TITLE:  Foreign Language and Culture

AUTHOR:  Brown, Basic High School, NV

GRADE LEVEL/SUBJECT:  9-12, foreign language and culture

OVERVIEW:  Most foreign language students do not fully
understand that the culture of a country and the language
must necessarily go together.  Without the cultural aspects,
much of the language usage is lost in everyday life within
the country.

PURPOSE:  The brainstorm early in the school year some
cultural activities within the country that relate to the
everyday activities of its people, which may affect the
language..  [i.e. music, economics, eating requirements
(large meal at noon), art, theater, etc.]

OBJECTIVES:  Students will list activities which affect the
language under study.  (i.e. Bastille Day, Chinese New Year,
Ramadan, San Gennaro Festival, Cinco De Mayo, Fasching,
Oktoberfest, Carnival, Guy Fawkes Day, Boxing Day, Santa
Claus Day, and other activities not found in the United
States.

RESOURCES/MATERIALS:  A fundamental use of brainstorming and
an overview of industry's use of Quality Circles (see Dr. Ed
Demming's books) is necessary for the teacher.  Visual aids
would be helpful in getting the discussion underway.

ACTIVITIES AND PROCEDURES:   On the chalkboard and on
students' paper list those activities by country which may
affect a language and discuss why it may be a determining
factor in changing or expanding a language.  Specifically,
we need to learn why we study a foreign language and also
why we need to learn the culture of that language.  As an
example, the Chevy Nova automobile did not sell in Latin
American countries because of its name.  No Va means "It
won't go."
  During brainstorming, students should allow their minds to
ramble or free-wheel to bring out all ideas no matter how
absurd anything sounds.
  Students should take their lists home and discuss them
with their parents and other children to get further input
and to reflect upon their list.
  They should share the additions at the next class session.
After the list is compiled and on the chalkboard, begin by
picking apart the lists (without identifying where the ideas
originated), asking what effects resulted on the country's
people.  Continue until a concensus is reached on most
materials.

TYING IT ALL TOGETHER:  The Gulf War has shown why we
prepared to fight war prior to Ramadan, Easter and the days
of Passover.  In the past I have attempted to show that
other cultural, religious and governmental events affect
nations and therefore affect their languages to a degree
until eventually it becomes custom.
  It is soon evident that all subjects of science and
humanities are interrelated and that a balance is needed if
nations are to react with and understand each other.