Welcome!

A defining feature of British and American socities is that they are multicultural. To understand Anglo-American culture requires an understadning of multiculturalism. Some argue that globalization is making the world less diverse, but globalization is increasing cultural contact. Globalization is also changing the face of South Korean society. South Korea is becoming more multicultural. This will present educators with both opportunities and challenges. In this course we look at how South Korea is changing, what these cultural difference will mean, and how we can address multiculturalism in our classrooms.

We will be using a course packet available at 참글. Here's a link to the Al Jazeera news program (mp4-version) that looks at Multiculturalism in South Korea. You should watch this before doing your annotated bibliography project (see below).

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 a previous semester. Please note: These are for review and are not a substitute for class attendence. Moreover, assignment due dates, page numbers and other course information may be wrong or incorrect, so please be aware of these limitations. Remember to access these files you will need your ID and Password. Email me if you require the updated version of the lecture.

Spring 2022 Videos & Additional Resources

Week 1
News Program
New Progam (mp4)

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Grading Criteria

20% Attendance and participation
10% Anontated Bibliography Project
20% Homework on readings
25% Project/Presentation 1
25% Project/Presentation 2
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100% Total

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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%) Sample
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) submit a photocopy or print out of each article (You cannot use the sample article!!)
2) provide an appropriately written APA citation for each article (an additional resource)
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 or Readings
Each reading comes with guiding questions. Look over the questions before you read and then answer the questions after you read. Questions will be collected and assessed the week after they are assigned.

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

I will add a list of resources as the semester progresses

Tentative Semester Schedule

Week	Reading	Topic	Homework/Assignments
1	N/A	Introduction & Syllabus	Changing Korea: Annotated Bibliography project - Reading #1: Introduction to Culture - What is Culture? (video)
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

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