By Michael Byram, Peter Grundy
The chapters during this paintings all deal with the importance of the connection among the goals and techniques of language instructing and the contexts during which it happens. a few accomplish that by way of contemplating the results of this for the ways that we learn language instructing. Others current the result of learn and improvement paintings, which exhibits that many of the social and cultural forces within the modern international are altering the position of language instructing and studying.
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Additional resources for Context and Culture in Language Teaching and Learning
Sample text
The path was very long and I was tired. ’ I drew a box on the board with a figure going inside it, while putting another leaning against the outside. ’ There was then an exchange about how in the student’s country at that time a mother would carry a child ‘in the back’. Therefore using ‘go into’ was not so much a misunderstanding of a preposition as a literal attempt to convey a cultural practice. From the perspective just recounted, two explanations are possible. The first explanation focuses on the word ‘in’ and the second explanation focuses on the word ‘back’.
However, like direction, time, as an abstraction, cannot be envisaged except through something else. Interestingly, the conceptualisation of time is closely bound up with spatial direction. Perhaps the most common or basic conceptualisation of time is as space (Lakoff & Johnson, 1980). Applying this analysis, an English conceptualisation of time is as an object or person moving in space, as a resource with a spatial existence, or as space itself. For example, the phrase, ‘time is passing fast’, refers to an object moving in space, and ‘we have a long way to go’ to time as the space we move in, while, ‘I’ve used up my hour’, treats time as a resource that we consume.
She talks about cordiality, intensive social contacts and vivacity in Spain, and about the Mediterranean temperament that knows little distance. She refers to her own experiences with cultural standards. At the same time, she mentions Germany, and the aloofness and coolness of the German people. She says that she can sympathise very well with the Chileans because of her experiences in Spain. She mentions racism several times but discusses it only vaguely. She talks about feeling foreign in Germany and about the tasks and problems of parents and of children.