Welcome!

We will be using a course packet available at 참글. I have uploaded the course packet for Spring 2016; however, this is only for reference.

Here's a link to the Al Jazeera news program that looks at Multiculturalism in South Korea. You should watch this before doing your annotated bibliography project.

Course Overview

The general purpose of this course is for teachers-in-training to become more culturally aware. We will begin by examining ourselves and our context. Participants will be become more culturally aware of themselves as cultural beings and learn necessary skills to better prepare others for living in today's multicultural world. Various cultural theories will be examined. Participants will also take part in a number of experiential activities that will provide a greater understanding of the theoretical concepts.

Lecture Notes

I have uploaded the lecture notes from the Fall of 2015. Please note that these are for your review and are not a substitute for class attendence. Assignment due dates as well as page numbers may be wrong or incorrect, so please be aware of these limitations.

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Grading Criteria

20% Attendance (10%) and active participation in class activities (10%)
10% Anontated Bibliography Project
20% Homework on readings
25% Project/Presentation 1
25% Project/Presentation 2
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Expectations

Attendance/Participation
Attendance is mandatory: Participants who arrive to class 10 minutes or more after class begins will be considered late. Participants who are late 3 times will receive 1 absence. Any participant who misses 1/4 of all class meetings will receive an F. Mastery of the ideas and concepts of this course requires engagement and discussion. If you are not in class, you miss that opportunity to exchange ideas. Moreover, participation is also essential. Just coming to class is not enough. I expect all participants to be active in class discussion and lectures as well as to complete all oral and written assignments.

Annotated Bibliography Project (10%)
Due in week 3 - The purpose of this project is to answer: Why do Korean educators need to be aware of issues in multiculturalism and multicultural education? Please watch a short news program about changing face of Korea and then find three articles on the subject of multiculturalism and or multicultural education in Korea. The articles can be written in English or Korean. Students will:
1) photocopy or print out each article (You cannot use the sample article!!)
2) provide an APA citation for the article (See examples below)
3) summarize each article, and
4) use the information found in all the articles to answer and explain: Why do Korean educators need to be aware of issues in multiculturalism and multicultural educations?


Homework on Readings
It is essential to be prepared for each class by completing the required readings. This will provide you with the background knowledge on the topic and allow you to participate actively in the class discussion. In order to ensure that you have read the required readings for class, you will be expected to do a short homework assignment for the reading. This homework assignment involves answering the guiding reading questions (see below). These homework assignments are to be submitted at the beginning of class. Late submissions will NOT be accepted.

Project and Presentation 1 (25%)

Each participant will be asked to research and present their finding on one of the following aspects of culture:
    1. Collectivist vs. Individualist (Resource1) (Resource2)
    2. Universalist vs. Particularist (Resource)
    3. Monochronic vs. Polychronic (Resource) (Resource2)
    4. Internal vs. External (Resource)
    5. Face (Resource)
    6. Societal Roles (Resource) (Resource2)
    7. Ethnocentrism (Resource)
    8. Direct vs. Indirect communication (High and Low Context) (Resource2)
    9. Power distance (Resource) (Resource2)
    10. Uncertainty Avoidance (Resource)
Each presentation should be 15-20 minutes in length. The presenter will define and describe the term and/or terms, provide appropriate examples, describe and analyze how this aspect of culture can cause cultural conflict or misunderstanding, and finally make recommendations on how to teach or raise student awareness about this or these issues.

Project and Presentation 2 (25%)
Each participant will be asked to analyze a situational comedy in terms of pragmatics. One way that situation comedies create humor is through the breaking of pragmatic conventions. Participants will show clips form a situational comedy and identify the pragmatic conventions that were broken and provide examples of more appropriate language use.
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Additional Resources

Student presentations: Wednesday, 19 October, 2011.

Tentative Semester Schedule

Week Reading Topic Homework/Assignments
1 N/A Introduction & Syllabus

Changing Korea: Annotated Bibliography project - Reading #1: Introduction to Culture

2 Introduction to Culture from
Crossing Cultures in the
Language Classroom

Foundational Experience: Chronic - Processing the cultural experience & Discussion about the reading

Turn in answers to questions for reading #1
3 Introduction to Culture from
Crossing Cultures in the
Language Classroom
Discussion/Lecture
Introduction to Culture & Defining Key Vocabulary

Annotated Bibliography project due Reading #2: The Cultural Experience

4 The Cultural Experience from
Teaching Culture:
Perspectives in Practice
Discussion/Lecture
Cultural Experience - Introduce Mid-term project
Turn in answers to quetions for reading #2 - Reading #3: Language and Culture
5 Language and Culture from
Teaching Culture:
Perspectives in Practice
Discussion/Lecture about
Language and Culture - Time for
groups to discuss projects
Turn in answers to quetions for reading #3 Reseach Presentations
6 Reseach Presentations Discussion/Lecture tie up loose
ends
Sample of Culture Presentation
Research Presentations
7 Research Presentations Preparation for presentation and
project #1
Organize Presentation
8 Presentations Presentation Presentations
9 Presentations Presentations Presentations
10 N/A Discussion/Lecture on readings
Poster: Language needed to reflect
on cultural learning
Reading #4: The Cultural Learning Process
11 The Cultural Learning Process from
Teaching Culture:
Perspectives in Practice
Discussion/Lecture about reading Turn in answers to quetions for reading #4 - Reading #5: Pragmatics and
Communication
12 Pragmatics and
Communication from
Crossing Cultures in the
Language Classroom
Discussion/Lecture about reading
Examples of pragmatic analysis
Turn in answers to quetions for reading #5 Research Presentations
13 Research Presentations Final Project Sample
Preparation for presentation and
project #2
Research Presentations
14 Presentations Presentations Presentations
15 Presentations Presentations Presentations
16 N/A Class Closure & Survey N/A