Interwoven: Culture, language, and learning strategies

• Authors: Rebecca L. Oxford , Christina Gkonou
• Languages of publication: EN

Abstracts

EN

Culture, language, and learning strategies form a grand tapestry, which is this article’s theme. The authors explain each part of the tapestry, provide ideas for teaching all parts in a smoothly united way, and explore key cultural issues (i.e., cognitive flexibility, ethnocultural empathy, intercultural understanding, and needs of intercultural trauma survivors). The article discusses cultural types, cultural communication styles, and related strategies, and it identifies publications that draw together culture, language, and strategies. The article offers new insights and abundant examples for teachers, teacher educators, and researchers.

Keywords

EN

culture; cultural learning strategies; cultural communication styles; strategy instruction

• Publisher: Uniwersytet im. Adama Mickiewicza w Poznaniu
• Journal: Studies in Second Language Learning and Teaching
• Year: 2018
• Volume: 8
• Issue: 2
• Pages: 403-426

Dates

published

2018-07-24

Contributors

author

Rebecca L. Oxford

• University of Maryland

author

Christina Gkonou

• University of Essex

References

• American Council on the Teaching of Foreign Languages. (2017). World readiness standards for learning languages. Retrieved from https://www.actfl.org/sites/default/files/publications/standards/World-ReadinessStandardsforLearningLanguages.pdf
• American Field Services Intercultural Programs. (1984). The iceberg concept of culture. AFS orientation handbook (Vol 4, p. 14). New York: American Field Services.
• Beacco, J. -C., Byram, M., Cavalli, M., Coste, D., Cuenat, M. E., Gouiller, F., & Panthier, J. (2016). Guide for the development and implementation of curricula for plurilingual and intercultural education. Strasbourg: Council of Europe.
• Boulding, E. (2000). Cultures of peace: The hidden side of history. Syracuse, NY: Syracuse University Press.
• Boulding, E. (2008). Peace culture. In L. Kurtz (Ed.), The encyclopedia of violence, peace, and conflict (pp. 1453-1465). New York, NY: Academic Press.
• Cavana, M. L. P. (2012). Fostering strategic, self-regulated learning: The case for a “soft” ELP [English Language Portfolio]. In B. Kühn & M. L. P. Cavana (Eds.), Perspectives on the English Language Portfolio: Learner autonomy and self-regulation (pp. 143-160). New York: Routledge.
• Chamot, A.U. (2004). Sailing the 5 C’s with learning strategies. Washington, DC: National Capital Area Language Resource Center, Washington, DC. Retrieved from http://www.nclrc.org/sailing/pdfs/sfle.pdf
• Chamot, A. U. (2018). Preparing language teachers for learning strategy instruction in diverse classrooms. In R. L. Oxford & C. M. Amerstorfer (Eds.), Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts (pp. 213-235). London: Bloomsbury.
• Chamot, A. U., & Harris, V. (in press) Learning strategy instruction in the language classroom: Issues and Implementation. Bristol: Multilingual Matters.
• Cohen, A. D. (2014a). Strategies in learning and using a second language (2nd ed.) New York: Routledge.
• Cohen, A. D. (2014b). Swimming not sinking: A teachers’ guide to language learning by young learners. Pilot version. Minneapolis: University of Minnesota.
• Cohen, A. D., & Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
• Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment (CEFR). Strasbourg: Language Policy Unit, COE. Also: Cambridge: Cambridge University Press. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
• Council of Europe. (2018a). History of the ELP project. Strasbourg: Council of Europe. Retrieved from https://www.coe.int/en/web/portfolio/history
• Council of Europe. (2018b). What is the ELP? Strasbourg: Council of Europe. Retrieved from https://www.coe.int/en/web/portfolio/introduction
• Ghaith, G. M., & Shaaban, K. A. (1994). Peace education in the ESL/EFL classroom: A framework for curriculum and instruction. TESL Reporter, 27(2), 55-62.
• Gregersen, T., & MacIntyre, P. (2017). Nonverbal communication for L2 learners. Bristol, UK: Multilingual Matters.
• Grenfell, M., & Harris, V. (1999). Modern languages and learning strategies. London: Routledge.
• Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
• Griffiths, C. (2013). The strategy factor in successful language learning. Bristol, UK: Multilingual Matters.
• Hall, E. T. (1976). Beyond culture. New York: Anchor.
• Hall, J. K. (2012). Teaching and researching language and culture. New York: Routledge.
• Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage.
• Holliday, A. (1999). Small cultures. Applied Linguistics, 20(2), 237-264. https://doi.org/10.1093/applin/20.2.237
• Ishihara, N., & Cohen, A. D. (2014). Teaching and learning pragmatics: Where language and culture meet. New York: Routledge.
• Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
• Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
• Kruger, F. (2012). The role of TESOL in educating for peace. Journal of Peace Education, 9(1), 17-30.
• Matsumoto, D., Yoo, S. H., & LeRoux, J. A. (2007). Emotion and intercultural adjustment. In H. Kotthoff & H. Spencer-Oatey (Eds.), Handbook of intercultural communication (pp. 77-97). Berlin: Mouton de Gruyter.
• Medley, R. M. (2016). Tension and harmony: Language teaching as a peacebuilding endeavor. In C. Hastings & L. Jacob (Eds.), Social justice in English language teaching (pp. 49-66). Alexandria, VA: TESOL Press.
• Murad, N. (2018, Feb. 11). We need more than empathy. The New York Times [newspaper], 12.
• North, B, Goodier, T. & Piccaro, E. (2017). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Strasbourg: Council of Europe. Retrieved from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/168074a4e2
• O’Malley, J. M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
• Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle.
• Oxford, R. L. (Ed.). (1996). Language learning strategies around the world: Cross-cultural perspectives. Manoa: University of Hawaii Press.
• Oxford, R. L. (2011). Teaching and researching language learning strategies. 1st ed. Harlow, UK: Pearson Education.
• Oxford, R. L. (2013a). Communicative gold: Improving communication between collectivist and individualist cultures. In R. L. Oxford (Ed.), The language of peace: Communicating to create harmony (pp. 277-301). Charlotte, NC: Information Age Publishing.
• Oxford, R. L. (2013b). The language of peace: Communicating to create harmony. Charlotte, NC: Information Age Publishing.
• Oxford, R. L. (Ed.). (2014). Understanding peace cultures. Charlotte, NC: Information Age Publishing.
• Oxford, R. L. (2017a). Peace through understanding: Peace activities as innovations in language teacher education. In T. Gregersen & P. D. MacIntyre (Eds.), Innovations in second language teacher education (pp. 125-163). New York: Springer.
• Oxford, R. L. (2017b). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Routledge.
• Oxford, R. L., & Amerstorfer, C. M. (Eds.). (2018). Language learning strategies and individual learner characteristics: Situating strategy use. New York: Bloomsbury.
• Psaltou-Joycey, A., & Gavriilidou, Z. (Eds.). (2015). Foreign language learning strategy instruction: A teacher’s guide. Kavala, Greece: Saita Publications. Retrieved from http://www.saitabooks_eu/2015/ebook.162.html
• Rasoal, C., Jungert, T., Hau, S., & Andersson, G. (2011). Ethnocultural versus basic empathy: Same or different? Psychology, 2(9), 925-930.
• Spencer-Oatey, H., & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. Basingstoke: Palgrave Macmillan.
• Triandis, H. C. (1995). New directions in social psychology. Individualism and collectivism. Boulder, CO: Westview Press.
• Wenden, A. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice Hall.
• Wenden, A., & Rubin, J. (Eds.). (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.

Identifiers

DOI

10.14746/ssllt.2018.8.2.10