Michael Byram (Editor) - Culture and Language Learning in Higher Education

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title	:	Culture and Language Learning in Higher Education
author	:	Byram, Michael.
publisher	:	Multilingual Matters
isbn10 | asin	:	1853592285
print isbn13	:	9781853592287
ebook isbn13	:	9780585195759
language	:	English
subject	Languages, Modern--Study and teaching (Higher)--Congresses, Language and culture--Congresses.
publication date	:	1994
lcc	:	PB35.C85 1994eb
ddc	:	418/.0071/1
subject	:	Languages, Modern--Study and teaching (Higher)--Congresses, Language and culture--Congresses.

Page i Culture and Language Learning in Higher Education Edited by Michael Byram MULTILINGUAL MATTERS LTD Clevedon Philadelphia Adelaide

Page ii Library of Congress Cataloging in Publication Data Culture and Language Learning in Higher Education/Edited by Michael Byram. Papers presented at a colloquium held in Manchester, England in 1993. Also available as a special issue of Language, Culture and Curriculum, Vol. 6, No. 1, 1993. 1. Languages, Modern-Study and teaching (Higher)Congresses. 2. Language and CultureCongresses. I. Byram, Michael. PB35.C85 1994 418'.0071'1dc20 93-50831 British Library Cataloguing in Publication Data A CIP catalogue record for this book is available from the British Library. ISBN 1-85359-228-5 (pbk) Multilingual Matters Ltd UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, Avon BS21 7SJ. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Australia: P.O. Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia. Copyright 1994 Michael Byram and the authors of individual chapters. This book is also available as a special issue of the journal Language Culture and Curriculum, Vol. 6, No. 1, 1993. All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher. Printed and bound in Great Britain by Short Run Press, Exeter.

Page iii Contents Introduction M. Byram 1 The Case of Landeskunde: A Vicious Circle? D. Kerl 5 Cultural Studies and Student Exchange: Living the Ethnographic Life C. Roberts 11 Civilisation/Cultural Studies in Grenoble J.-P. Rvauger 19 Cultural Studies in English Studies: A German Perspective J. Kramer 27 Documentary Analysis in Civilisation Studies: The French Approach F. Poirier 45 New Cultural Studies at Warwick University P. Breen: 53 International Cultural Studies at Roskilde University K. Risager 59 From NIMkhnBY Landeskunde to IMBY Cultural Studies H. Husemann: 73 British Studies in English Language Teaching E.G. Woods: 79 Communication in Foreign Lands: The Cause, Consequences and Cures of Culture Shock A. Furnham 91

Page 1 Introduction It has long been a commonplace among language teachers that their pedagogical aims include the encouragement in their learners of an interest in and opening towards a culture, people and country where the language in question is spoken. It is however in the interpretation of 'culture, people and country' that different periods and different forces have brought varying orthodoxies. 'Culture' has been variously interpreted as 'high' or 'classic' culture, in particular literature but also philosophy and fine art, or as the modes and conventions of social interaction in daily life and their reflection in literary and non-literary texts. Approaches to the 'country' include study of its history, and of the contemporary affairs reflected in its media. 'Peoples' have been studied in terms of national characteristics or through descriptions of the mundane events of their daily lives. The ways in which study of culture, people and country are related to learning and language per se, its grammar and lexis or its functions and notions, are also various. In the early stages of language learning, learners usually find themselves with one teacher who introduces them to the language and a society where it is spoken. This may be done in an integrated fashion, where for example the dictionary meanings of words are extended by references to their use in social contexts. It may also be done by providing separate 'background' information about the institutions of the society, leaving the learner to make connections. At advanced stages of learning, typically in higher education, the separation of language learning from study of the society is often symbolised for learners by their different teachers for linguistic and social or cultural studies. At all levels of learning, it is clear that a reconsideration of the relationship between linguistic and cultural, social or sociocultural learning is taking place; the lack of an agreed adjective parallel to 'linguistic' learning is just one sign of the process. For example, in the influential work on language learning at the Council of Europe, a new programme on 'Language Learning for European Citizenship' includes the formulation of objectives and modes of evaluation for 'sociocultural competence' in advanced language learning.

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