Several current curricula for the German secondary EFL classroom (Rahmenrichtlinien) now include some of the so-called new English cultures, like Australia, New Zealand, and Canada. Especially Canada, considering its geographical and cultural proximity to the nowadays almost omnipresent USA, presents itself as a natural addition to the “traditional” Anglophone cultures.
I argue in favour of a didactic approach not only via history, geography, or any other specific ‘Cultural’ aspect alone, but via a mixture of both ‘big c’ Culture and ‘small c’ culture using a selection of different authentic media and texts.
Table of Contents
1. A GLANCE AT CULTURAL STUDIES
2. INTRODUCING CANADA – CONSIDERATIONS IN ADVANCE
3. ELEMENTS OF AN EXEMPLARY INSTRUCTIONAL UNIT
3.1 INTRODUCING THE TOPIC
3.2 A LITERARY BASIS
3.3 DEALING WITH NEW MEDIA
3.4 RE-THINKING STEREOTYPES
3.5 CHRISTMAS ‘SMALL C’ CULTURE: BOB & DOUG MCKENZIE
3.6 MULTICULTURALISM AND CANADA’S EXEMPLARY STATUS
3.7 TESTING THE LEARNERS’ KNOWLEDGE AND SKILLS
4. A MODEL SYLLABUS
5. REFERENCES
Objectives and Topics
The primary objective of this paper is to provide a didactic framework for introducing Canadian culture into the German secondary EFL classroom, moving beyond traditional factual teaching toward an intercultural approach. The research explores how authentic media and literary texts can be used to challenge ethnic stereotypes and foster critical cultural competence among learners.
- Theoretical foundations of Cultural Studies in the EFL classroom.
- Strategies for addressing national and ethnic auto- and hetero-stereotypes.
- Integration of authentic media, including literature and video content.
- Pedagogical approaches to the topic of Canadian multiculturalism.
- Practical model syllabus for secondary education implementation.
Excerpt from the Book
3.1 Introducing the Topic
“In the next lessons we will be talking about Canada. This is the Canadian flag.” – Such could be the opening sentence for a unit on Canada in the EFL, probably provoking mild protests from the part of the learners in reaction to the final statement above. The teacher could then ask about the ‘real’ flag of Canada, let one of the learners draw it, or present an illustration of it in direct confrontation with the Red Ensign shown above. The instructor could then clarify what the ‘fake’ flag of Canada is (namely the unofficial Canadian flag from 1868 to 1965, i.e. for nearly a hundred years), inform about Flag Day on February 15, and ask the learners to point out what symbols they recognise on the flag, e.g. the British Union Jack, the Canadian maple leaves, the Irish harp, perhaps even the French lilies or the English/Scottish lion(s), and enquire into the possible meaning of this flag’s and the current Canadian flag’s single parts. Also a comparison with the symbolic meanings of the British, US or German flag would be possible, since German pupils oftentimes don’t have the faintest idea of their own country’s flag. (Which especially for Thuringian pupils might be considered a little embarrassing, recalling the student leagues (Burschenschaften) of Jena or events like the Wartburgfest.)
Summary of Chapters
1. A GLANCE AT CULTURAL STUDIES: This chapter outlines the transition from traditional 'Landeskunde' to a modern, intercultural approach in foreign language teaching that emphasizes learner reflection and competence.
2. INTRODUCING CANADA – CONSIDERATIONS IN ADVANCE: The author discusses the necessity of balancing 'big C' and 'small c' culture and explains the importance of using stereotypes as a tool for fostering self-critical thinking.
3. ELEMENTS OF AN EXEMPLARY INSTRUCTIONAL UNIT: This core section provides practical classroom activities, including the analysis of flags, literature, new media, and multicultural concepts to teach Canadian identity.
4. A MODEL SYLLABUS: A structured overview of a suggested 8-lesson teaching plan detailing topics and corresponding classroom activities.
5. REFERENCES: A comprehensive list of academic literature and online resources used to support the proposed pedagogical framework.
Keywords
Canada, EFL Classroom, Cultural Studies, Intercultural Learning, Stereotypes, Canadian Identity, Multiculturalism, Landeskunde, Authentic Media, Didactic Approach, Teaching Canada, Secondary Education, National Identity, Auto-stereotypes, Pedagogical Framework.
Frequently Asked Questions
What is the core focus of this paper?
The paper explores didactic strategies for teaching Canadian culture within the German secondary English as a Foreign Language (EFL) classroom setting.
What are the central thematic fields addressed?
The work covers intercultural competence, the use of stereotypes in education, Canadian history and symbols, and the socio-political concept of multiculturalism.
What is the primary educational goal?
The aim is to equip students with the ability to critically analyze cultural images and stereotypes rather than simply memorizing factual historical or geographical data.
Which teaching methodologies are recommended?
The author suggests an approach using authentic materials like poems, video clips, and visual illustrations (e.g., political cartoons) to stimulate discussion and critical reflection.
What does the main instructional section cover?
It provides concrete examples for classroom lessons, such as analyzing the Canadian flag, examining Canadian identity through literature, utilizing pop-culture video clips, and debating multiculturalism.
How are stereotypes treated in the proposed syllabus?
Rather than avoiding them, the author proposes using both hetero- and auto-stereotypes as a pedagogical tool to foster reflective thinking about cultural "otherness".
Why are the Bob & Doug McKenzie sketches included?
They serve as an example of 'small c' culture, offering a humorous, self-mocking perspective on Canadian identity that is ideal for analyzing auto-stereotypes.
How does the author approach the topic of Canadian multiculturalism?
It is framed through the 'Canadian salad bowl' metaphor, which is used to contrast with the US 'melting pot' concept, encouraging students to analyze ethnic diversity.
- Arbeit zitieren
- Volker Lorenz (Autor:in), 2007, Ideas for Teaching Canada in the EFL Classroom, München, GRIN Verlag, https://www.grin.com/document/93543
