順天堂グローバル教養論集第一巻20160325
6/158

21. Introduction It is widely agreed that language and culture learn-ing go together. As far back as 1969, the Japanese Ministry of Education declared that English language education should ‘‘develop the basics of international understanding’’ (Uchibori, 2014, p. 23). Byram and colleagues explain that ‘‘it has been widely recog-nized in the language teaching profession that learn-ers need not just knowledge and skill in the grammar of a language but also the ability to use the language in socially and culturally appropriate ways’’ (Byram, Gribkova, & Starkey, 2002, p. 7). Cultural learning is increasingly seen as integral to language education, and not simply “an expendable fth skill, tacked on, so to speak, to the teaching of speaking, listening, reading, and writing’’ (Kramsch, 1993, p. 1). Unfortunately, it is not always easy to bring cul-tural learning into the foreign language classroom. Teachers hoping to do so can nd a body of aca-demic work that explores culture in language teach-ing (Byram, 1997, 2008; Byram, et al., 2002; By-ram, Nichols, & Stevens, 2001; Damen, 1987;  Review Article The Developmental Model of Linguaculture Learning: An integrated approach to language and culture pedagogyJoseph P. SHAULES1)*Abstract This paper uses Dynamic Skill Theory as a basis for creating an integrated approach to language and cultural learning pedagogy. It argues that language and pedagogy are dif-cult to integrate because learning goals are typically conceived of in different ways—with language learning thought about in concrete terms such as knowledge and skills, and cul-ture learning conceptualized in abstract terms such as awareness. This work hopes to bridge this gap by offering a Developmental Model of Linguaculture Learning (DMLL). It describes four levels of linguaculture learning: 1) encountering; 2) experimenting; 3) integrating; and 4) bridging. These reect degrees of increasing cognitive complexity, as learners adjust to foreign linguistic and cultural patterns. As learners internalize these pat-terns, their experience of the foreign linguaculture is said to evolve, from something alien and uncomfortable to something more fully part of the self.Key wordsDevelopmental Model of Linguaculture Learning, dynamic skill theory, linguaculture, language and cultureJuntendo Journal of Global Studies, Vol. 1, pp. 2–17 (2016)1)Faculty of International Liberal Arts, Juntendo University    (Email: shaules@juntendo.ac.jp)*Corresponding author: Joseph P. SHAULES 〔Received on October 13, 2015〕〔Accepted on January 22, 2016〕

元のページ 

10秒後に元のページに移動します

※このページを正しく表示するにはFlashPlayer10.2以上が必要です