順天堂グローバル教養論集第一巻20160325
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13The developmental model of linguaculture learningLanguage-centered vs. culture-centered pedagogy The DMLL allows for pedagogy that is focused on learning goals related to linguistic mastery, and also pedagogy focused on cultural awareness. The difference is one of emphasis. This is represented visually in Figure 3, which shows overlapping cir-cles of linguaculture learning. Language-centered linguaculture learning (LC-LL) puts language learn-ing in the foreground, with cultural learning in the background. Culture-centered linguaculture learning (CC-LL) emphasizes cultural learning in the context of foreign language learning. This approach is ap-propriate when course goals are focused specically on cultural awareness or understanding. Focusing on both equally would imply alternating learners’ attention between the two different elements. 6. The linguaculture classroom approach Implementing DMLL in the classroom encour-ages an approach to pedagogy that frames learning in terms of development, growth and complexity, rather than knowledge, skills and mastery. While a detailed description of such an approach is beyond the scope of this article, a Linguaculture Classroom Approach (LCA) could be based on the metaphor of linguaculture learning as a journey—one leading to higher-level learning and an expanded sense of self. Such a conceptualization is consistent with existing approaches to pedagogy—in particular, the idea of Backward Design, which focuses on dening objec-tives, and then identifying the evidence that will show progress towards those objectives (Wiggins & McTighe, 2005). A linguaculture classroom ap-proach to pedagogy can be structured around four key elements: 1) Reection (‘‘Where am I now?’’)—raise aware-ness of the learning process, identify resistance, and help learners reect on their relationship with the foreign linguaculture.2) Vision (‘‘Where am I going?’’)—help learners en-vision a future linguaculture self. Learners need to reect on the inner qualities they would like to de-velop as part of the linguaculture learning process. 3) Roadmap (‘‘How do I get there?’’)—provide learn-ers with a developmental roadmap including the four levels of linguaculture learning. Help them gain awareness of their own learning processes. 4) Community (‘‘How can we go together?’’)—create a learning community that shares a vision for growth and development through linguacul-ture learning. Individuals take responsibility for supporting the group, and vice versa. Figure 3. Four zones of linguaculture pedagogyFigure 4. Reection-vision-roadmap-commu-nity

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