Culture in foreign language education: issues past and present

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Culture in foreign language education: issues past and present

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dc.contributor.advisor Garza, Thomas J.
dc.creator Rigby, Laura Beth
dc.date.accessioned 2010-09-13T17:50:04Z
dc.date.accessioned 2010-09-13T17:50:09Z
dc.date.available 2010-09-13T17:50:04Z
dc.date.available 2010-09-13T17:50:09Z
dc.date.created 2009-08
dc.date.issued 2010-09-13
dc.date.submitted August 2009
dc.identifier.uri http://hdl.handle.net/2152/ETD-UT-2009-08-390
dc.description.abstract For at least a century, applied linguists have been researching and developing an ever evolving concept of how to approach and teach culture in the foreign language (FL) classroom. Frequently, we find researchers stating why culture should be taught, offering their own definitions of culture, and suggesting methods for practical implementation. A common goal in this process has been finding a cohesive definition of culture that would unite the field in the implementation of methods that would naturally follow. While great strides have been made in the development of theories, definitions, and suggested methods, there exists a lag between researchers’ discoveries and the application of the concept in teachers’ lessons. This paper will briefly review the history of culture research in the FL field, offer analysis of potential reasons for the lag in implementation, and conclude with an overview of challenges in the practical field.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.subject Foreign Language Education
dc.subject Culture
dc.subject Foreign Language
dc.title Culture in foreign language education: issues past and present
dc.date.updated 2010-09-13T17:50:09Z
dc.contributor.committeeMember Horwitz, Elaine K.
dc.type.genre thesis
dc.type.material text
thesis.degree.department Foreign Language Education
thesis.degree.discipline Foreign Language Education
thesis.degree.grantor The University of Texas at Austin
thesis.degree.level Masters
thesis.degree.name Master of Arts

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