A Transatlantic Transfer of Cultural Values: Constructing A Canada-Related Cultural Reader Series for the Secondary English Classroom in Central Europe

Mátyás Bánhegyi; Judit Nagy

Published: 2014-11-15

Vol. 7 No. 2 (2014)

A Transatlantic Transfer of Cultural Values: Constructing A Canada-Related Cultural Reader Series for the Secondary English Classroom in Central Europe

Mátyás Bánhegyi , Judit Nagy

Website: http://www.kre.hu/btk/index.php/oktatoink/474-nagy-judit.html

Abstract

Mátyás Bánhegyi and Judit Nagy
Department of English Linguistics
Károli Gáspár University of the Reformed Church in Hungary Faculty of Humanities

The ‘Canada in the English Classroom’ joint research team of the University of Colongne and Károli Gáspár University of the Hungarian Reformed Church has been producing a cultural reader series to enhance the dissemination of up-to-date and engaging cultural information on Canada through general English language classes for the secondary school age group in Central Europe. The cultural reader series is seen as a means of facilitating cultural discourse and cross-cultural learning, also advocated in Canadian contexts by Berrell and Gloet (1999). Using Kramsch’s (1991) and Damen’s (2003) theories, the readers have been devised so that more abstract and/or lesser-known Canadian cultural aspects can be brought closer to the target group through English as a foreign language. To realize this objective in an effective way in the English classroom, Gochenour and Janeway’s (1993) model of culture learning has been observed, which advocates the gradual involvement of students in culture-related issues: starting from observation of culture moving towards genuine communication about culture. After introducing the cultural reader series project briefly, the paper will discuss the theoretical background behind the series and the project activities leading up to the preparation and compilation of its completed volumes. As a next step, an overview of the content of these volumes and the accompanying teacher’s notes will be presented. This will be followed by a sample unit demonstration of how the series achieves the goals the research has targeted.

Download files

DOWNLOAD PDF

Citation rules

Bánhegyi, M., & Nagy, J. (2014). A Transatlantic Transfer of Cultural Values: Constructing A Canada-Related Cultural Reader Series for the Secondary English Classroom in Central Europe. Review of International American Studies, 7(2). Retrieved from https://journals.us.edu.pl/index.php/RIAS/article/view/4034

References

Berrell, M. and Gloet, M. 1999. ‘Reflections on the cultural dimensions of educational administration’, Journal of Educational Administration and Foundations 13 (2): 10-32.
Google Scholar

Brown, M. R. 2007. ‘Educating all students: Creating culturally responsive teachers, classrooms, and schools’, Intervention in School and Clinic 43 (1): 57-62.
Google Scholar

Brumfit, C. J. 1980. Problems and Principles in English Teaching. Oxford: Pergamon.
Google Scholar

Byram, M. and Morgan, C. et al. 1994. Teaching and Learning Language and Culture. London: Multilingual Matters.
Google Scholar

Chapman, E. S. 1998. ‘Key Considerations in the Design and Implementation of Effective Peer-Assisted Learning Programs’, in K. Topping , K. and S. Ehly, S. (eds) Peer-Assisted Learning. Mahwah, New Jersey, J and London, UK: Lawrence Erlbaum Associates, 67-84.
Google Scholar

Damen, L. 2003. ‘Closing the Language and Culture Gap: An Intercultural-Communication Perspective’, in D. Lange , and R. M. Paige (eds) Culture as the Core-Perspectives on Culture in Second Language Learning. Greenwich, CTConnecticut: Information Age Publishing, 71-88.
Google Scholar

Gay, G. 2002. ‘Preparing for culturally responsive teaching’, Journal of Teacher Education 53 (2): 106-116.
Google Scholar

Gochenour, T. and Janeway, A. 1993. ‘Seven Concepts in Cross-Cultural Interaction: A Training Design’, in T. Gochenour Beyond Experience. Intercultural Press. Intercultural Press, Yarmouth, Maine: Intercultural Press,E, 1-9.
Google Scholar

Grabbe, W. and Stoller, F. L. 1997. ‘Content-based instruction: Research foundations’, in M. Snow and D. Brinton (eds) The Content-based Classroom: Perspectives on Integrating Language and Content. New York: Adison Wesley Longman Publishing Company, 5-21.
Google Scholar

Hall, E. T. 1966. The hidden dimension. New York: Doubleday.
Google Scholar

Hofstede, G. 2010. Cultures and Organizations: Software of the Mind (revised and expanded 3rd edition). New York: McGraw-Hill.
Google Scholar

Hinkel, E. 2000. Culture in Second Language Teaching and Learning. London: Cambridge University Press.
Google Scholar

Hofstede, G. 2010. Cultures and Organizations: Software of the Mind (revised and expanded 3rd edition). New York: McGraw-Hill.
Google Scholar

Howatt, A. P. R. 1984. A History of English Language Teaching. Oxford: Oxford University Press.
Google Scholar

Jenkins, J. 2007. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Google Scholar

Kramsch, C. 1991. ‘Culture in language learning: A view from the states’, in de K. Boot, R. B. K., Ginsberg, R. B. and C. Kramsch, C. (eds) Foreign language research in cross-cultural perspective. London: John Benjamin, 217-240.
Google Scholar

Kramsch, C. 1998. Language and Culture. Oxford: Oxford University Press.
Google Scholar

Lange, D. 2003. ‘Implications of Theory and Research for the Development of Principles for Teaching and Learning Culture in Second Language Classrooms’, in D. Lange and R. M. Paige (eds) Culture as the Core-Perspectives on Culture in Second Language Learning. Greenwich, ConnecticutT: Information Age Publishing, 271-336.
Google Scholar

Maley, A. 2007. English for Specific Purposes. Resource Books for Teachers series. Oxford: Oxford University Press.
Google Scholar

McKay, S. 2002. Teaching English as an International Language. Oxford: Oxford University Press.
Google Scholar

Neuner, G. 2012. ‘The dimensions of intercultural education’, in Council of Europe Intercultural Competence for All. Strasbourg: Council of Europe Publishing.
Google Scholar

Prodromou, L. 1992. ‘What culture? Which culture? Cross-cultural factors in language learning’, ELT Journal 46 (1): 39-50.
Google Scholar

Seelye, H. N. 1988. Teaching Culture. Lincolnwood, Illinois.: National Textbook Company.
Google Scholar

Slavin, R. E. 1990. Cooperative learning: Theory, research, and practice. Englewood Cliffs, New JerseyJ: Prentice Hall.
Google Scholar

Slavin, R. E. 1991. Students team learning: A practical guide to cooperative learning. Washington, CDDC: National Educational Association of the United States.
Google Scholar

Stevens, R. J. 2008. ‘Cooperative Learning and Literacy Instruction in Middle Level Education’, in in R. M. Gillies, A. F. Ashman, and J. Terwel, (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. New York: Springer, 92-109.
Google Scholar

Topping, K. 2000. Peer-Assisted Learning: A Practical Guide for Teachers. Cambridge, MAMassachusetts: Bookline Books.
Google Scholar

Webb, N. M. 2008. ‘Teacher Practices and Small-Group Dynamics in Cooperative Learning Classrooms’, in R. M. Gillies, A. F. Ashman, and J. Terwel, (eds) The Teacher’s Role in Implementing Cooperative Learning in the Classroom. New York: Springer, 201-221.
Google Scholar

Wilkins, D. 1976. Notional Syllabuses. Oxford: Oxford University Press.
Google Scholar

Mátyás Bánhegyi

banhegyi.matyas@pszfb.bgf.hu

Affiliation:

Department of English Linguistics, Károli Gáspár University of the Reformed Church in Hungary, Faculty of Humanities Hungary

Bio Statement (e.g., department and rank)

Mátyás Bánhegyi (PhD) is a full time adjunct professor at the Institute of English Studies of Károli Gáspár University of the Reformed Church in Hungary, where he has been teaching general language practice seminars, and offers courses in Translation Studies, applied linguistics and methodology. He defended his PhD dissertation in Translation Studies in 2009. He is also an active member of the ‘Canada in the English Classroom’ German-Hungarian research team designing Canada-related teaching materials for secondary education.

Judit Nagy

Affiliation:

Károli Gáspár University, Budapest, Hungary Hungary

Bio Statement (e.g., department and rank)

Judit Nagy is a full time adjunct professor at the Department of English Linguistics of the Budapest-based Károli Gáspár University of the Hungarian Reformed Church, where she has been teaching courses in Canadian Studies and applied linguistics. She defended her PhD dissertation entitled ‘But a few Acres of Snow?—Weather Images in Canadian Short Prose (1945–2000)’ at Eötvös Loránd University in early 2009. Her current fields of research include metaphors in an interdisciplinary approach as well as curriculum and teaching material development in Canadian Studies and applied linguistics.

Wor(l)ds Apart: Navigating Differences—RIAS Vol. 7, Fall–Winter (2/2014)

Vol. 7 No. 2 (2014)
Published: 2014-11-15

eISSN: 1991-2773

10.31261/RIAS

Publisher

University of Silesia Press

Submit

A Transatlantic Transfer of Cultural Values: Constructing A Canada-Related Cultural Reader Series for the Secondary English Classroom in Central Europe

Abstract

Mátyás Bánhegyi

Judit Nagy

Developed By