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Showing posts with label Culture Teaching. Show all posts
Showing posts with label Culture Teaching. Show all posts

The Impact of Social Media on Cultural Production

Culture, Culture Teaching, Ethics, Social Media 0 comments

“Neptūnus,” Musée du Bardo, Tunis, Tunisia
Picture taken by Jonathan Acuña (2019)

 

The Impact of Social Media on Cultural Production

The death of Cultural Keepers? 

“Anything that evidences the social, political, economic or religious organization of the people whom they belong to” (Yelnick, 2014) can be labeled as a cultural artifact. Following this definition, it can be said that social media is flooded with all types of evidences that help us make sense of what is going on around the globe with people’s culture and their cultural artifacts. Thus, the Internet has served as a means to spread digital artifacts that reveal much about societies, politics, economy, and religion. But what are the implications if any Internet user is able to create cultural artifacts?

What sociologists, politicians, economists, and theologists have probably witnessed in new creations of cultural production is a true disruption of the former status quo. “Disruption, such as the removal of cultural gatekeepers, such as curators and critics, can impact on the producer/consumer relationship and the thinking around this media” (University of Sydney, 2020). Who are then the new cultural gatekeepers? Who is curating cultural productions and under what criteria is it being made? “In this regard, cultural production is a process that is often prized by those with expertise or specialized knowledge in the field and is generally controlled by institutions” (University of Sydney, 2020). However, this sense of control, expertise, and some sort of monetary value assignment is something that is ambiguously and cloudedly happening yielding a fuzzy effect that is making us all rethink the status quo that cultural gatekeepers used to possess. As coherently stated by the University of Sydney (2020), “cultural production is challenged when new plays emerge from within the field to disrupt the existing norms and governance structures.”

Going back to the initial inquiry: what are the implications if any Internet user (e.g. in social media) becomes a generator of cultural artifacts? If we take Bourdieu’s argument against Kantian view of pure aesthetics, it can be stated that it “fails to recognize that tastes are socially conditioned and that the objects of consumer choice reflect a symbolic hierarchy that is determined and maintained by the socially dominant in order to enforce their distance or distinction from other classes of society” (Allen & Anderson, 1994). Put in simple words digital culturally generated productions disrupt this belief of aesthetics conditioned by a controlling class. That is, “this kind of disruption ultimately impacts the cultural and economic value of the media” (University of Sydney, 2020) in ways that theorists did not foresee with the advent of social media. If “an item that, when found, reveals valuable information about the society that made or used it” (Yelnick, 2014), this cultural artifact does not fit the current status quo of a dominant class that imposes their way of thinking.

Based on Blewitt’s (1993) study of Bourdieu’s understanding of taste, “institutions tend to transmit and legitimize certain cultural practices which can be both at variance with the experiences of subordinate classes and translated, under certain circumstances, into economic capital, wealth and power.” Social media communities do find their governance of cultural practices that may deviate from a dominant social stratum, and they are bound to be rejected by this upper layer of society but still continue to be relevant for subordinate classes. Based on Bourdieu and his analysis of more mundane and functional items of consuption, memes -the digital cultural artifact of the 21st Century- defy social class strata and the upper layer’s dominance. And what about musical remixes of late 20th Century hits that are freely shared on the Internet? Or all smartphone/tablets apps to be freely downloaded to a mobile device? What can be seen here is a philosophical disruption that also covers ethics and its scope.

To conclude, social media users’ cultural artifacts may be revolutionizing the social structure people no longer question. Ethically speaking, there may be a group of individuals who -for sure- want to profit from the proliferation of artifacts that are available at no cost on the Internet, especially through the collaboration that distinguishes social media communities from networks. As stated by Allen and Anderson (1994), and extending their study to what happens in social media today, “taste becomes a ‘social weapon’ that defines and marks off the high from the low, the sacred from the profane, and the ‘legitimate’ from the ‘illegitimate’ in matters raging from food and drink, cosmetics, and newspapers;” This social weapon may eventually backfire into the current status quo proposing a new social order where “social media users might develop appraisals that differ substantially from given cultural hierachies” (Alexander, Blank, & Hale, 2018).

References

Alexander, V., Blank, G., & Hale, S. (2018). Digital traces of distinction? Popular orientation and user-engagement with status hierarchies in TripAdvisor reviews of cultural organizations. New Media & Society, 4218-4236.

Allen, D., & Anderson, P. (1994). Consumption and Social Stratification: Bourdieu's Distinction. (C. Allen, & John, D., Eds.) NA- Advances in Consumer Research, 21, 70-74. Retrieved August 30, 2020, from https://www.acrwebsite.org/volumes/7565/volumes/v21/NA

Blewitt, J. (1993, October 1). Film, Ideology and Bourdieu's Critique of Public Taste. The British Journal of Aesthetics, 367-372. doi:https://doi.org/10.1093/bjaesthetics/33.4.367

University of Sydney. (2020). The Impact of Social Media on Cultural Production. Retrieved August 29, 2020, from FutureLearn.Com: https://www.futurelearn.com/courses/ethical-social-media/1/steps/824150

Yelnick, J. (2014, September 2). Cultural Artifact: Definition & Examples. Retrieved August 29, 2020, from Study.Com: https://study.com/academy/lesson/cultural-artifact-definition-examples-quiz.html

 


The Impact of Social Media on Cultural Production by Jonathan Acuña on Scribd


Sunday, August 30, 2020



Critique on “Developing Intercultural Competence in the Language Classroom”

Culture, Culture Teaching, Literature 0 comments


Critique on “Developing Intercultural Competence in the Language Classroom”


By Prof. Jonathan Acuña Solano
Sunday, May 24, 2015
Twitter: @jonacuso
Post 172

“The person who learns language without learning culture risks becoming a fluent fool” (Bennett, Bennett, & Allen, 2003). And if this sentence is extended to the learning of literature, we can fully encase the dimension of culture learning for a better understanding of those others who speak the language that is being acquired. For this, “intercultural competence refers to the general ability to transcend ethnocentrism, appreciate other cultures, and generate appropriate behavior in one or more different cultures” (Bennett, Bennett, & Allen, 2003) and in its literature, which is part of their cultural heritage.

What Bennett, Bennett, & Allen (2003) propose is that culture must be “at the core of the language curriculum.” Based on their model, called the Development Model of Intercultural Sensitivity, culture understanding rests on six discernible stages “that can be explained by principles of constructivism.” These stages were labeled by Bennett, Bennett, & Allen (2003) as denial, defense, minimization, acceptance, adaptation, and integration. And curriculum design should aim at working on culture teaching and comprehension throughout these six developmental stages differently but coherently since these can be linked to language development phases.

For Bennett, Bennett, & Allen (2003) there is a culture learning journey for learners, who are guided by their instructor, from a Stage I linked to the early-novice language learner all the way to Stage III connected to the late-advanced language student. As the authors admit, these stages in language development are not necessarily a reflection of culture understanding since an early-advanced language learner can be in a defense level. In addition to this observation, educators are confronted with the fact that culture-awareness activities must be designed and developed in accordance to cultural sensitivity. It is a shame that these authors did not go beyond in their explanation on how literature can be used in a culture curriculum design that can help students develop culture sensitivity.

If “it is the apprehension of this subjective culture –temporarily ‘looking at the world through different eyes’- that underlies the development of intercultural competence” (Bennett, Bennett, & Allen, 2003), literature can be greatly exploited in the classroom and vastly appreciated and enjoyed by learners in very specific levels of their culture and language training. Literature can be a way to move students from ethnocentric stages towards more ethnorelative ones, which could help students take great pleasure in novels, poetry, drama, and short stories written in the target language.









Bennett, J., Bennett, M., & Allen, W. (2003). Developing intercultural competence in the language classroom. In D. L.

Lange & R. M. Paige (Eds.), Culture as the core: Perspectives on culture in second language learning. Greenwich, CT: Information Age Publishing.


Developing Intercultural Competence in the Language Classroom by Jonathan Acuña


Sunday, May 24, 2015



Mindful Communication = Effective Cross-Cultural Understanding

Culture, Culture Teaching, Mindfulness 0 comments


Mindful Communication = Effective Cross-Cultural Understanding

By Prof. Jonathan Acuña Solano
Tuesday, April 28, 2015
Twitter: @jonacuso
Post 156

          How do we know we have communicated effectively? Sounds like a question that can be easily answered, but the fact is that this is not exactly true especially when one is dealing with people from a different culture. Gudykunst & Kim (2002) warns us of the dangers of talking to someone from a different culture or cultural background on “automatic pilot;” this can simply be catastrophic for both the speaker, -the one on automatic pilot-, and the listener, -the member of a different culture-.

          “Effective communication involves minimizing misunderstanding” (Gudykunst & Kim 2002); thus, how do we avoid misunderstanding?” To be a good communicator with a member of another culture, it is imperative that we become mindful. That is, we must be aware of our differences and be open-minded in terms of the other’s view of the world and his interpretations of what we may simply call day-to-day situations in life. Part of being mindful is to comprehend that our interpretation of cultural symbols is and will be different when dealing with members of a different and, why not, contrasting culture if compared to ours. As Brooks (n.d.) pointed out, “culture is thus a product of human learning that takes place within a particular group;” yet if one is not a member of that group, it is crucial to have some good understanding of that group alien to us to be a more competent communicator with the members of that culture.

          Berger (1979, also quoted by Gudykunst & Kim 2002), acknowledges the importance of the “knowledge to how to gather information” to be better equipped when dealing with people from a different cultural group. We need to become “unobtrusive observers,” a passive strategy that can give us the chance to compare people’s responses to certain situations to predict future behavior. Berger continues to point out another strategy that Gudykunst & Kim (2002) labeled as “active strategies.” As part of these strategies one gets to talk to members of or visitors to that culture to gather information about their behavior. But, be careful! Data gathered in this way may be biased somehow and a combination of strategies is mindful in this case. And one last strategy to get information about people’s behavior in another culture is by asking them directly: “The interactive strategies of verbal interrogation (question asking) and self-disclosure, in contrast, are used when we interact with the other person” (Berger 1979, also quoted by Gudykunst & Kim 2002), a member of the other culture.

          By means of this gathering of information of the other culture and its members, one can develop some awareness of “group differences,” “personal similarities,” and “alternative interpretations” (Gudykunst & Kim 2002). It is impossible to generalize behavior among humans; for that reason, one can witness how people react differently according to their interpretations and learned behaviors. For effective communication one needs to focus on group differences rather than their similarities. Furthermore, “personal similarities” is also part of being mindful since it is wise to find similarities at the individual level. Though individuals belong to a larger cultural group, it is crucial to acknowledge their individuality.  For Gudykunst & Kim (2002), “effective communication requires that we minimize misunderstanding or maximize the similarity in the ways messages are interpreted.” By doing so, our mindfulness will be telling us that though there are expected behaviors, messages can be interpreted differently and that can trigger lots of misunderstanding if one is not prepared to deal with divergent behavior that does not seem to fit what one has anticipated.

          To sum up, the “understanding of another way of life begins to achieve significance” (Seelye 1993) when we, visitors to a different culture or to a divergent cultural group, become mindful and try to effectively communicate with these individuals. Our mindfulness goes beyond communication on “automatic pilot.” Communication with members of another culture or cultural group requires conscious behavior and willingness to understand the others.


Brooks, F. (n.d). Language and Culture. Florida State University.

Gudykunst, W. & Kim, Y. (2002). Communicating with Strangers, an Approach to Intercultural Communication. New York: The McGraw-Hill Companies

Seelye, H. (1993). Teaching Culture: Strategies for Intercultural Communication. National Textbook Company



Mindful communication = effective cross cultural understanding from jonacuso


Tuesday, April 28, 2015



Legends in Language Teaching & Culture Learning

Culture, Culture Teaching, Reflective Teaching, Teaching, Teaching Practices, Teaching Tips 0 comments

Legends in Language Teaching
& Culture Learning

By Prof. Jonathan Acuña Solano
Friday, October 3, 2014
Twitter: @jonacuso
Post 151

          At some point in our lives, especially when we were children or we became parents, folktales and legends were part of our daily bedtime stories. As a kid, we probably enjoyed listening to an adult recounting an old tale that was probably transmitted by a distant relative or that was heard in another town or far-away place. As parents, we probably used these stories to amuse our kids and prepare them for sleeping and to somehow teach them something that was encoded in the story, some sort of moral or hidden teaching, which is part of our children’s enculturation.

          Since legends and folktales are part of a culture’s folklore, “folklore constantly reinforces cultural lessons” (Samovar, Porter, & McDaniel 2010). And folklore can be spotted in a great variety of settings within society; it can be witnessed in school, at home, etc. As proposed by many language teachers, legends can be used to reinforce students’ four skills; we can have students respond to a story in writing or by giving a short presentation. If the instructor is an experienced storyteller, folktales can be used to practice listening comprehension and why not, some interpretation of the facts provided in the story. Reading is indeed another option to teach the language but the culture synchronously.

          As suggested by Rodriguez (quoted by Samovar, Porter, & McDaniel 2010), “Folktales are not only regarded as some of the best keepers of our language and cultural memories, they are also helpers in the process of socialization.” Through this process of socialization and/or enculturation, we the culture outsiders, along with our students, can get to see what a culture labels as important, irrelevant, funny, ironic, sarcastic, etc. All these can be taught to language students in class to be better fit to interact with the target culture, and even with any other culture the learners are bound to encounter in their future. This, depending on the level of the students, can become a great asset in their work-readiness training.

          But if we were dealing with children rather than adult learners, Rabbidge & Lorenzutti (2013) point out extensive reading, which can no doubt be applied to folktale and/or legend reading as part of the English class, “benefits the development of speaking, listening, and writing languages skills, as well as involuntary acquisition of vocabulary.”

          No matter what the level of students could be, legends, folktales, and the like are great sources of enculturation patterns that can be taught to students so they can better understand the target culture. These stories have benefits that go beyond the mere comprehension of the story, benefits that are intrinsically related to language development and cultural understanding. Legends and folktales can indeed be great sources for teaching in the EFL classroom along with the teaching of cultural tolerance.



Rabbidge, M. & Lorensutti, N. (2013). Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom. English Teaching Forum, 2013, Number 3 [28-35]. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/51_3_6_rabbidge_lorenzutti.pdf

Samovar, L., Porter, R., & McDaniel, E. (2010). Communication between Cultures. Boston: Wadsworth Cengage Learning


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Legends in language teaching from jonacuso


Ten Techniques For Teaching Culture from Joe_McVeigh

McVeigh, J. (2010, March 23). Ten Techniques for Teaching Culture. Retrieved on October 3, 2014 from the Slide Share website at http://www.slideshare.net/Joe_McVeigh/ten-techniques-for-teaching-culture-tesol-2010?qid=af271bad-e1a3-4e9f-837e-ff323233a0d5&v=qf1&b=&from_search=1



Friday, October 03, 2014



Legends in Language Teaching and Culture Learning

Culture, Culture Teaching, Teaching, Teaching Practices 0 comments

Legends in Language Teaching and Culture Learning

By Prof. Jonathan Acuña Solano
Sunday, September 21, 2014
Twitter: @jonacuso
Post 147

          At some point in our lives, especially when we were children or we became parents, folktales and legends were part of our daily bedtime stories. As a kid, we probably enjoyed listening to an adult recounting an old tale that was probably transmitted by a distant relative or that was heard in another town or far-away place. As parents, we probably used these stories to amuse our kids and prepare them for sleeping and to somehow teach them something that was encoded in the story, some sort of moral or hidden teaching, which is part of our children’s enculturation.

          Since legends and folktales are part of a culture’s folklore, “folklore constantly reinforces cultural lessons” (Samovar, Porter, & McDaniel 2010). And folklore can be spotted in a great variety of settings within society; it can be witnessed in school, at home, etc. As proposed by many language teachers, legends can be used to reinforce students’ four skills; we can have students respond to a story in writing or by giving a short presentation. If the instructor is an experienced storyteller, folktales can be used to practice listening comprehension and why not, some interpretation of the facts provided in the story. Reading is indeed another option to teach the language but the culture synchronously.

          As suggested by Rodriguez (quoted by Samovar, Porter, & McDaniel 2010), “Folktales are not only regarded as some of the best keepers of our language and cultural memories, they are also helpers in the process of socialization.” Through this process of socialization and/or enculturation, we the culture outsiders, along with our students, can get to see what a culture labels as important, irrelevant, funny, ironic, sarcastic, etc. All these can be taught to language students in class to be better fit to interact with the target culture, and even with any other culture the learners are bound to encounter in their future. This, depending on the level of the students, can become a great asset in their work-readiness training.

          But if we were dealing with children rather than adult learners, Rabbidge & Lorenzutti (2013) point out extensive reading, which can no doubt be applied to folktale and/or legend reading as part of the English class, “benefits the development of speaking, listening, and writing languages skills, as well as involuntary acquisition of vocabulary.”

          No matter what the level of students could be, legends, folktales, and the like are great sources of enculturation patterns that can be taught to students so they can better understand the target culture. These stories have benefits that go beyond the mere comprehension of the story, benefits that are intrinsically related to language development and cultural understanding. Legends and folktales can indeed be great sources for teaching in the EFL classroom along with the teaching of cultural tolerance.



Rabbidge, M. & Lorensutti, N. (2013). Teaching Story without Struggle: Using Graded Readers and Their Audio Packs in the EFL Classroom. English Teaching Forum, 2013, Number 3 [28-35]. Retrieved from http://americanenglish.state.gov/files/ae/resource_files/51_3_6_rabbidge_lorenzutti.pdf


Samovar, L., Porter, R., & McDaniel, E. (2010). Communication between Cultures. Boston: Wadsworth Cengage Learning



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An example of Central American legends that could be used in a school teaching scenario is one coming from the Maya Quichés in Guatemala called Hunahpú and Ixbalanqué.




Legends in language teaching and culture learning from jonacuso



Sunday, September 21, 2014



Sayings, Proverbs, and the Teaching of Culture in ELT

Culture, Culture Teaching, Reflective Teaching, Teaching, Teaching Practices 0 comments

Sayings, Proverbs, and the Teaching of Culture in ELT

By Prof. Jonathan Acuña Solano
Sunday, September 14, 2014
Twitter: @jonacuso
Post 143

          Chiu and Hong (quoted by Samovar, Porter, & McDaniel 2010) have already noted that “Shared knowledge gives rise to shared meanings, which are carried in the shared physical environment (such as the spatial layout of a rural village, subsistence economy), social institutions (e.g., schools, family, the workplace), social practices (e.g., division of labor), the language, conversation scripts, and other media (e.g., religious scriptures, cultural icons, folklores, idioms).” All this shared unconscious collective knowledge is inherent to the way people satisfy their psychological and physical needs. It is through this shared knowledge that we get to understand how members of a community act the way they are. And this knowledge is also phrased in the use of sayings, proverbs, and the like.

          What can be noted and used in language teaching is that many sayings are pervasive in many other cultures. As Samovar, Porter, & McDaniel (2010) have put it, “Because all people, regardless of their culture, share common experiences, many of the same proverbs appear throughout the world.” This common shared knowledge and experiences in the native and target culture can be used to really work on language teaching and learning. All these sayings, whether they are in both tongues and/or cultures, can be of great use to teach intercultural understanding and communication in a regular foreign language class.

          As suggested by Prof. Marta Eugenia Rojas (2014, May 24, Personal Communication), -a Master’s Degree Program Instructor at Universidad Latina (San José, Costa Rica)-, proverbs and sayings are great ways to explore a foreign culture and their view to understand the world. Rojas continues by emphasizing the fact that these cultural statements fuse a culture’s present, past, and future, and through these culturally-held values, societies govern individuals’ needs to satisfy their psychological and physical needs. And because EFL students, e.g., also hold their values, they can venture into comparing their own behavior as opposed to what they can expect to find if they were immersed in the target language. Proverbs and sayings are a good start in having learners reflect about how native speakers behave and mull over the way that they behave in their mother culture.

          As it has been noted, proverbs and sayings “offer an important set of values and beliefs for members of [a] culture” (Samovar, Porter, & McDaniel 2010). And as the Russian Social State University (n.d.) has put it in a quite simple and straightforward way:
  • Proverbs provide an opportunity for students to be knowledgeable experts as well as learners.
  • Proverbs provide an opportunity for students to learn about each other and their shared values.
  • Proverbs provide an opportunity for students to gain insight as they discuss their experiences and work out their understanding of proverb meanings.
  • Proverbs provide an opportunity for students to use their home culture as a stepping stone into school culture.
  • Proverbs provide an opportunity to improve thinking and writing as students both provide and receive information.
Proverbs and sayings can indeed help learners become more competent in the target language and culture.




Samovar, L., Porter, R., & McDaniel, E. (2010). Communication between Cultures. Boston: Wadsworth Cengage Learning

Russian Social State University. (n.d.). Proverbs in Language Teaching. Retrieved on 2014, May 30 from http://www.rusnauka.com/7_NITSB_2013/Philologia/1_130648.doc.htm



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Probers and sayings from jonacuso


Sunday, September 14, 2014



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