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ECI 524
Creative Synthesis
North Carolina State University
By Mei An
learn skills about how to interact with people from different cultures and also make appropriate
behavior in a non-native culture. So to grow into a qualified global citizen, the sense of cultural
awareness becomes important. Based on Stephanie Quappe and Giovanna Cantatore
interpretation, Cultural Awareness is the foundation of communication and it involves the
ability of standing back from ourselves and becoming aware of our cultural values, beliefs and
perceptions. However, developing cultural awareness is not an easy task, for everyone are
bound to their own culture. We are so used to our own beliefs, values and traditions that it is hard
for us to stand out own culture and perceive another culture from a global position. So I develop
my compelling question as How do I Use Literature to Develop Cultural Awareness in ESL
Reading Class?
My Inquiring Process
The process of my creative synthesis starts with the observation of some cases in my reading
class. In our literature circle, the students are more passionate about discussing cultural
differences and each of them wants to persuade others to accept their own perception towards a
foreign culture. They also show confusion and easily fall into the trap of false generalization
toward a foreign culture.
Then I try to find some articles and researches about choosing the what kind of literature books
for the young adult students. Most of the teachers have a preference for young adult literature,
but through my survey online, I rediscovered the value of classical literature in representing the
culture of a country. Besides, Donna E. Norton (2013) also stressed the importance of keeping
the authenticity of the literature. Actually I have run into some literature pieces which totally
distort the truth of another culture. This would not be helpful in helping my students develop
cultural awareness and global perspective, instead, it will cause stereotypes and prejudice
towards the target culture.
The last step after preparing my students with the right material is to find ways to implement the
concept of cultural awareness. Hanauer (2001) tested his method of focusing on understanding
culture through the theoretical ways and the conclusion proved that it was effective and
meaningful in appreciating another culture. In Emilia Wsikiewicz-Firlej and Becky MladicMorales independent researches, they also introduced some effective methods in
develop students cultural awareness. Based on the analysis of those researches, I develop
steps of helping my students in understanding another culture. Combined with that, a series of
activities and projects will be conducted in the class to facilitate students learning.
my students to jump out of school settings, keep a curious mind to discover and understand the
similarities as well as difference of the world, feel more adaptive and enjoyable in a diverse
global occasion.
and authentic way to help them observe the culture in a deeper extent rather than the superficial
phenomenon.
Donna E. Norton (2013) stated in his book, authenticity is very important in the selection of
literature that depicts the values, beliefs, and cultural backgrounds of various groups. Marc
Aronson (2007) warns that history is getting to know the language, customs, and culture of a
people. He concludes, Fact checking is crucial because it is pretty easy to get history wrong (p.
31). There might be a variety of ways to check the bias in a piece of literature. Jennifer Arellano
(2011) in her paper states, The key factors when choosing multicultural literature are knowing
the author's or illustrator's background and to look for bias in representation, language, character
interactions, and omission of relevant information. Besides these, another way of doing it might
be communication either to a person from that target culture or anyone who has read the book.
For exchanging ideas might help them evoke different opinions and doubts upon the same issue,
so they might be eager to check the authenticity of the novel. In all, we need the literature that is
neither exaggerated nor misguiding our understanding of a foreign culture.
2. Building a Supportive and Respectful Classroom and Allowing Different Voices
It is important to build a safe and respectful context to allow for different voices towards cultural
interpretation. It is true that literature represents culture, but different readers might have a
different interpretation upon the same piece, depending on their cultural backgrounds, Hanauer
(2001: 395), however, argues that () literary texts are not self-explanatory. Quite the opposite
is true. Literary texts tend to be ambiguous and polysemous. These texts are open to a
multiplicity of meaning construction options. As Becky Mladic-Morales(2014) mentioned in
her article, It is crucial that we expose our students to those who come from a different
background, with diverse struggles and triumphs, who have distinct experiences. Only under a
safe and respectful environment, we can better discuss and express our own viewpoints of
cultural perspectives. Besides, I believe the process to develop cultural awareness and global
perspective is the process of growing into a respectful and global person.
3. Practical Strategies for Teaching Cultural Differences
First the teacher should allow students to interpret and compare the foreign culture with
their own culture. Learning a new culture does not mean we need to abandon or forget
our own culture. On the contrary, we need to stand at a cultural point to observe the new
culture first.
Hanauer states his three stages as following:
At the first stage of work FL learners are presented an original text and asked for its
interpretation in the light of their own culture. Secondly, they are exposed to cultural
experts interpretations of the text they read and compare them with their own reading.
The final stage involves a teacher-moderated discussion which aims at realizing culture
dependent differences in perception of the reality and conclusive text interpretation as
well as addressing the question of the impact of cultural factors on a certain text
interpretation (p.389).
From his three stages of developing cultural awareness, we can perceive that we need a
reference to observe the foreign culture and then we can appreciate similarities as well as
differences between our own culture and the target culture.
The students need the exposure to more voices for the purpose of avoiding false generalization.
Here is a case: thanks to the development of the movie industries, a lot of foreigners who has
never been to China think that all Chinese can play Kung Fu. It is true we are a country who
adores Kung Fu, but it does not mean everybody can fly and actually most of us can not do it. On
the same token, literature might have the same problem. For a piece of literature may just
represent a writers personal perception of the culture. David (2001) states, Literature is a
valuable source of cultural knowledge precisely because it does present a personal interpretation
of the life and values as the author of the literary work experiences them(p.396). Under this
situation, we may easily make the false generalization as I just mentioned above. To avoid
making this kind of stereotyped conclusion upon a single literary piece, we need to exchange our
viewpoints with others and then we might get a full and accurate understanding of a foreign
culture. David (2001) also mentioned this in his article, The individual viewpoint must be
presented within a context of multiple viewpoints so as to avoid false generalization and to
enable the construction of a multifaceted view of the foreign culture (P.396). To develop our
students globalization and cultural awareness, we need a context of multiple voices presented
through a variety of activities: group discussion, a world literature club, a literature circle and
more conveniently, online communication through Twitter, blogging, or wiki page. These
activities will also be discussed in the next part.
creative synthesis with their findings in a variety of forms: blogs, web page, video and
posters, etc. Peer and the teachers evaluation will be the forms for their assessment.
Conclusion
Globalization leads us to more shared needs and values and literature provides us lens to observe
and understand the diverse world standing at a different cultural stance. Through this creative
synthesis, I understand the value of literature in helping students develop their cultural and
global perspective and I have also learnt how do I help the students get rid of misunderstandings
as well as anxieties towards a foreign culture, thus get them prepared for their future life in a new
environment full of differences and novelties. Furthermore, through the discussion and activities,
the students will get the opportunity to express their unique perspectives in a particular issue that
they might have confused, misunderstood or even has a prejudice towards. So the process of
implementing the creative synthesis in my class will help the students develop their competent
skills and right attitudes towards how to collaborate with others and how to respect and
appreciate the differences among themselves and diverse cultures.
References:
1. Arellano, J. (2011). The Use of Multicultural Literature in Elementary Classrooms:
Teaching Acceptance and Understanding of Different Races, Ethnicities, and Cultures.
Retrieved from http://www2.uwstout.edu/content/lib/thesis/2011/2011arellanoj.pdf
2. Burnouf, L. 2004. Global Awareness and Perspectives in Global Education. Retrieved From
http://www.educ.ualberta.ca/css/Css_38_3/ARburnouf_global_awareness_perspectives.htm
3. Cart, M. (2008). The Value of Young Adult Literature. Retrieved February 20, 2016, from
http://www.ala.org/yalsa/guidelines/whitepapers/yalit
4. Carter, R.A. & Long, M.N. (1991). Teaching Literature. London: Longman.
Donna, N. (2013). Chapter 1 Introduction to Multicultural Literature. Retrieved February 20,
2016, from
https://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0132
685760.pdf
5. Hanauer, D. 1997. Poetry reading in the second language classroom. Language Awareness 6,
115.
6. Hanauer, D. 2001. Focus-on-cultural-understanding: literary reading in the second language
classroom. CAUCE, Revista de Filologia y su Didactica 24, 389404. and also retrieved from
http://cvc.cervantes.es/literatura/cauce/pdf/cauce24/cauce24_23.pdf
7. Kirkwood, T. (2001). Our global age requires global education: Clarifying definitional
ambiguities. Social Studies, 92, 1-16.
8. Quappe, s & Cantatore G. (1991). What is Cultural Awareness, anyway? How do I build it?
Retrieved from http://www.culturosity.com/articles/whatisculturalawareness.htm
9. Morales, B. (2014). 5 Ways Literature Can Teach Global Lessons in Elementary Classes.
Retrieved from http://www.edutopia.org/blog/literature-teaches-global-lessons-elementarybecky-morales
10. Wsikiewicz-Firlej, Emilia. 2012, Developing cultural awareness through reading literary
texts retrieved from the
http://taikomojikalbotyra.lt/en/2012/03/english-developing-cultural-awareness-through-readingliterary-texts
11. Jelena, B. (2014). The Use of Literature and Literary Texts in the EFL Classroom; Between
Consensus and Controversy. Retrieved February 20, 2016, from
https://www.academia.edu/10018558/The_Use_of_Literature_and_Literary_Texts_in_the_EFL_
Classroom_Between_Consensus_and_Controversy