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Cross-cultural perspectives for advanced ESL learners

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Title: Cross-cultural perspectives for advanced ESL learners


1
Cross-cultural perspectives for advanced ESL
learners
Emotional Intelligence
  • Presented by
  • Hui-wen Vivian Tang
  • Mu-shang Max Yin

2
  • Students
  • Advanced ESL learners in
  • Taiwan China
  • Materials
  • American Multicultural
  • literature
  • Method
  • Cultural-response approach

3
Problems
  • Grammar-Translation/new criticism approaches
    silence the dialogue
  • Reader-response approach
  • not challenge readers worldview/self-identity,
    misinterpret the text

4
Cultural-response approach
  • Increase cross-cultural understanding
  • Reflecting on ones own race, culture ethnicity
  • Respect others
  • Explore the cultural context of the text.

5
  • I. The beginning of contrast East v.s.West
  • II. Emotions cross-cultural research
  • III. Emotions in cross-cultural
  • reading
  • IV. Emotionality in American literary classics
  • V. Emotionality in contemporary African American
    literature

6
I. The beginning of contrast
  • Western paintings v.s.
  • The mental state of human subjects
  • Each individual is unique
  • Chinese paintings
  • Human as a dot in a vast landscape
  • No facial expressions
  • Social characteristics rather than personalities

7
(No Transcript)
8
I. The beginning of contrast
  • Individualistic countries (low-context) USA,
    Australia, UK, Canada, Netherlands, Italy,
    France, Sweden......
  • Collectivistic countries (high-context) China
    (Taiwan), Peru, Costa Rica, Pakistan, Indonesia,
    Colombia, Equador, Guatemala

9
I. The beginning of contrast
  • Low-context
  • (individualism)
  • Control the natural environment.
  • People need to be empowered.
  • Identity is based on the individual.
  • Lack emotional attachment to others/groups.
  • Differences are respected.
  • High-context
  • (collectivism)
  • Controlled by the natural environment.
  • People need to be monitored.
  • Identity is based on the group to which one
    belongs
  • Strong emotional attachment to
  • others/groups.
  • Differences are dangerous.

10
  • American literature
  • tensions and conflicts of plots hidden in
    characters inner consciousness what the
    characters do, think, feel as individuals
  • Chinese classical literature
  • no traditional Chinese novelists tell the
    story from the point of view of one character
    what the characters do in their roles as
    emperors, common men in relation to others.

I. The beginning of contrast
11
II. Emotions cross-cultural research
  • Universal or
  • Studies on emotional displays
  • Facial expression.
  • Voice/speech variations
  • Bodily sensation
  • (6 original universal emotions anger, disgust,
    fear, happiness, sadness, surprise)
  • Cultural specific
  • Studies on emotional recognitions
  • emotional expression proved to be more important
    than emotional differentiation to interpersonal
    relations in individualistic cultures
  • emotion differentiation is more important than
    emotional expression in collectivist societies.

12
II. Emotions cross-cultural research
  • research recommendations
  • Universal--Replication studies across wider
    range of cultures by using unbiased/unconstrained
    stimuli are necessary to allow cultural
    differences/similarities to emerge.
  • Cultural specific--In addition to within group
    comparison, cross-cultural comparisons are
    adopted to compare levels of importance one
    culture overweight another regarding emotional
    variables.

13
II. Emotions cross-cultural research
  • Matsumoto (1993) studies differences in terms of
    individualism vs. collectivism
  • Collectivists (typically Asian and South
    American cultures) it is important to avoid
    reflecting negatively upon the group, hence, they
    are less likely to show negative affect in public
  • Individualists (typically in Western
    cultures)direct communication is important,
    hence, they are less likely to mask their
    negative affect

14
Individualism vs. Collectivism
  • ??Individualism
  • 1. Fostering independence and individual
    achievement
  • 2. Promoting self-expression, individual
    thinking, personal choice
  • 3. Associated with egalitarian relationships and
    flexibility in roles (e.g., upward mobility)

Collectivism 1. Fostering interdependence and
group success. 2. Promoting adherence to norms,
respect for authority/elders, group
consensus 3. Associated with stable, hierarchical
roles (gender, family background, age)
II. Emotions cross-cultural research
15
Individualism vs. Collectivism (contd)
II. Emotions cross-cultural research
  • ??

Collectivism 4. Understanding the physical world
in the context of its meaning for human life 5.
Associated with shared property, group ownership
Individualism 4. Understanding the physical world
as knowable apart from its meaning for human
life 5. Associated with private property,
individual ownership
16
III. Emotions in cross-cultural reading
  • African Americans/Puerto Ricans demonstrated more
    intense emotional responses than others.
  • Emotional responses of L2 readers are very
    different from those of L1 readers.
  • L2 readers intrude inappropriate information from
    their own cultures.

17
VI. Emotionality in American Literary Classics
  • Text Nathaniel Hawthornes Young Goodman Brown
  • Students Chinese sophomore in English Department
  • Teaching Objectives
  • individualism v.s. collectivism
  • extreme view of the world v.s. relative
    view of the world
  • monotheism v.s. polytheism

18
Underlying tensions the emotional destruction of
Brown was caused by
  • Inability to distinguish what was reality what
    happened in inner consciousness
  • Unbearable miserable emotion centered in himself
  • Total broken of previous faith on others
  • Doubt/forget the extreme goodness of God

VI. Emotionality in American Literary Classics
19
Chinese students responses
VI. Emotionality in American Literary Classics
  • Browns tragedy shouldnt be inevitable his
    fatal mistakes are
  • Unwilling to share emotions with others
  • Unwise, shouldnt sum up an absolute evil
    committed by the few
  • Dont rely on a single God. Gods are like human
    beings they may be both good evil.

20
  • Teaching Objectives
  • individualism v.s. collectivism
  • extreme view of the world v.s. relative view
    of the world
  • (True/false questions)
  • monotheism v.s. polytheism
  • (Bible Mythology)

VI. Emotionality in American Literary Classics
21
The Challenge
  • History for me is a giant reservoir of human
  • experience and its most valuable when that
  • human experience comes in cultural forms
  • unfamiliar to us, because one of the most
  • difficult things to do in the world is to get a
    grip
  • on our own pre-conceptions, assumptions,
  • unexamined convictions we also have to
  • control our emotions.
  • Inga Clendinnen,
    interviewed by Miriam Cosic
  • Weekend Australian October
    4-5, 2003 Review 9.

22
V. Emotionality in Contemporary African American
Literature
  • Multicultural Literature
  • Objective Immersion in the very nature of
    multiculturalism in American society.
  • Multicultural Novels (examples)
  • Maya Angelous I Know Why the Caged Bird Sings
  • Amy Tans Joy Luck Club
  • Esmeralda Santiagos When I was Puerto Rican

23
Toni Morrisons Beloved
  • Thematic Concern In quest of personal identity
    and communal wholeness.
  • Individual protest is potentially
    self-destructive, and only communal protest is
    capable of subverting symbolic structures. Only
    collective action leads to freedom. (Emma
    Parker, 2001)

V. Emotionality in Contemporary African American
Literature
24
Thematic Concern
  • How a marginalized individuals healing of
    emotional trauma and achievement of self through
    communal relations of power
  • Two episodes chain-gang prayer meeting
  • To illustrate how the individual achieves
    wholeness and keeps body soul in perfect
    harmony through communal power built upon mutual
    trust between the leader members.

V. Emotionality in Contemporary African American
Literature
25
Chain-gang (Beloved)
26
Chinese Slaves
27
Prayer Meeting in Beloved
28
Prayer Meeting in China
29
Analysis of Chinese Students Responses
  • Chinese students enjoy reading literature from
    collective cultures.
  • Morrisons artistry in mastering the moral
    judgment of her characters deeds has been
    characterized as the moral ambiguity, which
    involved Chinese students intellect, emotion
    value deeply.
  • Enacting a circular or repetition around the
    traumatic past, the novel echoes Chinese
    inherited circular thinking pattern.

30
Analysis of Chinese Students Responses (contd)
  • Difficulty Language
  • Recommendations
  • The introduction of multicultural literature
    should be structured based on levels of semantic
    changes in the English language.
  • Other references are needed in order to
    understand Black English.

31
First, using literature as media to communicate
with other cultures, and at the same time
understand our own culture. Second,
understanding factors of another culture serves
as background knowledge to enrich literature
coming from another culture.
Cultural Intelligence
To achieve the goal of
32
Su DongPo (1037-1101),
  • Men experience joy and sorrow,
  • parting and reunion
  • The moon may be dim or bright,
  • wax or
    wane.
  • Perfection is never easily come by.

Here's to longevity Though far apart, we
are still able to share the beauty of the
moon under the same sky.
33
  • When will the moon be clear and bright?
  • With a cup of wine in my hand,
  • I ask the blue sky.
  • I don't know what season it would be in the
    palace up there tonight.

34
  • If only I could ride the wind and see
  • Yet I fear flying above the crystal and jade
    towers.
  • It is much too high and cold for me.
  • Dancing with my moon-lit shadow
  • It does not seem like the human world.

35
Turning in the red chamberBeneath the carved
windowThe moon shines upon the sleepless
  • But why complain?
  • The moon is full and bright even when I am far
    away.

36
  • Men experience joy and sorrow,
  • parting and reunion
  • The moon may be dim or bright,
  • wax or
    wane.
  • Perfection is never easily come by.

37
  • Here's to longevity
  • Though far apart,
  • we are still able to share
  • the beauty of the moon
  • under the same sky.

38
Since such emotions depend on various contextual
circumstances - time, space, religion, gender,
age, education - literature not only commands
approval and admiration, but also invokes fierce
debate and arouses (intercultural) conflict.
  • Words have the power to move readers, make them
    sad, angry, delighted, interested, frightened,
    ashamed, disgusted, and surprised.
  • Writers write with the desire to stimulate
    readers' emotions, and readers read to experience
    an affective charge.

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