The Importance of Embedding Culture into the Teaching of Foreign Languages

 Dr. Peter B.  Swanson

Georgia State University

For years it has been noted that language teaching and learning are social processes and that the teaching of language is the teaching of culture. Thanasoulas (2001) suggests that culture and communication are inseparable because “culture not only dictates who talks to whom, about what, and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted.”

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Meeting the Needs of all Students in FLES Classrooms: A Call for Differentiated Instruction

Dr. Frances S. Hoch

Raleigh, North  Carolina

The FLES (Foreign Languages in the Elementary Schools) program model is designed to provide a sequential language learning experience to all students. Access and equity lead the list of characteristics that the American Council on the Teaching of Foreign  Languages (ACTFL) has designated for effective elementary school programs. ACTFL states: “All students, regardless of learning styles, achievement levels, race/ethnic origin, socioeconomic status, home language or future academic goals, have opportunities for language study.”

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