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dc.contributor.advisorGarza, Thomas J.*
dc.creatorRigby, Laura Beth
dc.date.accessioned2010-09-13T17:50:04Z
dc.date.accessioned2010-09-13T17:50:09Z
dc.date.available2010-09-13T17:50:04Z
dc.date.available2010-09-13T17:50:09Z
dc.date.created2009-08*
dc.date.issued2010-09-13
dc.date.submittedAugust 2009
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2009-08-390
dc.descriptiontext
dc.description.abstractFor 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.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectForeign Language Education
dc.subjectCulture
dc.subjectForeign Language
dc.titleCulture in foreign language education: issues past and present
dc.date.updated2010-09-13T17:50:09Z
dc.contributor.committeeMemberHorwitz, Elaine K.*
dc.type.genrethesis*
thesis.degree.departmentForeign Language Education
thesis.degree.disciplineForeign Language Education
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts


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