Deep Culture Versus Surface Culture - Montrose High School

Deep Culture Versus Surface Culture - Montrose High School

Culture Shapes . . . The way we think (cognition) The way we interact (behavior) The way we communicate (language) The way we transmit knowledge to the next generation (education)

Adapted From Catherine Collier, 1998 Acculturation Variables Age/amount of time spent in the process Quantity and quality of interaction Ethnicity or nation of origin (similarities between 1st and 2nd cultures) Language proficiency (L1 and L2) Similarity between cognitive learning style and teachers teaching style

7 Skills of Cultural Awareness The capacity to . . . 1communicate respect 2be non-judgmental 3personalize knowledge and perceptions 4display empathy 5demonstrate role flexibility 6demonstrate reciprocal concern 7tolerate ambiguity

Deep Culture Thoughts, beliefs, superstitions, religion Concerns, hopes, fears, worries, ethics, and how you organize your thinking and world Symbolic and intangible aspects of identity Subtle interpersonal relationships as expressed in actions and words Day-by-day details of life as it is lived Surface Culture

Music, visual and performing arts, drama Holiday celebrations and folklore Food/drink Traditional dress

Historical contributions Outward displays of behavior and identity Cultural Differences/Similarities Cultural differences/similarities that affect student language, learning, and achievement: Traditions and family values Signs of importance and respect Teacher-centered vs. student-centered classrooms

Perceptions of space and time Reprinted by permission from Colorado Department of Education, ELLEN Toolkit, 2nd Edition , August 6, 2009

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