Acceso usuarios
William J. Davis, Jiazhen Yan
For at least 60 years, scholars have discussed and examined the intimate relationship between language and cultural learning. However, there is little scholarly consensus on what culture is and what it consists of, let alone how culture and its elements should be taught. The purpose of this paper is to share a perspective on learning to teach cultural knowledge and moving towards the cultivation of a culture pedagogy heavily influenced by the ACTFL standards. Using a duoethnographic approach, the authors engaged in a self-study of their experiences with second language learning and culture learning before, during, and immediately following a student teaching semester. The study highlights the importance of curriculum generation skills like thematic unit planning in the teaching of culture and language. In addition, the study helps to demonstrate the importance of trust and critical questioning between researchers in duoethnographic inquiry.
