Mehta, Venu
(2013)
Thinking Culture in a Language Classroom: Teaching Gujarati as a Foreign Language.
Language and Language Teaching, 2 (1).
pp. 21-24.
ISSN 2277-307X
Abstract
It becomes indeed a pleasant experience for the
learners of a foreign language to be in an
atmosphere where the culture of the target
language is present, or has been incorporated in
the teaching. This article attempts to demonstrate
the significance and function of cultural
elements/artifacts in teaching a foreign
language. It is an account of a promising practice
where the cultural associations of the target
language have been attached to language
learning. It is an academic reflection, and
recounts the experiences of a teacher who
teaches Gujarati as a foreign language at an
American university1. The article gives a detailed
description of an active classroom where
Gujarati vocabulary is taught by integrating
cultural elements/artifacts. In the classroom,
culture is the main focus of curriculum, hence
influencing the content and image of the teaching
material. For the purposes of this paper, Gujarati
will be the target language for those whose
native language is English. The goal of the article
is to demonstrate to foreign language teachers
how they can incorporate the teaching of cultural
elements/artifacts into their foreign language
classrooms.
| Item Type: |
Articles in APF Magazines
|
| Authors: |
Mehta, Venu |
| Document Language: |
|
| Uncontrolled Keywords: |
Language, Multilinguality, Multilingual Education, Learning Classrooms |
| Subjects: |
Language |
| Divisions: |
Azim Premji University - Bengaluru > University Publications > Language and Language Teaching |
| Full Text Status: |
Public |
| Related URLs: |
|
| Note: |
Published twice a year in January and July, Language and Language Teaching (LLT) reaches out to language teachers, researchers and teacher educators on issues and practices relevant to language teaching. The primary focus of the publication is language pedagogy in elementary schools. LLT proposes to establish a dialogue between theory and practice so that practice contributes to theory as much as theory informs practice. The purpose is to make new ideas and insights from research on language and its pedagogy accessible to practitioners while at the same time inform theorists about the constraints of implementation of new ideas. |
| URI: |
http://publications.azimpremjiuniversity.edu.in/id/eprint/1208 |
| Publisher URL: |
http://apfstatic.s3.ap-south-1.amazonaws.com/s3fs-... |
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