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Abstract

This study concerns the incorporation of culture into language teaching and the role of heritage students in teaching culture in the language classroom. Cultural factors are deeply interwoven with the language, and are reflected in the forms of the language. Thus, it is essential to teach the students the cultural differences between the native and the target cultures along with the structural and typological differences of the language. The premise of this study is that heritage students can play a productive role in helping non-heritage students understand intercultural differences in a classroom in which both types of students are represented.
This publication appeared in South Asia Language Pedagogy and Technology (SALPT) was published in 2008 by the South Asia Language Resource Center (SALRC) as a space to explore the creation and dissemination of new resources for teaching and research on South Asian languages, primarily via the World Wide Web, and pedagogical support for faculty through digital materials. The South Asia Language Resource Center (SALRC) was a collaborative effort funded by a grant from the U.S. Department of Education's International Education and Graduate Programs Service. The Language Resource Center at the University of Chicago was one of fifteen nationwide that exist to improve the capacity to teach and learn foreign languages effectively. SALRC primarily focused on the needs concerning South Asian language pedagogy in American universities.

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