This paper advances an approach to culture and language instruction through the theoretical construct of the 3Ps (Products, Practices, Perspectives), combined with an inquiry-based approach utilizing the theory on stages of second language acquisition. Culture elements, when embodied in a properly developed and organized curriculum can be systematically implemented all along the different phases of language growth. Mastery of a language is not simply mastery of vocabulary as well as grammar and spelling rules. The most successful language learners learn both culture and language together. The conceptualizations provided by research, although at times conflicting, form a useful foundation for language teaching that provides a deeper and a more enriching human experience. Making culture the core in a language class is akin to asserting the obvious (Furstenberg, 2010);they are two flip sides of the same coin. With its focus on revisiting the role of culture in the FL Classroom, the paper seems to fall into the same category - affirming the tried and true, but like Furstenberg, the author believes there is good reason to re-consider the possibility of closing the language and culture gap.
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机译:营造安全文化 提升安全理念 精心打造三峡工程安全文化品牌Creating a Safety Culture,Promoting a Safety Idea and Elaborately Establishing a Safety Culture Brand for the Three Gorges Project
机译:Examining Culture in International Business Curricula: Teaching East Asian Culture Within Universities in the United States =国际商务课程中的文化考察:在美国大学内传授东亚文化