Methods And Approaches To Teaching Culture

• Readings and Assignments: (8) Mckay, Sandra L. (2002) "Teaching Methods and English as an International Language" in Teaching English as an International Language: Rethinking Goals and Approaches (Oxford Handbooks for Language Teachers) p. 104-129
• Concepts: Bana vs. Tesep; Culture of learning; CLT; pragmatic communication strategies
• Discussion questions:

104-107 Culture of learning How would you describe the culture of learning in your English classes? How does the culture of learning influence the communication styles shown in Fig. 1-2, and vice versa? How do you feel about the national identity vs. individual difference problem mentioned on p. 106?

107-116 Do you think CLT is appropriate in the Japanese context? Why or why not? If so, which version (weak or strong) is more appropriate and why? If not, why not? Do you think CLT has been promoted in Japan (c.f. Monbukagakusho request for "Japanese with English abilities") because of the influence of western educators, as Mckay says on p. 109?

116-123 Do you ever adapt BANA materials for use in your class context? How? How do you interpret "global thinking, local teaching" in your particular classroom context? Do you ever use local materials? How do Monbukagakusho textbooks reflect the need for local materials, if they do? What do you think is the most appropriate locally sensitive pedagogy (cf. p. 120)

125-129 Do you agree that the three major assumptions of EIL education are applicable to language teaching in Japan? What about the three teaching goals (ensure intelligibility; develop pragamatic strategies to achieve comity, and develop textual competence)? What is the best way to achieve each of these goals?