The aim of this study is to investigate the place of the students&amp / #8223 / native culture in the English language classrooms in the context of the English 101 course at Middle East Technical University. In accordance with this aim, the study is concerned with revealing the opinions and beliefs of language teachers regarding the importance of integrating the students&amp / #8223 / native cultures into their classes and their attitudes about practicing culturally responsive teaching in multi-cultural classrooms. During the process of data collection, various methods were utilized: Five teachers working in the Department of Modern Languages were interviewed to learn their ideas about the topic from different aspects of language instruction, and two teachers were observed while teaching to better understand the classroom application of their ideas and the principles of culturally responsive teaching. Further post-observation interviews and stimulated recalls were also carried out to make an in-depth analysis. The results of the study show that although the teachers believe in the importance of making use of the students&amp / #8223 / native cultures in their classrooms through different means, they usually neglect to do so. The study also shows that what the teachers associate with the term &ldquo / culture&rdquo / in the context of language teaching is the target culture rather than the native cultures. It is also found that while the individual cultures of the foreign students are made use of to a greater degree (but still in a very limited fashion), the native cultures of the Turkish students are ignored during the instruction.

The purpose of the present study was to investigate the cultural load of the reading texts of the Spot On 8 ELT textbook published in Turkey, and to find out the teachers&rsquo / and students&rsquo / perceptions concerning the presence of native, target and other world cultures (C1, C2 and C3 respectively) in ELT textbooks. In order to fulfill these aims, a checklist, a teacher questionnaire, a student questionnaire, a teacher interview were developed by the researcher. Moreover, the impressionistic overview and the item frequency procedure were applied for the analysis of cultural content of the textbook. Quantitative data were analyzed by calculating the frequencies, percentages, and the Chronbach alpha. Qualitative data were analyzed by applying the coding system for the categorization of collected responses and content analysis. The results showed that the cultural load of the textbook was insufficient and that the percentage of cultural elements in the reading passages is significantly low. The teachers&rsquo / satisfaction with the textbook appeared to be relatively low and students showed neither high level of satisfaction with their textbook nor dissatisfaction with it. Overall, there is a serious mismatch between teachers&rsquo / and students&rsquo / perceptions of culture and the real cultural load of the textbook. The target culture prevails in the reading texts although teachers considered native and other world cultures to be important as well, and students showed equally low interest in target and other world cultures giving the preference dominantly to their native culture.

Made available in DSpace on 2016-03-15T19:48:58Z (GMT). No. of bitstreams: 1 Jair de Almeida Junior.pdf: 1266913 bytes, checksum: 4bf57167a814ad35993487d0c1a7fe48 (MD5) Previous issue date: 2010-02-23 / The Contestado War, 1912-1916, was a guerrilla war for lands between settlers and landowners. It was a phenomenon sparked by social causes, and feasible by religious reasons. At the beginning of 20th century, at the West of Santa Catarina state, monarchic ideas were predominant. Within the context of a recent Brazilian Republic proclaimed, politics started dividing an occupied land by subsistence farm workers. In addition, a railroad connecting São Paulo to Santa Maria, in Rio Grande do Sul state was been built by a north-American Brazil Railway Company. According to an agreement, the company obtained from the government the right to explore a strip of land 15 km wide on each side of the railroad. The concession guaranteed also the opening of a company to extract rich wood throughout Santa Catarina West. This means that subsistence farm workers were suddenly driven out from their lands. The name Contestado refers to an inland region contested by the States of Paraná and Santa Catarina, prompting the spirits to war. Previous to this social caos, the Contestado received influence from three monks in the region. The first, João Maria de Agostini. He was a devout to Saint Anthony, who wandered as a healer and miracle performer. The second appeared right after João Maria, who also adopted the alias of João Maria, although his real name was Atanás Marcaf. He walked in the same path as his predecessor, but having his own nuances. Marcaf was seen as someone supporting the Federalist Revolution. The third monk, José Maria, self-proclaimed João Maria´s brother, attract to himself people's admiration and confidence. The first two ones preferred a nomad and lonely life, whereas the third had many followers and became even a military leader. José Maria was killed in combat, and his followers settle themselves politically and religiously. Soon their leadership became intimidation. As a result of visions the virgenato and the meninos-deus are established. They were groups who were receiving direction straight from José Maria. We can realize religious elements from Africa and from native Indians in this kind of messianic movement amidst the Contestado. Of course, all of these were blended within a popular Catholic Church environment. Generally speaking, this last group gave rise to an embrionary model of local animism and possession of spirits. Specifically, their contribution in the religious scenario was with rites, beliefs and ceremonies. A constant resistance from the subsistence farm workers brought over them a military intervention. Federal troops, supported by local cowboys, were sent to the region to crush the rebellion. Close to the end of the war the religious feeling started being supplanted by a kind of barbarian behavior. As a result the South of Brazil experiences a religious legacy of reverence to João Maria in the popular Catholicism of three South states. This legacy goes beyond, reaching the Kaingangs, a native American ethnic group, and even contemporary minority movements as MST. / A Guerra do Contestado, ocorrida entre 1912 a 1916, foi um fenômeno de causas sociais, viabilizado pelo religioso. No Oeste Catarinense do início do século XX, predominava a mentalidade monárquica. Com a Proclamação da República, os políticos lotearam a área, distribuindo terras ocupadas pelos campesinos àqueles de seu interesse. Soma-se a isso a construção da Estrada de Ferro São Paulo Rio Grande, assumida pela Brazil Railway. Segundo o contrato, tinha o direito de exploração da faixa de terra correspondente a 15 quilômetros marginais, em ambos os lados da ferrovia, por todo o seu trajeto, o que justificou a criação de uma madeireira para explorar a grande quantidade de madeiras nobres que cobria o Oeste Catarinense. Assim, mais campesinos se viram desalojados de suas terras. É chamado Contestado pois quase todo o Oeste Catarinense tornou-se área disputada por Paraná e Santa Catarina, instigando a belicosidade a já tumultuada sociedade sertaneja. Paralelamente ao caos social que ia se estabelecendo, surgiu o primeiro monge, João Maria de Agostini, um eremita devoto de Santo Antão, que foi tido como curandeiro e milagreiro. Perto de seu desaparecimento, surgiu o segundo monge, João Maria de Jesus, cujo nome verdadeiro era Atanás Marcaf. Trilha o caminho de seu antecessor, com algumas nuanças peculiares. É visto apoiando os revoltosos da Revolução Federalista. Por fim, o terceiro monge, José Maria, dizendo-se irmão de João Maria, teve liberdade para trabalhar seu personagem. Os dois João Maria preferiam o nomadismo e a solidão, enquanto o último monge admitiu seguidores e tornou-se líder militar. Morto em combate, o movimento organiza-se política e religiosamente. A liderança fundada no prestígio começa a dar lugar à coerção. Estabelece-se o virgenato e os meninos-deus , videntes que recebiam orientações diretas de José Maria. Percebem-se elementos da religiosidade negra e índia no messianismo Contestado, amalgamadas no catolicismo popular. Falando-se genericamente, influenciaram com o modelo de possessão e certa medida de animismo. Especificamente, contribuíram com algumas crenças, ritos e cerimônias. A resistência dos caboclos provocou reações cada vez mais enérgicas por parte do Exército Brasileiro, apoiado por vaqueanos contratados. À medida que o fim se aproximava, mais o religioso era substituído pelo barbarismo. Como legado religioso, nota-se a adoração de João Maria no catolicismo popular dos três estados sulistas e sua assimilação como um dos principais santos dos Kaingang. Mesmo o MST sofreu sua influência, podendo ser descrito como a causa Contestada secularizada.

Данное диссертационное исследование посвящено изучению вопроса представления темы культуры родной страны (России) в обучении иностранному языку (ИЯ) и разработке учебного пособия в качестве примера того, как это может быть реализовано на занятиях по английскому языку у русскоязычных студентов бакалавриата и магистратуры. Актуальность данного вопроса заключается в ряде причин. Во-первых, культура страны является частью идентичности ее граждан и обладает объединяющей силой, что особенно важно в свете последних событий в России и мире. Во-вторых, такой подход к обучению ИЯ соответствует целям, задачам и интересам РФ по развитию, укреплению и сохранению культуры страны. В-третьих, в ряде работ по преподаванию ИЯ подчеркивается важность обращения при обучении ИЯ к культуре в целом и культуре родной страны в частности, а также создания наработок в данной области. В главе 1 рассматриваются понятия сфер обучения, теории и методики преподавания ИЯ, культуры, издательского дела и информационных коммуникационных технологий (ИКТ). Глава 1 также содержит обзор документов и проектов РФ, научной литературы. В главе 2 представлен и проанализирован проект авторского учебного пособия “Learning English through the Russian culture”, состоящий из одной главы на тему “Space exploration”, которая включает четыре урока для уровней B1, B2 и C1. Данное учебное пособие было разработано с использованием ИКТ и существует в электронном и печатном вариантах, а также сопровождается созданными на сайте Quizlet учебными карточками для отработки материала уроков. Представленный проект может быть использован при обучении английскому языку русскоязычных студентов бакалавриата и магистратуры или при самостоятельном изучении языка. Общим итогом работы является доказательство выдвигаемой гипотезы о том, что тему культуры родной страны целесообразно и возможно вводить при обучении ИЯ. / This dissertation research explores the issue of presenting the topic of native country (Russia) culture in foreign language (FL) teaching and developing a teaching aid as an example of how it can be implemented in English classes for undergraduate and graduate students, whose native language is Russian. The relevance of the issue lies in a number of reasons. Firstly, a country's culture is part of the identity of its citizens and has a unifying force, which is especially important in the light of recent events in Russia and the world. Secondly, this approach to teaching a foreign language is in line with the goals, objectives and interests of the Russian Federation to develop, strengthen and preserve the country's culture. Thirdly, a number of works on teaching the foreign language emphasize the importance of addressing culture in general and the native culture in particular while teaching a foreign language, as well as of creating learning materials on the topic. Chapter 1 discusses the concepts of the fields of learning, theory and methodology of language teaching, culture, publishing, and information communication technology (ICT). Chapter 1 also contains a review of Russian documents, projects, as well as of scientific literature. Chapter 2 presents and analyses the author's draft of instructional material collection entitled “Learning English through the Russian culture” which consists of one chapter on “Space exploration” with four lessons for levels B1, B2 and C1. This teaching aid was developed with the use of ICT and is available in electronic and print versions, and is accompanied by Quizlet cards for practicing the material of the lessons. The presented project can be used in teaching English to Russian-speaking undergraduate and graduate students or as a tool for independent language learning. The overall result of the work is proof of the hypothesis that it is appropriate and possible to introduce the topic of native culture in a foreign language classroom.