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.
At a glance
- Grade: 1.0 (1.0 is the best grade)
- Proposed examination offers a choice between an illustration and a textual statement
- Appendix includes a transcript of Bob and Doug McKenzie’s Christmas song
- Uses the 2001 Census of Canada to explore ethnic origins
- 22 sources in the bibliography
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
Objectives and Themes
This work proposes an instructional unit on Canada for the German secondary English as a foreign language classroom. It asks how authentic texts and media can help learners develop intercultural competence and critically examine representations of Canadian identity.
- Cultural studies and intercultural learning
- Canadian symbols, literature and national identity
- Advertising, popular culture and stereotypes
- Multiculturalism and ethnic diversity
- Classroom activities, assessment and lesson planning
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.)
Following this first presentation of a symbol of Canada, a brainstorming is in order to find out what the learners already know about Canada, apart from its flag. To enhance this first exchange of ideas about Canada, the teacher might include authentic objects like the ones provided by the Canada Valise (for details see www.umaine.edu/canam/teachingcanada.htm).
To raise curiosity, the teacher might also relate that Canada was declared the “best country to live in” 7 years in a row and thus ranks first among 175 countries in the UN Quality of Life survey, that it ranked fourth in the 2004 UN Human Development Index, and was on place eight in The Economist’s Peace Index of 121 countries (compared to place 96 of the United States). So: is Canada Paradise? A discussion could follow about what a country must be like to merit such high rankings in surveys about quality of life.
Chapter Summaries
1. A GLANCE AT CULTURAL STUDIES: The opening chapter outlines a shift from factual cultural knowledge towards intercultural competence. It considers the teacher’s role as a mediator and the use of varied cultural materials.
2. INTRODUCING CANADA – CONSIDERATIONS IN ADVANCE: This chapter proposes combining cultural institutions and history with everyday culture. It explains why critically examining stereotypes can support intercultural learning.
3. ELEMENTS OF AN EXEMPLARY INSTRUCTIONAL UNIT: The main chapter develops activities using flags, poetry, video clips, a song and material on multiculturalism. It also proposes an exercise on prejudice and a choice of assessment tasks.
4. A MODEL SYLLABUS: A lesson-by-lesson plan brings the proposed activities together, from an introduction to Canada through a final examination.
Keywords
Canada, English as a foreign language, cultural studies, intercultural learning, Canadian identity, stereotypes, multiculturalism, authentic media, poetry, popular culture, lesson planning, assessment
Frequently Asked Questions
What is this work about?
It presents ideas for teaching Canadian culture and identity in a secondary English as a foreign language classroom.
What are its central themes?
The main themes are intercultural competence, Canadian identity, stereotypes, multiculturalism and the classroom use of authentic cultural materials.
What is the primary objective?
The work aims to develop an instructional unit that encourages learners to reflect critically on cultural representations while building intercultural skills.
What method does the author use?
The author draws on cultural studies and language-teaching literature to develop a teaching proposal, with suggested activities, assessment tasks and a model syllabus.
What does the main chapter cover?
It moves from introductory activities and a poem to video clips, stereotypes, popular culture, multiculturalism and a proposed examination.
Which keywords characterise the work?
Key terms include English as a foreign language, intercultural learning, Canadian identity, stereotypes, multiculturalism and lesson planning.
How does the proposed unit introduce Canadian identity?
It begins with Canadian flags and a brainstorming activity, then uses the poem “Canadians” as a basis for discussing different aspects of identity.
How are stereotypes explored?
Learners are invited to analyse representations in video clips and take part in a role-based exercise about how labels can shape interactions.
How is multiculturalism incorporated into the unit?
The proposed activities use a “Canadian salad bowl” illustration and 2001 census material to prompt discussion of cultural diversity and identity.
- Citation du texte
- Volker Lorenz (Auteur), 2007, Ideas for Teaching Canada in the EFL Classroom, Munich, GRIN Verlag, https://www.grin.com/document/93543
