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Background and Research
46
T48
The Integration of Language, Culture, and Content
in the Three Modes of Communication
Work with teachers who are implementing a standards-based
instructional approach shows that the integration of language,
culture, and content is the area of greatest challenge and
the aspect of standards-based practice that has the most
transformative effect on student learning.
Preparing students to use language for real-world purposes in
culturally appropriate ways requires that teachers specify the
tasks students will need to carry out in order to function in target-
language communities. The most efficient way to gain access to
language, culture, and content is through the use of authentic
materials, those that are designed for individuals who speak the
language and share the culture and its perspectives on content.
Semi-authentic video, audio, or print media are often used to
ensure that all of the language, culture, and content necessary
for successful real-world language use are available for learning.
Interpretive Mode
Teachers use a variety of strategies for making language,
culture, and content comprehensible. They prepare students
for interpretation by interesting them in the theme of the
lesson, building on previous knowledge, and previewing key
language, culture, and content. They ask students to make
predictions, provide non-linguistic supports to meaning, and
work with texts multiple times using different interpretive tasks
that focus student attention on language, culture, or content.
Often teachers break up texts into smaller segments in order
to help students skim for main ideas and then scan for
supporting details. Texts with storylines or content that can be
divided into logical parts are easier to understand and recall.
Interpersonal Mode
When learners understand the materials used during interpretive
communication, they need a great deal of practice to use the
language, content, and cultural knowledge and skills to participate
in real-world tasks. In order to gain proficiency in interpersonal
communication, learners need to practice carrying out real-world
tasks in multiple settings combining various elements of language,
culture, and content. Recycling communicative elements that will
occur in culminating tasks ensures that students will be successful
in spontaneous, unrehearsed interpersonal communication.
As students gain proficiency using their language in a variety of
culturally-authentic settings, teachers integrate language, culture,
and content in more demanding simulations or real-world
interpersonal tasks.
Brandon Zaslow
Site Director, California Foreign Language Project, Department of Education,
Occidental College, Los Angeles, California
Presentational Mode
When students have had an opportunity to practice with others
and carry out a number of interpersonal tasks using language,
culture, and content, they will have developed the skills necessary
to carry out real-world presentational tasks with sufficient clarity
and accuracy to be successfully understood by a target-culture
audience. Presentational tasks can be oral or written or combine
both speech and writing. It is important when constructing
presentational tasks to focus learner attention on culturally
appropriate behavior and target-culture audiences. In written
presentational tasks, rubrics are useful to guide the many drafts
that may be necessary to produce a clear and accurate text that
communicates effectively with the target audience.
Conclusion
Although challenging, the integration of language, culture, and
content in interpretive, interpersonal, and presentational
communication will transform world language classrooms and
prepare students to function effectively in target-language
communities.
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