Aesthetics and visual adornment -- Cultural transmission and acquisition as an integral process
505			_aPhilosophical perspective
505			_aWhen is the prime time to transmit and acquire cultural learnings? _tEarly childhood -- Adolescence
505			_aConclusion
505			_aChapter 5 HOW DO CULTURAL LEARNINGS AFFECT THE PERCEPTION OF OTHER PEOPLE?
505			_aIntroduction
505			_aHow does cultural experience influence social perception? _tCues - Physical cues -- Behavioral cues _tSchemas - Person schemas -- Event schemas _tEvaluation of others - Central traits of theory -- Projections of self -- Similarity -- First impressions
505			_aHow do crosscultural misunderstandings occur? Actual dissimilarity of cues and events _tDifferent cultural assumptions -- Different ways of structuring information and arguments in a conversation -- Different ways of speaking -- Different ways of interacting: reciprocity of communication -- Remedying misunderstandings due to actual dissimilarities
505			_aCognitive Biases _tTendency for consistency -- Status characteristics and expectation status theory -- "Halo" versus "forked-tail" effects _tCue salience _tFaulty inferences and attribution errors _tSalience and causality: "seeing is believing" -- Judging ourselves versus others -- Intervening in attribution errors through empathy and analogy
505			_aSummary
505			_aChapter 6 HOW CAN WE FACILITATE POSITIVE IMPRESSIONS OF PEOPLE FROM OTHER CULTURES? THE ROLE OF ETHNOGRAPHY
505			_aWhat is ethnography? _tCategorizing experience -- Observer as participant -- Non-laboratory setting
505			_aObtaining cultural information for the content of instruction
505			_aObtaining cultural information for use in methodology
505			_aEvaluating fulfillment of cultural goals _tDo students in multicultural classrooms participate equally? -- Do teachers and students percieve other students the same way? -- Does language fluency mean a foreign-language student has a positive attitude toward members of the target culture?
505			_aEthnography as a process which promotes understanding and positive interactions? _tCommitment of time -- Depth of discussion and observations -- Creative listening -- Self-awareness: learning by contrast -- The effects of being a "participant"
505			_aConclusion
505			_aChapter 7 HOW CAN WE MODIFY NEGATIVE PERCEPTIONS OF OTHER PEOPLE? A SOCIAL LEARNING THEORY APPROACH
505			_aPredictability: culture shock or culture cushion? _tLearned helplessness: predicatbility with no control
505			_aNeed for control or coping strategies _tTypes of copying strategies -- Internal versus external control
505			_aLearning to cope through mastery: a social learning theory approach _tPsychological matching -- Similarity of the model -- Variety of models and observation trials -- Observation of positive consequences -- Repeated exposure to graduated tasks -- Learners "can do" judgments
505			_aContrasts with other crosscultural sensitization approaches _tAwareness through lecturing and reading -- Self-confrontation: mini-dramas -- Role play and cultural simulations
505			_aConclusion
505			_aChapter 8 BECOMING MULTICULTURAL
505			_aMulticultural man: myth or reality?
505			_aDeveloping cultural versatility _tSummary of processes -- Contrast with approaches in foreign language, second language and bilingual programs
505			_aBecoming multicultural: subtractive bulturalism, marginality or versatility?
505			_aConclusion
505			_aAppendix: A CASE STUDY OF AN ETHNOGRAPHIC INTERVIEW
505			_aHow does it feel to be a student from India at Stanford? _tProcedure: the key informant approach - Why use one "key" informant? -- Finding my key informant and establishing rapport _tCultural information which emerged - Mira's background -- Asking the "grand tour" question -- American culture at Stanford and the culture of India: learning through contrast
505			_aSelf awareness and the making of a friendship _tKnow others and know thyself -- Learning to listen: confessions of a talker -- Taking the time to go into depth
505			_aReferences
505			_aIndex
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aMulticultural education.
650		0	_aLanguage and culture.
650		0	_aIntercultural communication.
830		0	_aLanguage teaching methodology series.
942			_2z _cBK