- •Пояснительная записка
- •Table of contents
- •International communication
- •International communication
- •Independent b1
- •Independent b2
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •Incorrect article choice
- •Incorrect omission or inclusion of articles
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •(Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs
- •2. Identifying where to find information
- •3. Reciting and reviewing the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •Verb errors involving tense
- •Text 1-4. Receptive multilingualism (Abridged from the Toolkit for transnational communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •Identify and correct errors involving verbs and verbals
- •(After j. Normann Jørgensen’s and Kasper Juffermans’ sections in the Toolkit for Transnational Communication in Europe. Copenhagen Studies in Bilingualism. University of Copenhagen, 2011)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •7. Which of the following best describes the organization of the passage?
- •9. What is the author's attitude toward superdiversity and languaging? Answer choices:
- •Incorrect verb forms
- •(After Robert Phillipson’s Lingua franca or lingua frankensteinia? In World Englishes, 27/2, 250-284, 2008)
- •1. Matching headings with paragraphs.
- •2. Identifying where to find indirect information.
- •3. Identifying the key words of the text.
- •4. Identifying patterns of text organization.
- •Identify description, step-by-step explanation, directions, comparison and contrast, analysis, analogy, and definition in the following paragraphs:
- •5. Reviewing and reciting the text.
- •6. What circumstantial evidence can be inferred from the following paragraph:
- •8. What is the author's attitude toward the English language in science and education expressed in the following paragraph?
- •9. Make valid inferences based on the questions:
- •Identify and correct errors involving verbs and verbals
- •Incorrect inclusion or omission of prepositions
- •Identify and correct errors involving prepositions
- •1. A definition of communication
- •2. Major structural components
- •3. What is culture?
- •4. Explaining Culture
- •1. New approach to intercultural understanding.
- •2. Culture as Ways of Thinking, Beliefs and Values
- •3. Culture as Language: The Close Link Between Language and Culture
- •Identify and correct errors involving the wrong word choice
- •Identify and correct errors involving sentence structure
- •Incomplete adjective clauses
- •Identify and correct errors involving types of clauses
- •Identify and correct errors involving adverb clauses
- •In Europe
- •In Sweden
- •Incomplete noun clauses
- •Identify and correct errors involving noun clauses:
- •Incomplete participial phrases
- •Incomplete appositives
- •Incomplete/missing prepositional phrase
- •Identify and correct errors involving incomplete phrases
- •Introduction
- •Informative Abstracts:
- •Tips and Warnings
- •Identify and correct errors involving word order
- •Items involving parallel structures
- •Introduction
- •Implications
- •Identify and correct errors involving subject-verb agreement
- •Text 1-23. Interpreting successful lingua franca interaction (Based on Christiane Meierkord’s analysis of non-native/non-native small talk conversations in English)
- •The data
- •Identify and correct errors involving misplaced modifiers
- •Text 1-24. Bringing europe's lingua franca into the classroom (After an editorial published on guardian.Co.Uk on Thursday 19 April 2001)
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •Issues:
- •1. European migrant workers
- •2. Returnees
- •3. Tourism
- •4. The redistribution of poverty
- •5. Expat workers
- •6. Internal migration
- •7. A reserve army of labour offshore
- •1. Communications technology
- •2. Text messaging
- •3. Surveillance society
- •4. Why English is used less . . .
- •5. Independent journalists and bloggers
- •Text 2-4. Polylingualism, multilingualism, plurilingualism
- •1. Borders - Borderlands – Boundaries (after Virginie Mamadouh)
- •3. Tool(s) – Toolkit (after Virginie Mamadouh)
- •1. Could you tell us your background and why you decided to become an educator? (from Ana Wu, City College of San Francisco, esl Instructor)
- •2. From poststructural and postcolonial perspectives, linguistic imperialism could be critiqued by its deterministic and binary divisions; those who colonize and those who are colonized.
- •6. Dr. Phillipson: In the March, 2009 interview Marinus Stephan on this blog, Dr. Stephan
- •8. You have written and discussed very controversial issues. How do you deal with criticism? How do you react to people who disagree with your ideas?
- •1. Interactive communication
- •2. Time and Space
- •3. Fate and Personal Responsibility
- •4. Face and Face-Saving
- •5. Nonverbal Communication
- •6. Summary
- •1. Social interaction.
- •2. Looking Back
- •3. Food for Thought
- •1. Introduction
- •2. Three Decades Have Passed
- •3. Cultural Predestination!
- •4. Individual Values
- •5. Culture Is a Set of Dynamic Processes of Generation and Transformation
- •1. Strong and weak uncertainty-avoidance cultures
- •2. Individualism versus Collectivism, the Case of Japan
- •3. Identity
- •1. Two specific uses of the concept of cultural identity
- •2. The interplay of culture and personality
- •3. The interaction of culture and biology
- •4. Psychosocial patterns of culture
- •5. Motivational needs
- •6. The flexibility of the multicultural personality
- •1. Introduction
- •2. Background: English as the language of publication and instruction
- •3. Methods
- •4. Results
- •4.1 Form of words (Morphology)
- •4.2 Grammar (Syntax)
- •4.3 Attitudes towards English as a Lingua Franca
- •5. Conclusion
- •Text 2-14. A new concept of english?
- •Cambridge English Examinations: Speaking Test
- •1. Basic Interpersonal Communication Skills (bics)
- •Implications for mainstream teachers
- •2. Common underlying proficiency (cup)
- •Implications for mainstream teachers
- •Implications for mainstream teachers
- •4. Additive/subtractive bilingualism
- •Implications for mainstream teachers
- •Introduction
- •Impetus for the study
- •1. Cultural
- •2. Organizational
- •Parts of an Abstract
- •Introduction
- •Interaction between teacher and students
- •Read the introduction section of the article.
- •Read the methods section of the article.
- •Read the discussion section of the article.
- •(Based on Christiane Meierkord’s analysis of non-native-/non-native small talk conversations in English. Continued from Text 1-23)
- •Interpreting lingua franca conversational data
3. Identity
Closely related to the concept of culture are the notions of individual, social and national identities. Identity, particularly in the age of globalization, is never a fixed reality, a pre-given identification; it is a dynamic and evolving reality. “Cultural identity is a matter of becoming as well as being. It belongs to the future as much as to the past. It is not something which already exists, transcending places, time, history and culture. Cultural identities come from somewhere, they have histories. But like everything which is historical, they undergo constant transformation” (Hall, 1990). “Identity is never a priori, not a finished product” (Bhabba, 1986). “Things fall apart, the centre cannot hold” (“Yeats”). This famous quotation from Yeats, which he wrote in the aftermath of the First World War, has often been used to highlight the current sense of cultural fragmentation and dislocation of the individual in the new world dominated by globalization.
In this new world, individual identities, group identity, cultural and ethnic identity, as well as national identity are no longer clearly defined concepts to which individuals and groups can relate and find their own identification. Identity is no longer conceptualized as a given but rather as something which is constantly negotiated and struggled over (Saint-Jacques, 2002). In this world, the individual’s activity has been diversifying and group membership becomes more pluralistic; belonging to a number of groups means that the individual will have several identities or multiple identities. The case of immigrants is a good example. In a recent article, Van Oudenhoven, Ward and Masgoret write that immigrants may give up parts of their cultural heritage without giving up their cultural identity (2006), Hybridity and multiple identities (whether affirmed or negated) are part of the human condition, and we should begin considering them as “normal” (Boyland, 2005).
In their recent paper, Bhatia and Ram (2009) rightly make the point that acculturation and immigrant identity is not only an individual process: “We call for a shift from conceptualizing acculturation and immigrant identity as an individual process to a more broad, contextual, and political phenomenon”. Their research shows clearly that the acculturation experiences of Indian immigrants living in the diaspora in the United States “are constructed through a dynamic, back-and-forth play concurrently between structure and self, being privileged and marginalized, caught in the web of socio-political and historical forces”. Human beings are living at the same time within particular cultural settings, on the one hand, and between different cultural environments, on the other one. Bayart (2005) argues that identities are fluid, never homogenous and sometimes invented. Fixed cultural identities never exist.
Globalization can be a profoundly enriching process, opening minds to new ideas and experiences, and strengthening the finest values of humanity. “The homogenizing influences of globalization that are most often condemned by the new nationalists and by cultural romanticists are actually positive: globalization promotes integration and the removal not only of cultural barriers but of many of the negative dimensions of culture. Globalization is a vital step toward both a more stable world and better lives for the people in it” (Rothkopf, 1997). This new approach to intercultural understanding might help intercultural communication.
Instruction: This text is consructed around three problems: the opposition of strong uncertainty-avoidance cultures vs. weak uncertainty-avoidance cultures, the dichotomy of individualism vs. collectivism and four aspects of identities: individual, social, cultural and national identities. You are expected to highlight these problems basing on explicit facts and details given in the passage. You have to locate and identify the information and determine the author’s idea, purpose, attitude, etc. If you are not sure from your first reading where to look for specific answers, use scanning techniques. The order of facts or details in the text follows the order in which ideas are presented in the passage. In other words, the opening information you need will usually come near the beginning of the passage; the next factual information will follow that, and so on. Knowing this should help you locate the information you need.
Focus on one or two key words as you read the stem of each question. Lock these words in your mind.
Scan the passage looking for the key words or their synonyms. Look only for these words. Do NOT try to read every word of the passage.
It may help to focus your attention. Don't reread the passage completely – just look for key words.
When you find the key words in the passage, carefully read the sentence in which they occur. You may have to read the sentence preceding or following that sentence as well.
Compare the information you read with possible answer choices.
Factual Questions
What did the author observe while studying the paper of the three Japanese authors about the dichotomy of individualistic versus collectivistic?
(A) They must have regretted their allegiance to this rigid dichotomy “individualistic versus collectivistic”;
(B) Students returning from so-called collectivistic countries were more individualistic than returnees from so-called individualistic countries;
(C) The traditional approach to the study of culture and intercultural understanding was wrong.
What terms have been used for the articles of Hofstede’s hypotheses?
Why did the author have serious doubts about the scientific value of the confirmations of the Hofstede hypotheses?
What does the term strong uncertainty-avoidance cultures refer to?
Where in the passage does the author first discuss " fixed sets of polar attributes?
Where in the passage does the author specifically stress that individual identities, group identity, cultural and ethnic identity, as well as national identity are no longer clearly defined concepts?
In what paragraph does the author first mention that identity is never a finished product?
Scanning questions
Scanning questions are usually easy to answer. Use the same techniques for scanning given about detail questions. For each question, locate that part of the passage in which the answer will probably be found, and write it out. Don't worry about answering the question itself, only about finding the information. Do these scanning questions as fast as you can.
Sample Questions
What is inferred in the following quatation from Robert Christopher?
“To an extent unmatched by the inhabitants of any other nations, the Japanese succeeded in marrying the social discipline that is the chief virtue of a strong collective consciousness with individualism” What is the term for using in real life features associated with different languages?
What is inferred in the following sentences?
Immigrants may give up parts of their cultural heritage without giving up their cultural identity.
“Cultural identity is a matter of becoming as well as being.”
Where in the text are the negative dimensions of culture mentioned?
Unit 2-11. THE CONCEPT OF CULTURAL IDENTITY
Guidelines for extensive reading of ESP texts
Culture identity, also known as cultural identity, has been at the forefront of many educational discussions in classrooms and at academic conferences. With issues such as terrorism, politics and religious differences overwhelming the media these days, the need for cultural awareness has become more important. With so many different identities to consider, the term "cultural identity" is used more frequently, so awareness of the definition will assist in understanding one's cultural identity.
Cultural identity is the feeling of being included in a group or culture. Culture is defined by attitudes and beliefs and what a person from each culture believes is normal for that group. Since there are many cultures in society, each culture contributes to cultural diversity, creating a "melting pot." But cultural identity is not just defined by a group or culture with which you identify. Cultural identity also consists of racial, religious, class, gender, sexuality and familial identities. Additionally, national, social and personal identity also contribute to one's cultural identity, as these properties envelope the entire person, making her/him who s/he is.
Text 2-11. THE CONCEPT OF CULTURAL IDENTITY: A PSYCHOCULTURAL FRAMEWORK
(After Peter Adler)