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Perception of the Self and Other and the Role of Language

An Exploratory Qualitative Study

by Mary Masterson (Author)
©2017 Thesis 308 Pages

Summary

This monograph aims to stimulate thinking and increase consciousness about the cultural dimension of foreign language teaching. The author draws from the theoretical framework of Schmidt’s «ABCs of Cultural Understanding and Communication» (Schmidt, 1998; Schmidt & Finkbeiner, 2006) to support and advocate for expanding awareness in relation to the influence of culture on the perception of self and other. She interrogates how language learners acquire interpretative skills to gain a deeper reflexive understanding of different cultures and how electronic communication can be effectively utilised in teaching for intercultural learning. Learning how to interrogate diverse cultural practices using multiple cultural frameworks has been shown to facilitate authentic engagement with the complexities of diverse pluralistic societies. This qualitative research study explores how culture can be taught in the foreign language classroom and school setting.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Abstract
  • Acknowledgements
  • Dedication
  • Table of Contents
  • Table of Figures
  • Table of Tables
  • Chapter 1: Introduction
  • 1.1 Introduction
  • 1.2 Structure of the Thesis
  • 1.3 Key Constructs for this Study
  • 1.3.1 Culture and cultural awareness
  • 1.3.2 Role of language in perception
  • 1.3.3 Perception of self and other
  • 1.3.4 Co-constructing meaning
  • 1.4 Research Background
  • 1.4.1 Increase in migration and diversity locally, nationally, and internationally
  • 1.4.2 Challenges arising from diversity
  • 1.4.3 Sociocultural context in Ireland
  • 1.4.3.1 Diversity in Irish schools
  • 1.5 Irish Government Responses to Diversity
  • 1.6 Interculturalism, Multiculturalism and Transculturality
  • 1.7 Policy Initiatives for Interculturalism
  • 1.8 Policy Responses to Diversity in the Irish Context
  • 1.9 Responding to Diversity through Pedagogy
  • 1.9.1 Promoting interculturalism through education in Irish schools
  • 1.10 Research Motivation
  • 1.10.1 Preparing young people for the world of work
  • 1.10.2 Pedagogical interest in implementing an ABCs model into foreign language education
  • 1.11 Research Objectives and Questions
  • 1.12 Methodology
  • Chapter 2: Literature Review
  • 2.1 Introduction
  • 2.2 The Concept of Culture
  • 2.3 The Relationship between Language and Culture
  • 2.4 Culture and Language Learning
  • 2.5 Teaching Approaches for Intercultural Learning through Foreign Language Instruction
  • 2.6 Developing Cultural Awareness
  • 2.6.1 Why is cultural awareness important?
  • 2.6.2 How to develop cultural awareness in the classroom
  • 2.6.3 Acculturation in learning culture
  • 2.7 The Role of Perception in Intercultural Learning
  • 2.7.1 Multiperpsective model
  • 2.8 Introducing the Human Global Positioning System (Human GPS) as a Tool for Developing Cultural Awareness
  • 2.9 The ABCs of Cultural Understanding and Communication
  • 2.9.1 The steps of the ABCs model
  • 2.9.2 Challenges implementing the ABCs model
  • 2.10 ABCs Studies Completed since 1998
  • 2.10.1 The first implementation of the ABCs model
  • 2.10.2 Adaptations of the ABCs model since 2000
  • 2.10.3 Adaptation of the ABCs model for foreign language instruction
  • 2.10.4 National and international adaptations of the ABCs model
  • 2.10.5 Online adaptations of the ABCs model for teacher professional development
  • 2.11 The TRANSABCs Adaptations of the ABCs Model
  • 2.12 Conclusion
  • Chapter 3: The Empirical Research Study: Design, Description, Analysis, Evaluation, and Interpretation
  • 3.1 Introduction
  • 3.2 Rationale for Methodology
  • 3.3 Research Paradigms
  • 3.4 Qualitative Research Approach
  • 3.5 Culture Orientation
  • 3.6 Case Study Research Design
  • 3.7 Case Study Methods
  • 3.7.1 Settings and cases
  • 3.7.2 The school context for the class in Ireland
  • 3.7.3 The school context for the class in Germany
  • 3.7.4 Similarities and differences between the classes in the schools in Ireland and Germany
  • 3.7.5 Sampling
  • 3.7.6 The participants in Ireland
  • 3.7.7 The participants in Germany
  • 3.8 Case Pair Selection
  • 3.9 Role of the Researcher
  • 3.10 Procedures
  • 3.10.1 Planning for the study’s implementation
  • 3.10.2 Phases of the study
  • 3.10.3 Phase 1: Conducting the pilot project
  • 3.10.4 Lessons learned from Phase 1 pilot
  • 3.10.5 Phase 2: The main study
  • 3.10.6 The data
  • 3.10.7 Autobiography worksheet
  • 3.10.8 Generating questions for the interviews via email
  • 3.10.9 Writing the partner’s biography
  • 3.10.10 Undertaking cross-cultural analysis
  • 3.11 The Intervention
  • 3.11.1 Timeframe of the project
  • 3.11.2 Sequence of activities in the intervention
  • 3.11.3 Implementation fidelity
  • 3.12 Data Analysis
  • 3.13 Using Qualitative Data Analysis Software
  • 3.14 Data Preparation
  • 3.14.1 Phase 1: Gaining familiarity with the data
  • 3.14.2 Phase 2: Generating initial codes
  • 3.14.3 Phase 3: Searching for themes
  • 3.14.4 Phase 4: Data reduction and reviewing themes
  • 3.14.5 Phase 5: Defining and naming themes
  • 3.14.6 Phase 6: Identifying similar and deviant (contrary) cases
  • 3.14.7 Phase 7: Producing the report
  • 3.15 Case Studies Identified for the Narrative Report
  • 3.16 Triangulation
  • 3.17 Dependability Audit for Quality of Analysis
  • 3.18 Addressing Concerns of Research Quality
  • 3.18.1 Construct validity
  • 3.18.2 Internal validity
  • 3.18.3 External validity
  • 3.18.4 Reliability
  • 3.18.5 Social Desirability Bias
  • 3.19 Limitations
  • 3.20 Ethical Considerations in Qualitative Research
  • 3.20.1 Access and acceptance
  • 3.20.2 Informed consent
  • 3.20.3 Confidentiality
  • Chapter 4: Presentation of the Results of the Empirical Study
  • 4.1 Introduction
  • 4.2 Research Focus of the Study
  • 4.3 Case Studies Identified
  • 4.4 Main Themes Identified
  • 4.5 Findings for Research Question 1: How do Pupils Perceive the Self in Writing? Cultural Awareness as Evidenced in Pupils’ Writing
  • 4.5.1 Theme 1: Awareness of the self
  • 4.5.2 Summary
  • 4.6 Findings for Research Question 2: Processes of Co-constructing Meaning or How do Pupils Perceive the Other in Writing?
  • 4.6.1 Major category 1: Intercultural exchange, interaction, and collaboration
  • 4.6.1.1 Subcategory 1: Self-reflection
  • 4.6.1.2 Subcategory 2: Exploring cultural assumptions
  • 4.6.1.3 Summary
  • 4.6.2 Major category 2: Awareness of the foreign perspective
  • 4.6.2.1 Subcategory 1: Displaying curiosity and empathy towards the other
  • 4.6.2.2 Subcategory 2: Exploring differences
  • 4.6.2.3 Subcategory 3: Modifying stereotypes
  • 4.6.2.4 Summary
  • 4.6.3 Major category 3: Creating meaning through the foreign language
  • 4.6.3.1 Subcategory 1: Encountering language proficiency barriers
  • 4.6.3.2 Subcategory 2: Employing communication strategies
  • 4.6.3.3 Summary
  • 4.7 Findings for Research Question 3: What New Knowledge Arises from the Processes of Co-constructing Meaning using the ABCs Approach?
  • 4.8 Summary
  • Chapter 5: Discussion of Results
  • 5.1 Introduction
  • 5.2 Response to Research Question 1: How do Pupils Perceive the Self in Writing? Or, Cultural Awareness as Evidenced in Pupils’ Writing
  • 5.3 Response to Research Question 2: Processes of Co-constructing Meaning or How do Pupils Perceive the Other in Writing?
  • 5.3.1 Intercultural exchange, interaction, and collaboration
  • 5.3.2 Awareness of a foreign perspective through a foreign language
  • 5.4 Response to Research Question 3: What New Knowledge Arises from the Processes of Co-constructing Meaning using the ABCs Approach?
  • 5.5 Summary
  • Chapter 6: Conclusions
  • 6.1 Implications for Teaching Language and Culture
  • 6.2 Methodological Contribution
  • 6.3 Theoretical Contribution
  • 6.4 Implementation Issues
  • 6.5 Limitations of this Study
  • 6.6 Recommendations for Further Research
  • 6.7 Final Thoughts
  • References
  • Series index

Mary Masterson

Perception of the Self and Other
and the Role of Language

An Exploratory Qualitative Study

About the author

Mary Masterson is a Lecturer in the School of Education at the Faculty of Education and Health Sciences at the University of Limerick, Ireland where she also acts as Course Director for the Professional Master of Education (Languages) programme. She successfully defended her dissertation and was awarded a PhD from the Faculty of Humanities, English Department, Foreign and Second Language Learning and Teaching Research and Intercultural Communication at the University of Kassel, Germany. Mary Masterson has taught on teacher education programmes in Ireland and Germany. Her research interest lies in the arena of diversity and inclusion, language and intercultural education. She has published in Irish Educational Studies. Currently she is examining the impact of linguistic, religious and cultural diversity on teacher well-being

About the book

This monograph aims to stimulate thinking and increase consciousness about the cultural dimension of foreign language teaching. The author draws from the theoretical framework of Ruggiano Schmidt’s ABCs of Cultural Understanding and Communication (Ruggiano Schmidt, 1998; Ruggiano Schmidt & Finkbeiner, 2006) to support and advocate for expanding awareness in relation to the influence of culture on the perception of self and other. She interrogates how language learners acquire interpretative skills to gain a deeper reflexive understanding of different cultures and how electronic communication can be effectively utilised in teaching for intercultural learning. Learning how to interrogate diverse cultural practices using multiple cultural frameworks has been shown to facilitate authentic engagement with the complexities of diverse pluralistic societies. This qualitative research study explores how culture can be taught in the foreign language classroom and school setting.

This eBook can be cited

This edition of the eBook can be cited. To enable this we have marked the start and end of a page. In cases where a word straddles a page break, the marker is placed inside the word at exactly the same position as in the physical book. This means that occasionally a word might be bifurcated by this marker.

Abstract

This study employed an exploratory case study design using qualitative techniques to gain a deeper insight into the influence of the ABCs of Cultural Understanding and Communication (Finkbeiner & Koplin, 2000, 2001, 2002; Finkbeiner & Lazar, 2015; Ruggiano Schmidt, 1998a; Ruggiano Schmidt & Finkbeiner, 2006a; Wilden, 2008) on pupils’ awareness of self and other.

This research study explores the influence of the ABCs model on students' perceptions, specifically whether and to what extent the students develop awareness that perceptions can be different and are influenced by the sociocultural context, and examines the role foreign language proficiency has on the students’ ability to learn online with the ABCs model.

The data analysis of the study documents (autobiography, biography, cross-cultural analysis materials, emails, and final reflections) provides the evidence to support the key findings:

1. ABCs prompts slow gradual change in engaged students’ worldviews, with a shift away from an ethnocentric perspective to a less culture-bound, more holistic view.

2. Students who benefitted most from the ABCs engaged with their partner in dialogue and were willing to share cultural knowledge.

3. Students who engaged in the ABCs activities demonstrated new cultural knowledge and a willingness to embrace new cultural experiences.

Consistent with other research on the ABCs model, the findings suggest that the ABCs model promoted the development of new cultural knowledge. It helped some participants to develop awareness that the world can be seen from multiple perspectives. Similar to other studies, it emerged from this study that a number of participants may not be ready or may be reluctant to change perspectives as they continued to operate from an ethnocentric perspective in constructing meanings about the self and the world. Some found it challenging to develop awareness that perceptions could be inaccurate. This may be explained in terms of the challenges of communicating in the foreign language and using only online tools for communication, as well as the students’ struggles to interrogate cultural practices using a diversity of cultural frameworks.

Mary Masterson Kassel, August 2016

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Acknowledgements

This doctoral dissertation is a culmination of a memorable journey of life experiences and scholarship. In the following lines, I would like to acknowledge a number of people for their support along the way.

First and foremost, I would like to express my gratitude to my supervisor, Prof. Dr Claudia Finkbeiner, for her insightful advice, enlightening discussions, and professional guidance that particularly shaped this dissertation research. I would also like to express my gratitude to Prof. Dr Josef Wallmannsberger for examining my dissertation.

Thanks to Prof. Dr Claudia Finkbeiner’s research team in the Department of Foreign Language Research & Intercultural Communication at the University of Kassel, Germany. Conversations concerning our shared research interests were thought-provoking. I would also like to thank Daniela Pfalzgraf for her help on numerous occasions.

I would like to acknowledge the training Ben Meehan delivered in the use of NVivo 10, the computer aided qualitative data analysis software that became the ever growing repository for my transcripts, codes, categories, annotations, memos, patterns, and themes that resulted in the large data set.

I am grateful to family, friends, and colleagues for their encouragement and sustenance. In particular, I would like to thank my sister, Dr Fiona Masterson, as well as colleagues at the University of Limerick, Ireland, Dr. Patricia Mannix McNamara, Dr Lucy Hearne, Carmel Hinchion, Laura Regan Morrissey, Gerald Slattery, Prof. Paul Conway, and Dr. Paul McLoughlin for their faith and friendship. In particular, I am eternally thankful to Dr Timothy Murphy, whose words of encouragement and wisdom helped keep me focused and motivated. My heartfelt gratitude goes to Prof. Marie Parker-Jenkins for her insights about the research process. I am particularly indebted to Dr Geraldine Mooney Simmie for showing me what it means to be truly engaged in and inspired by one’s field of interest. Special thanks to Prof. Mary O’Sullivan and Dr Patrick Ryan for their foresight. I would also like to thank the following family and friends for being there from the very beginning: my brothers, Tony and John Masterson, brother-in-law, Colin Shine, uncle and aunt, John and Mary Cooney, friends, Dr Cornelia and Johannes Preissinger, Prof. Mark and Carol Feinstein, Linda Browne, Mary Tuohy, Shauna Murphy, Jennifer McColl, Simone Bergrath, Susanne and Hans-Hugo Steinbach and Horst Schulten.←7 | 8→

This dissertation would not have been possible without the co-operation of the teachers and students from both sides of the Atlantic who kindly agreed to take part in this study. I am indebted to you, thank you.

Thanks are due to the editorial team at Peter Lang for getting the book out so quickly, and with such efficiency.

A special word of thanks goes in particular to my husband, Henry, and my sons, Leo and Nicholas, who each in their own ways contributed much fun and often welcome distraction along the way and make my world a better place every day.←8 | 9→

Details

Pages
308
Year
2017
ISBN (PDF)
9783631728468
ISBN (ePUB)
9783631728475
ISBN (MOBI)
9783631728482
ISBN (Hardcover)
9783631726891
DOI
10.3726/b11441
Language
English
Publication date
2018 (October)
Keywords
Applied Lingustics Education Foreign language and Intercultural Pedagogy Intercultural Communication Diversity and Inclusion Language and Culture
Published
Frankfurt am Main, Bern, Berlin, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 308 pp., 5 b/w ill.

Biographical notes

Mary Masterson (Author)

Mary Masterson is a Lecturer in the School of Education at the Faculty of Education and Health Sciences at the University of Limerick, Ireland, where she also acts as Course Director for the «Professional Master of Education» (Languages) programme. She successfully defended her dissertation and was awarded a PhD from the Faculty of Humanities, English Department, Foreign and Second Language Learning and Teaching Research and Intercultural Communication at the University of Kassel, Germany. Mary Masterson has taught on teacher education programmes in Ireland and Germany. Her research interest lies in the arena of diversity and inclusion, language and intercultural education. She has published in «Irish Educational Studies». Currently she is examining the impact of linguistic, religious and cultural diversity on teacher well-being.

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