Trabajo Final de Master de Educación

Sociocultural aspects: a tool for creating a language rich environment
UNIVERSIDAD DE GRANADA
BY: EMILY CATHERINE FITTON
SUPERVISOR: JOS LUS ORTEGA MARTN
PROFESORADO DE EDUCACIN SECUNDARIA OBLIGATORIA Y

BACHILLERATO, FORMACIN PROFESIONAL Y ESEANZA DE IDIOMAS
TRABAJO FINAL DE MSTER

SOCIOCULTURAL ASPECTS: A TOOL FOR CREATING A LANGUAGE RICH
ENVIRONMENT
CURSO 2013-2014
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CONTENTS
1. INTRODUCTION 3
2. JUSTIFICATION 4
3. LEGAL FRAMEWORK 6
4. SOCIOCULTURAL ASPECTS AND LANGUAGE ACQUISITION 14
4.1 LINGUISTIC RELATIVITY AND WORLDVIEW 14
4.2 LEARNING WITHIN A SOCIETY 15
4.3 SCAFFOLDING 17
4.4 CLAIRE KRAMSCH 18
5. RESEARCH 20
6. DIDACTIC PROPOSAL 23
7. CONCLUSIONS 59
8. REFERENCES AND RESOURCES 61
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1. INTRODUCTION

The aim of this thesis is to provide a strong argument in favour of sociocultural
aspects covered within a secondary English language classroom in Spain. An
investigation will be put forward analysing a number of textbooks in order to see
which sociocultural aspects are covered and how they are dealt with. I will then
suggest my personal didactic proposal on how to improve the way in which
these are taught and how fundamental they are in providing students with a rich
knowledge of the English language.
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2. JUSTIFICATION
If we were to consider sociocultural aspects in Second Language Acquisition

their importance would become clear. Language and culture go hand in hand
and no society exists without either. They create a setting and a way of life
within which people exist, think, feel and relate to others. Research shows that
attitudes and other cognitive development take place during childhood and are
the product of our parents, peers and school. In other words the teacher bears
an important responsibility and a language teacher in particular can use the
classroom as an opportunity to break stereotypes and open childrens minds.
An English teacher needs to adopt techniques that promote cultural
understanding. By implementing these, students are likely to recognise and
understand differing worldviews and in turn adopt a positive and open minded
attitude towards cross-cultural differences.
The teaching of sociocultural aspects should be seen as an opportunity to truly

liven up any English classroom. A time for students to perhaps awaken a
certain curiosity which could later motivate them in learning the language itself.
Languages have always been a big part of my life and from living abroad I have
quickly come to realise that a language is not solely a way of communicating
your thoughts but more importantly the key to understanding and entering an
entirely new culture. It is not so much the idea of language, culture, context
and identity being individual elements but the undeniable relationship between
these that must not be forgotten. Globalisation and technological advances
have allowed people, and the youth in particular, to be rapidly aware of events,
music, films etc from abroad. This is why I feel that English teaching does not
take advantage of the tools we have at our fingertips. The Internet, videos,
cameras etc. should all play a part within the walls of a language classroom.
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Although language itself may change and evolve slightly over time, this does
not mean that there are great changes taking place to the language side of
things when it comes to language teaching. However what is definitely true is
that a language is shaped by social and cultural actions. This sociocultural
facet is fundamental and is continually evolving thus its teaching must develop
in turn. A language on its own is not sufficient to study abroad or to spend time
in another country. All the other stuff is important in order to attain discourse
(language acquisition in context and use).
Discourse is an important term, used essentially in applied linguistics, when

referring to the link between language and culture (Kramsch, 2013). It aims to
comprise all the ingredients we deem necessary for a culture; a Discourse is
composed of ways of talking, listening, reading, writing, acting, interacting,
believing, valuing, and using tools and objects, in particular settings and
specific times, so as to display or to recognise a particular social identity
(Gee, Hull and Lankshear, 1996, p.10).
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3. LEGAL FRAMEWORK
The following legal framework makes up the basis of the Spanish Education
System. Secondary school teachers must comply to the rules and regulations
stated in the following documents:
Spanish Constitution, which states that all citizens have the right to
Education
LOE 2/2006, which currently regulates the Education System in Spain
LOMCE 8/2013, to be implemented in the coming years
R.D. 1631/2006, which establishes the objectives and contents for the
stage of Compulsory Secondary Education in Spain.
LEA 17/2007, Decree 231/2007 and the Order of 10th of August/2007,
which regulate Education in Andalusia
Royal Decree 1631/2006 of 29 December
Foreign language
The Royal Decree draws attention to the ever growing and strengthening of the
relationships between nations and particularly to those taking place within
Europe. The quantum leap in the Information and Communication
Technologies (ICT) has provided the knowledge and awareness of other
languages in the European Union. Spains commitment to the European
process, alongside the ICT, has facilitated and encouraged the exchange of
people - be it in tourism or on a professional note. The Royal Decree therefore
stresses that particular attention needs to be given to students in order to
prepare them for this international world where the barriers are rapidly
becoming less and less apparent.
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The Council of Europe has put in place the European Common Framework for
languages (learning, teaching, evaluation), which sets out to unify the
assessment criteria for languages for it to be recognised across the board.
The Framework has helped construct the Spanish curriculum for Compulsory
Secondary Education across the country. The primary aim being to
communicate in different situations and circumstances, students are assessed
according to various communicative tasks. The term communicate here is
broken down into:
two skills: written and oral
the use of resources and strategies
The ability to apply the acquired skill set in different environments:
personal relationships (family and friends)
school and education
social or professional interactions
media
Compulsory Secondary Education focuses on further developing and

consolidating the students oral and written expression and interaction
acquired by the end of Primary Education. The Royal Decree for secondary
education favours more extended interaction in varying circumstances:
offering and asking for explanations (informal)
comprehensively express ideas (vocabulary range)
grasp key points and ideas from relevant texts
All of the above should provide students with the necessary tools to get by in
every day situations:
the ability to contribute to general conversations
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the ability to express and file a basic complaint
the ability to express past experiences and future plans
the ability to express and request information
The word autonomous is used in the Royal Decree to further draw on what was
explained at the start. Autonomy here refers to students being able to progress
independently and self correct, to know when to use different registers
according to the different situations they find themselves in. For students,
future citizens, to be able to make the most out of this globalised world they
are about to embark on, they need to be equipped with the necessary tools.
Being autonomous is key for them to feel confident and capable of stepping
out into it. For that, secondary school offers the acquisition of oral and written
communicative competence within social contexts.
The Royal Decree obviously draws on the linguistic abilities:
productive: speaking and writing
receptive: listening and understanding, reading and understanding
However it also, and of an equal amount, points out that learning another
language goes far beyond the linguistic abilities as these abilities need to be
put into practise efficiently in a communicative context. Learning a foreign
language contributes to the students outlook and worldview in terms of
respect, understanding and intercultural awareness. The decree promotes
understanding and awareness of other languages and cultures in a positive
manner whilst always valuing ones own.
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Objectives
Teaching a foreign Language at this stage will have, as the main goal, the
development of the following abilities:
1. To listen and understand general and specific information from oral

texts in different communicative situations, adopting a respectful attitude
of cooperation.
2. To express and interact orally in normal communicative situations; in a

comprehensible, proper way and with certain level of autonomy.
3. To read and understand different texts in an suitable level for the

abilities and interests of the pupil, with the end of extracting general and
specific information, and to use the reading as a source of pleasure and
personal enrichment.
4. To write simple texts with different purposes on diverse topics using

suitable resources of cohesion and coherence.
5. To use the phonetic components (lexicons, structural and functional

basic of the foreign language in real communication contexts) accurately.
6. To develop the learning autonomy, think about the learning processes,

and transfer knowledge and strategies of communication, acquired from
other language, to the foreign language.
7. To use learning strategies and all the available resources (including

ICT) to obtain, select and present information in oral and written
productions).
8. To appreciate the foreign language as an instrument to gain access to

the information and as a tool to learn different contents.
9. To value the foreign language (and the languages in general) as a

means of communication and understanding among people from different
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origins, languages and cultures, avoiding any sort of discrimination or

linguistic and cultural stereotypes.
10. To show a receptive attitude and self-confidence in the learning ability

and usage of the foreign language.
Contents
Curriculum content is divided and distributed into four blocks the first two
content blocks make up the linguistic skills:
Block 1: listening and speaking
Block 2: reading and writing
Block 3: language awareness
The third block focuses on language awareness and linguistic knowledge.

Being able to identify certain expressions and structures. This block also
promotes the development of efficient use of ICT. Developing self correction
strategies for both oral and written output. It also mentions the importance of
group work and taking advantage of the opportunities created inside the
classroom.
Block 4: socio-cultural aspects and intercultural awareness
The Order dated 10 August 2007 points out four competences:
1. What and how to listen
2. What and how to speak
3. What and how to read
4. What and how to write
The final, but most relevant block, is the fourth. This block is entirely dedicated
to the social and cultural facet of a language. It indicates that there are, just as
importantly, values and other cultural values that need to be acquired whilst
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learning another language. The Royal Decree points out that a language is a
communicative tool between people and that with people comes different
cultures. These cultures differ between societies and so the students everyday
life may be very different to that of the language they are learning. Internalising
and understanding and respect towards these differences are fundamental.
The ability to adapt to different situations (formal, informal etc) is equally as
important as, for example, being able to read and understand a text. This block
also incorporates historical and geographical knowledge, which should be
attained through the use of ICT. The decree encourages students to discover
these autonomously in hope of awakening their curiosity and initiative.
Students should be able to distinguish differences and similarities to their own
culture, for which they should not lose any pride. The fundamental idea here is
to foster tolerance towards different social and cultural realities that surround
them.
The following outlines what the Real Decree has put in place in terms of
content for the fourth level of Compulsory Secondary School education.
Contents for the Fourth Level of CSE
Block 4. Socio-cultural aspects and intercultural awareness.
Valuation of the importance of the foreign language in the international

relationships. Identification of the most significant features of the
traditions, norms, attitudes and values of the society whose language is
studied, and respect to the different cultural patterns from ones own.
Knowledge of the most outstanding cultural elements of the countries

where the foreign language is spoken, obtaining the information from
different means, among them the Internet and ICT.
Interest and initiative on getting communicative exchanges with

speakers or foreign language learners, using paper or digital materials.
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Use suitable linguistic formulas associated to certain situations in

communication: courtesy, agreement, discrepancy
Valuation of the personal enrichment represented by the relationship

with members of other cultures.
The Royal Decree also puts forward eight points, which make up the evaluation
criteria for the fourth level in Compulsory Secondary School education. The
penultimate is committed to equipping students with the skill set needed to
efficiently make use of ICT in language use and learning. The final point is
devoted to enriching students knowledge with tolerant attitudes and values.
Evaluation Criteria
7. Making use of the ICT with certain autonomy in order to look for information,
produce texts from some referent models, send and receive traditional and
electronic mails and establish oral and written personal relationships, showing
interest for their use. With this approach we will assess the ability to use the
ICT as a tool to communicate and learn with habitual activities in class, as well
as to establish oral and written personal relationships. The communication that
will be settled down will speak about familiar topics, previously worked in the
classroom. We will also take into account whether the pupil values the
linguistic diversity as an enriching element, and their attitude towards the
foreign language and their attempts to use it.
8. Identifying and describing the most outstanding cultural aspects of the

countries where the foreign language is spoken and establish some
relationships among the most significant features of the traditions, uses,
attitudes and values of the society which language is studied and theirs, as
well as showing respect towards them. This approach seeks to check whether
they know some significant and distinctive features of the general culture of the
countries where the foreign language is used, if they establish similarities and
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differences among some of their perceptible features in connection with theirs,

and if they value and respect the different cultural patterns to their own ones.
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4. SOCIOCULTURAL ASPECTS AND

LANGUAGE ACQUISITION
4.1 Linguistic relativity and worldview
Let us consider language as a unique way of organising experience and so

providing individuals with a worldview.
Linguistic relativity will always be up for debate. At a young age, I remember

someone saying but how do you know that the green youre seeing is the
same green that Im seeing? It has always stuck with me and was maybe the
first philosophical pondering I had. The way we perceive things, as
individuals, is in fact unique. Brought to light by the Sapir-Whorf hypothesis,
the principle is characterised by two versions: a strong and a weak version. To
what extent does the language a person speak influence or affect the cognitive
processes that an individual experiences?
The idea is centred on different languages determining a nations worldview.

This means that speakers of totally dissimilar languages perceive the world in a
very different way. A person is in some way forced to have a language in
order to communicate within a society and a language is somewhat vital in
order to fit into this society. With that in mind, by belonging to a society you are
instantly subjected, aware or unaware, to surroundings in which you have to
interpret and make choices. Would this then mean that a societys worldview is
in fact solely built on language?
We draw conclusions and interpret our surroundings through the language(s)

we have. If all of our thoughts, memories and impressions are experienced and
stored away through language then indeed we can conclude that language is a
unique way of organising experience.
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I cannot help but draw on Sartres existential question: man is nothing but the
sum of his actions, constantly redefining himself. Bearing that in mind, if we
consider (for sake of argument) that a language belongs to a nation, within
which the language is itself evolving, and then that same nation is in turn
redefining itself. If this is the case for all nations, then no two nations or
languages are the same and both of these are unique - one of a kind and
unlike anything else.
When considering the above, it would then appear that language and
worldview go hand in hand as one has built the other. So when teaching a
language it is indispensable that the social and cultural facets be
communicated too as this allows for meaningful learning for the students and a
way for them to perhaps start building on their own, personal worldview. In an
ever-growing globalised world it is an opportunity for students to open their
minds to different mindsets and cultures as the countries in question are no
longer far, unattainable destinations but are rather neighbours.
4.2 Learning within a society
Ellis framework for explaining L2 acquisition (Ellis, 1994) sets great store on
the learners mind being a part of society. The model stands out for the
relationship suggested between the learner and society. Not only is the learner
in a society but it is also part of a society within which he or she is making
decisions. Therefore there is an inevitable trade-off between the individual and
society. Ellis represents this relationship clearly through a box, as the
speakers mind, and everything outside of the box as the context.
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A framework for explaining L2 acquisition (Ellis 1994:194)
Within the box, which we can also refer to as the intake, we can point out two
important aspects regarding the chosen terminology. The first is the word
processing. Language processing is a psycholinguistic term referring to what is
happening neurologically. Word processing capabilities deal with any short
term or working memory. The other keyword used by Ellis in this model is
knowledge. Knowledge refers to an individuals intake from the input, or his or
her long-term memory. Bearing in mind that any input (be it natural, authentic
or modified) gets turned into knowledge, this is a crucial part because
fundamentally, that is what learning is about the acquisition of knowledge.
Finally, the output is what the individual produces and is injected back into
society.
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4.3 Scaffolding
Language learning is not simply a cognitive process but rather a social practise
which calls for its students to play an active role in its learning. It would appear
that sociocultural aspects are being given more and more importance when it
comes to language learning and teaching. The idea of engaging the students
through these aspects fosters not only motivation but also meaningful learning.
Vygotskys sociocultural theory mentions a key concept called scaffolding
centred on building upon what a student already knows. Wood et al (1976)
puts forward six points of how scaffolding might come into play depending on
the context:
1. recruiting interest in the task
2. simplifying the task
3. maintaining pursuit of the goal
4. marking critical features and discrepancies between what has been
produced, and the ideal solution
5. controlling frustration during problem solving
6. demonstrating an idealised version of the act to be performed
The points mentioned above will be make up the foundations of my activities.

For a language to develop and eventually be acquired it is vital that its learning
takes place in a social context. Students need to work together and use one
another as yet another resource within the classroom. Sociocultural aspects
can provide such a platform - the exchange of previous knowledge around
these aspects etc.
The activities will also be created around the idea that, though the teacher
must assist and provide support, students need to verbalise their thoughts and
interact with their peers to reach their goal. I strongly believe that taking this
into account would make for independent and responsible learners that are in
turn aware of their strengths and weaknesses.
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4.4 Claire Kramsch
Kramsch raises an important issue in Language and Culture (1998) when it

comes to what the purpose of language study is. Is it to be able to travel as a
tourist or for work? Or to communicate casually or write literary texts. The
answer depends on a number of variables one of which mentioned by Kramsch
is social background and age. Young learners interpret foreign culture as a
form of escapism and broadening their horizons. The goal therefore of the
teacher is to prepare them for this voyage of discover without forgetting their
own culture on the way which is becoming more and more likely due to the
vast improvements made in technology that have brought nations together.
This is where a teacher needs to ensure that the culture of the other is not
perceived as superior and that respect for his or her own culture be
maintained. Often a nations culture will reflect what they interpret to be the
correct way of life, which is where words like pride and loyalty stem from.
Kramsch refers to the ability to manage these as intercultural competence. This
term, intercultural competence, would appear to be precisely what the Spanish
Education System elicits.
An effort to increase dialogue and cooperation among members of different

national cultures within a common European Union with a global economy
(Kramsch, 2001).
This makes the teaching of sociocultural aspects fundamental - be it for that

first encounter with the Other or filling out a job application. On a more day-to-
day basis, their teaching also encourages them to see things (experiences,
values, opinions etc.) through the eyes of others. It all comes back to learning a
language within a setting i.e. language-in-context is seen as a coherent
symbolic system for the making of meaning (Kramsch, 2013) and meaning is
what we have given to the observable realities like monuments or food which
have then formed our culture. All in all, sociocultural aspects and language are
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intertwined, directly related and neither is complete without the other. A foreign
language would have little meaning if we knew nothing whatsoever about who
or where the language was originally spoken.
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5. REASEARCH
Through my teaching experience and bearing in mind the relevant legal

framework, I have come to realise that, as a general consensus, sociocultural
aspects are not efficiently presented. Moreover, I feel that the teaching of
sociocultural aspects needs to be complemented through the use of the ICT.
The investigation I will carry out will demonstrate how these aspects are
covered.
Before setting out, the tricky yet fundamental part is defining how a
sociocultural aspect is properly and efficiently dealt with in a Students Book.
For that, I have considered a number of key points and come up with
parameters that will be the basis of my investigation.
In my opinion, the following parameters need to be met for a sociocultural

aspect to be deemed efficiently presented:
1. a minimum of one sociocultural aspect per unit

Referring back to the legal framework, we can see that the contents have been
divided into four major blocks. With the fourth block entitled sociocultural
aspects and intercultural awareness it would seem that the same importance
should be given. However the importance given to the other blocks around
listening, speaking (talking), reading and writing in each unit is blatant in every
unit of each Student's Book. Hence why one of my chosen parameters is that
at least one sociocultural aspect should be covered in each unit.
2. a minimum of three activities relating to this sociocultural aspect

This parameter has been put in place for a number of reasons. Primarily
because I have concluded that to teach any topic efficiently, you require more
than one activity to do so. When it comes to sociocultural aspects in particular,
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they tend to be made up of a number of layers thus the more activities and
skills around them, the better they are communicated.
3. the use of the Internet (given or required)

The seventh objective clearly states that it is fundamental that students learn
how to obtain, select and present information through ICT. It seems only
logical to associate sociocultural aspects to the use of ICT considering the
mass of information available online.
4. the need to relate to one of the topics (previously decided upon)

According to the eighth point suggested in the evaluation criteria, students
must be capable of presenting relevant knowledge and interest around the
geographical or cultural elements of where English is spoken. These criteria
encompasses not only the facts of the country but also any habits or traditions
that are typically associated to it. With that in mind, I have decided upon some
broad topics with the aim of covering all of the previously mentioned
(geography, culture - monuments, music, literature, fashion, gastronomy and
traditions - sense of humour, festivities)
5. the integration of the aspect as part of the unit

Through experience and observation I have noticed two things. Firstly, that
many Students Books have created a Culture unit or section at the end of
every unit or every other unit. Secondly, that although in theory this may seem
like an efficient way of giving sociocultural aspects more importance, in
practise it does the opposite. By having these sections separate to the unit,
teachers tend to either rush through them or skip them all together.
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Book one per unit 3 activities use of ICT topics part of unit
English in yes no no yes no
Mind -
Students
Book 3
New no no no no no
Inspiration -
Students
Book 4
New Inside no no no no no
Out -
Intermediate
Students
Book
English Plus no no no yes no
- Students
Book 4
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6. DIDACTIC PROPOSAL
Unit 1: Generations
Teachers notes
Name: Britain in the 1960s

Skills: Speaking, writing and reading
Aim: used to, past perfect, past simple, past continuous
Grouping: Individual and pairs
Time: Two sessions
Procedure: The teacher starts the lesson by asking students what springs to mind
when they hear the 60s - the main ideas should be written on the board. The
teacher mentions the film Austin Powers and plays the short youtube video. In pairs
they should come up with some key ideas, using the words in the green box. The
teacher can then go on to explain some of the music and fashion trends before they
go on to complete the grammar activity.
The class will read the text about Britain in the 1960s and go on to answer the
questions. After correcting this exercise, the teacher will go on to explain the project
for this unit. Using the websites provided and others they might find, students are
to choose a timeline template and place different events and inventions from the
60s. Most of which are on the website. They are also given a list of some other
important figures of that time which they will have to individually look up and place
on their timeline.
The follow up activity will consist of finding out the same information but for their
own country. This can either be done as a class discussion or a writing
composition.
Activity 1: Introduction
1.1 Watch the opening scene of Austin Powers and make some notes. Use
the words in the box below in your notes. Discuss your ideas with the
class.
https://www.youtube.com/watch?v=zd11cRuljMk
WORDBANK
fashion, peace, hairstyle, invention, craze, look, icon

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1.2 Complete using the correct form of used to, past simple or past perfect.
Colours were everywhere in the 1960s. The bikini, miniskirt and stiletto heels
became very popular amongst women. Before the 60s, Families used to wash
their clothes by hand. They didnt have televisions yet so they listened to the
news on the radio. The 1960s was when families bought their first cars,
washing machines and televisions. The Beatles were the icons of the decade
and revolutionised music.
1.3 Read the text and answer the questions
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Activity 2: A timeline of life in Britain in the 1960s

www.dipity.com
http://resources.woodlands-junior.kent.sch.uk/homework/war/1960s.html
http://www.pinterest.com/fppt/timelines-powerpoint-templates/
What were some of the main inventions from the 60s?

What things did people used to do that they dont do now?
Find out information about the following people and add them to your
timeline:
The Beatles, The Beach Boys, The Rolling Stones, The Who
Bobby Moore
Mary Quant
Student example 1 Carmen Cueto Alonso:
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Student example 2 Claudia Casielles Martnez:
Activity 3: Your culture

What did people used to do in your country that they dont do anymore?
What music was popular then?
England won the World Cup in 1966, has your country ever hosted or won
the World Cup?
Who was famous in your country in the 1960s?
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Unit 2: Happy Together
Teachers notes
Name: Getting married in the UK

Skills: Reading and writing
Aim: Present perfect + ever, never, just, still, already, yet, for, since and past simple
Grouping: individual and groups of three
Time: Two to three sessions
Procedure: The teacher will start the lesson by handing out the Royal Family tree. In
pairs they will take a look at it and discuss which members they have heard of and
what they have heard about them. The class will then share their ideas. The teacher
will follow up with some facts and anecdotes on some of the most well-known
members. The teacher will then ask what recent event featured in the news - The
Royal Wedding and birth of Prince George, before completing a short text with the
correct verb tense.
After that, the teacher will explain some key points related to article writing. In groups
of 3, students will decide on a title and start writing up notes before choosing their
template. The teacher will go around the class and make sure that everyone is
following the right steps before they set out on writing the article.
Finally, everyone will have to write a small summary about a special event they have
attended (if they have not yet been to a wedding) and what kind of traditions etc it
entailed.
http://www.britroyals.com/
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2.1 Take a look at this family tree:

Who have you heard of?
Have you seen any of them in the news? Why?
2.2 Complete using the past simple or present perfect
Queen Elizabeth II became Queen of the United Kingdom on February 6,

1952. She has reigned for 62 years and she celebrated the Diamond (60th)
Jubilee of her reign in 2012. She is head of the British Royal Family and has 4
children, 8 grandchildren and 4 great-grandchildren. On 20th November 2012
she celebrated her 65th wedding anniversary.
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On 29th April 2011 the Queen's grandson Prince William married

Catherine (Kate) Middleton in Westminster Abbey. Westminster Abbey has
been the venue for most royal weddings. Catherines wedding ring is made
from Welsh gold. Since 1923, it has been a tradition in the royal family to use
Welsh gold for the brides wedding ring. They are now the Duke and Duchess
of Cambridge. The occasion attracted a lot of media attention. After the
ceremony, the couple made the traditional appearance on the balcony of
Buckingham Palace. Kate gave birth to Prince George on 22 July 2013.
Activity 2: Front page news!

2.3 You have read around marriage in the UK and the Royal Family. The Royal
Wedding was an important event in the UK. Choose a title for your article

Kates dress
A fairytale wedding?
The balcony kiss
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Start by taking notes before writing up your article:

Topic: Summarise what you are writing about in one/two sentence(s)
Find two quotes relating to your topic by relevant people
Who is your article about? (Royal Family, audience, guests..?)
What is it about?
When did the event take place?
Where did the event take place?
Why?
Now choose a newspaper template and start piecing your article together in
pairs.
http://www.educatorstechnology.com/2013/03/wonderful-free-templates-to-
create.html
Remember you can use: First..then..finally. to sequence events
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Student example 1 Teresa Delgado de las Heras, Beln Montalban

Montalban, Elena Ruiz Ostos
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What traditions are associated with weddings in your country?
Do couples often live together without getting married in your country?
Have you ever been to a wedding?
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Unit 3: Good Health

Teachers notes
Name: Travelling to an English speaking city

Skills: speaking, reading, writing
Aim: Ability (could, can, will be able to), possibility & certainty (may, might, could,
must, cant), advice & obligation (should, must, have to)
Grouping: individual, pairs and group
Time: three sessions
Procedure: The teacher will begin the class but asking students what they know
about the English language and why it is the common language between countries.
The class will then go on to talk about different circumstances where English is useful
(e.g.: two people from non-English speaking countries my converse in English). The
teacher will make a list on the board of the countries or cities students come up with
where English is spoken. If the countries that make up the UK have not all been
mentioned the teacher will then draw a rough outline of the UK and get pupils to label
it.
The teacher will initiate the activity by explaining what break the law means and
explain how the people in each picture are breaking the law. The class will think
about what laws are constantly broken in Spain, e.g. stopping at traffic lights! The
teacher will explain that in some countries like America, many states or regions have
their own laws - many of which were written a long time ago and are not relevant
today or were introduced after somebody had done something silly, to stop it
happening again. Together, the class will look at a few strange law from America.
Then, in pairs, where a student is student A and the other student B, they will be
given a list of statements with strange laws or customs. The other student will have to
guess which country is being spoken about.
The teacher will then assign a city front the green box to each group (of four). The
group will need to research around the four headings for that city (one each) and then
put together a travel guide for tourists, following one of the travel guide templates.
For the final activity, students will be given a map which they and stick in their
notebooks. They will need to shade the English speaking countries in one colour and
then together decide which are the countries where Spanish is spoken. Finally they
will individual draw up a table and find out what age differences there are between
Spain and the UK for a list of laws.
Page 33 of 61
3.1 Think of the following questions with the person next to you before
discussing with the class:
Where is English spoken as a main language?
What countries make up the United Kingdom?
You mustnt fall asleep in a cheese factory in South Dakota

You arent allowed to play golf in the streets of Albany, New York
You cant take a lion to the cinema in Baltimore
Its forbidden to sleep on top of a refrigerator in Pennsylvania
You mustnt drive round the town square in Oxford, Mississippi more
than 100 times
Page 34 of 61
3.2 Travel Advice country guessing: Student A

Read sentences from the list below without saying the country name. Can
your partner guess which country?
1. In Australia you mustnt stay on the beach if you have sunburn. This is
because of the high level of skin cancer in that country.
2. If a lifeguard tells you to cover up or leave the beach in Australia, you have
to do what he or she says straightaway.
3. In the UK you dont have to tip a taxi driver, although it is normal to give a
tip if they have been especially helpful by lifting heavy luggage or waiting for
you.
4. In British youth hostels you should hoover the bedroom after you have
stayed in it, although in fact people nowadays rarely do.
5. In England, you mustn't smoke in pubs
6. In many British host families you shouldnt flush the toilet if you use it after
everyone goes to bed
7. You can drink tap water in New Zealand, Australia and the UK
Travel dos and donts: Student B

Read sentences from the list below without saying the country name. Can
your partner guess which country?
8. You have to make a reservation if you want to go hiking in the most popular
areas of New Zealand.
Page 35 of 61
9. You cant take a personal seal (hanko) made from ivory with you when you
visit New Zealand
10. In New Zealand, you can buy 50 duty free cigars.
11. You mustn't bring a jar of honey into New Zealand
12. You can hold and pet koalas in some places in Australia, but the koalas
wont necessarily like it and may pee (= go to toilet) on you!
3.3 Worksheet 2- Modals Practice

Without looking back at Worksheet 1,fill in the gaps in the sentences
below with:
have to/ dont have to/ must/mustnt/ can/ cant/should/shouldnt
1. In Australia you _______________ to stay on the beach if you have sunburn.

This is because of the high level of skin cancer in that country.
2. If a lifeguard tells you to cover up or leave the beach in Australia, you

___________ do what he or she says straightaway.
3. In the UK you _____________ to tip a taxi driver, although it is normal to give

a tip if they have been especially helpful by lifting heavy luggage or waiting for
you.
4. In British youth hostels you _______________ hoover the bedroom after you
have stayed in it, although in fact people nowadays rarely do.
5. In England, you ______________________ smoke in any pubs
Page 36 of 61
3.4 Here are some strange US laws.

Rewrite them using the correct form of the verb in brackets.
1. You arent allowed to whistle underwater in Vermont. (can)

2. You cant sing in the in Pennsylvania. (must)
3. Its against the law to keep a donkey in the bath in Georgia. (can)
4. You must wear shoes when driving in Alabama. (have to)
5. Its forbidden to eat ice cream on Sundays in Oregon. (can)
6. In Elko, Nevada, everyone walking in the street must wear a mask. (have to)
7. In North Dakota its illegal to lie down and fall asleep with your shoes on.
(can)
8. In Oklahoma City its forbidden to walk backwards while youre eating a
hamburger. (must)
9. All cats must wear three bells in Cresskill, New Jersey. (have to)
10. You arent allowed to sleep outside on top of a fridge in Pennsylvania.
(must)
Activity 2: Travel Itinerary

3.5 You have been asked to write a travel guide for one of the cities listed
below. Choose one of the cities and do some research to find out:
What places tourists must see/visit?
What typical dishes or meals should they try and where?
What things might they want to do if they are interested in the
outdoors/museums/art etc.?

Page 37 of 61
New York, London,
Toronto, Sydney,
Wellington

Choose one of the travel guide templates.

http://freetemplates.dezinehub.com/index.php?ctid=57
Activity 3: Can you remember where English is spoken?
Colour in the areas where English is spoken as a main language. Do you know
where else English is spoken but maybe only as a second language?
Page 38 of 61
Page 39 of 61
See if you know when the legal age is for the list below and use the Internet to fill in the
ones you dont. What differences can you point out between the UK and Spain?
When can you Age in Spain Age in the UK

Drive a car?
Get married?
Join the army?
Vote in an election?
Live by yourself?
Buy a pet?
Leave school?
Buy a lottery ticket?
Fly a plane?
Get a part-time job?
Page 40 of 61
Unit 4: Lets go!
Teachers notes
Name: A great day out in your city

Skills: Speaking and reading
Aim: will and be going to, present simple and continuous (future)
Grouping: individual
Time: two sessions
Procedure: The teacher will begin the class with a class discussion around holidays
and recap some of the vocabulary that might have come up in the previous unit.
Then, through an example and demonstration on the board, the teacher will explain
what a spider diagram or flow chart is and how it can be useful to help organise your
ideas before or writing or a way of learning new vocabulary. Through the website
given, students will have to create their own flow chart using different colours etc.
They can choose to do this individually or in pairs.
Then, after having been shown and example, students will have to map out and plan
a complete day out (from morning until evening) in their city or town. They will the
type it up and submit.
Finally, students swap their diagrams and charts from activity one and improvise a
conversation they are on their way to one of the cities from the previous unit. What
are they going to do and see there?
New York, London,
Toronto, Sydney,
Wellington
Page 41 of 61
www.gliffy.com
www.prezi.com
4.1 Through the website given above, make a flow chart. It must include the
words in the box below and 10 more (minimum) of your own. You are free to
organise the words as you like it needs to be logical!
Topics: Transport, Trip, Holiday
Vocabulary: ticket, train, flight, beach, skiing, daytime, evening, excursion, restaurant
Activity 2: A fun day out!

4.2 Plan a full day out in your city or town. Remember to include what a tourist
needs to visit and experience in the morning, afternoon and evening.
Where?
What can you see/do there?
What are the opening times and prices?
Include a photo for each text and present it on a paper?
Page 42 of 61
Activity 3: Improvise a conversation

You are both going to one of the following cities. Use the itineraries made in
the previous unit, decide what you are going to do and what you will hopefully
see there.
New York, London,
Toronto, Sydney,
Wellington

Page 43 of 61
Unit 5: Fashion
Teachers notes
Name: London fashion week

Skills: Designers and fashion
Aim: so, such, too, enough, not enough, passive
Grouping: Individual and pairs
Time: one session
Procedure: First a class discussion about some of the fashion crazes and phases
that were covered in Unit 1 takes place. The teacher will then ask if any students can
think of other crazes or things we have in our every day life and no longer wonder
how they came about (tattoos, chewing gum, lipstick, cork etc.) and they will be
written up on the board. The teacher will show the students on a map where Camden
is in London and that it is an area with a unique style. Students will then go on to
complete the two tasks online.
Finally the teacher will give a brief chat about British designer Alexander McQueen
and Vivienne Westwood. The class will comment on some photos and share
opinions. In pairs, they will research around the Spanish brand Desigual and
complete a profile, including photos.
Activity 1: London fashion

5.1 Complete the two tasks about fashion in Camden
http://learnenglish.britishcouncil.org/en/word-street/camden-fashion
Page 44 of 61
Activity 2: Innovation
5.2 London fashion week is a time of innovation. New and recycled materials
are used to create something original that designers hope will make it onto the
catwalk and change fashion.
Think about some of the following objects and how they might have
revolutionised our everyday life. Choose one and investigate how it is
made.
chewing gum, cork, lipstick, matches, paper clip, pencil, tattoo
Use the following search engines to help:
www.answers.com
www.kartoo.com
www.madehow.com
www.wiki.answers.com
www.taggalaxy.de
www.google.com
Present your work in an online poster

www.glogster.com
http://www.worddraw.com/index.html
When was this object first made?

Where and by whom?
Explain the stages of the process.
Page 45 of 61
Activity 3: Your country

Research about the Spanish Ibizan brand Desigual and write a short paragraph
including this information:
What is Desiguals philosophy based on? positivity, tolerance,
commitment and fun
Where and when was Desigual founded? in Ibiza in 1984
What is Desigual noted for? its patchwork designs
Page 46 of 61
Unit 6: Image and identity

Teachers notes
Name: Punks
Skills: Speaking, writing, reading
Aim: reflexive (each other), indefinite (some-, any-, no-, every-) & relative pronouns
Grouping: individual and pairs
Time: two sessions
Procedure: The teacher will initiate the class by introducing the British Punk culture
from the mid 70s before going on to explain whom John Cooper Clarke - an English
performance poet during the punk rock era. The class will discuss different groups,
gangs or trends that people follow.
The class will listen to one of his poems (youtube link) and fill in the blanks on the
handout and go over the vocabulary.
Students will need to then write a poem themselves. The poem needs to represent
them or relate to them in some way. They will have to present it on an A4 paper and
can decorate the page as they please to make it as personal as possible.
Finally, in pairs, students will have to write a composition about trends in their
country. They will be given a set of bullet points to outline the structure of the
composition and what needs to be covered.
6.1 Why do people follow trends? Think about Camden in London from the
last unit.
Why do people want to belong to a gang or certain group? (is it
simply because they might share the same tastes? worldviews?)
Page 47 of 61
https://www.youtube.com/watch?v=37QUUwp9xIs
BEASLEY STREET
Where the action isn't
That's where it is
State your position
Vacancies exist Beasley Street is J. C. Clarkes
neighbourhood in Salford,
In an X-certificate exercise Lancashire.
Ex-servicemen excrete
Keith Joseph smiles and a baby dies
In a box on Beasley Street
From the boarding houses and the bedsits

Full of accidents and fleas
Somebody gets it
Where the missing persons freeze
Wearing dead men's overcoats
You can't see their feet
A riff joint shuts - opens up
Right down on Beasley Street
BY JOHN COOPER CLARKE
Activity 2: Express yourself

6.2 Students need to write a poem following one of the structures:
A thin poem, a first line poem, an acrostic poem, a concrete poem
Spelling out "Sophia"...

Include a couple of lines about why
Serene, a calming quality they can identify with the poem they
Organised, you always have it together
Picturesque, strikingly beautiful wrote
Honest, so genuine
Imaginative, a creative mind
Alluring, so attractive
Page 48 of 61
Student example 3 Anne Bentez:
IF I AM A PIRATE
OR
I AM A PRINCESS
OR
I AM JUST CALLED ANNE
MAYBE YOULL LIKE IT, MAYBE YOU WONT, BUT I AM HOW I AM
DONT
MESS
WITH MY
FEELINGS
YOU
WONT
LIKE IT
AT ALL
BUT I WILL NOT HATE
YOU
HAT-
ING
IS
WRONG
YOU WILL MAKE ME
LA
UGH
WITH
THE WORST OF
YOUR
JOKES
HAVE
IT
IN
MIND
I LOVE ALL THATS HAPPY, CHEERFUL AND JOY
I REALLY LOVE COOKING, AND I LOVE TO SKI
I LOVE PLAYING MUSIC, WELL THAT IS JUST ME
MAYBE YOULL LIKE IT, MAYBE YOU WONT
TELL ME OR NOT
JUST DO AS YOU PLEASE
IM CLOSING THIS POEM
YOU KNOW WHAT I MEAN
I HAVE I BIG PROBLEM
ITS GETTING TO LONG
BUT NEXT TIME YOU SEE ME
ILL SING YOU A SONG
I HOPE NOW YOU KNOW ME
FOR THATS WHAT I LONG.

Page 49 of 61

What different trends can you identify in your country.
Is there anything that everyone does or wears?
Why do you think someone might choose to be a punk or a goth?
What subcultures are popular in your country?
Student example 2 Julia Martnez:
TRENDS
A trend is something new and innovative ways that
people are beginning to adopt. Consumers are the
ones who decide what is trending and what is not.
And designers are those who create and present
their creations, but fashionistas are having the last
word. By purchasing and using an article we create
a trend that next is going to be change by another
one.
In my country trends are similar to the rest of

Europe. This is mainly because of two things: People
wear big T-shirts with cool logos and extremely fit
pants; and trends are changing constantly. But big
T-shirts and fit pants are not alone in the world of
fashion, with them come skirts and shirts. In
general, I think teenage clothes represent freedom.
I think people follow trends because they want to
cause a good impression among others. Of course,
with a little personal touch. Anyway, anyone can
dress up like they want, but if you dress up like in
the 80s or back suffer the consecuences! In my
country trends reflect society. But more
important Trends reflect us.
Page 50 of 61
Unit 7: A perfect world
Teachers notes
Name: Superstition and mysteries

Skills: Speaking, listening, writing
Aim: make and let, first conditional (+ if/unless), second conditional
Grouping: groups of three or four
Time: two sessions
Procedure: The teacher will begin the class by putting a picture of Elvis Presley on
the board. Students will then contribute anything they know about him. The teacher
will then ask if anyone knows about the mystery there is surrounding him and go on
to explain that some people believe he is still alive and faked his death to have a
more peaceful life.
After explaining the meaning of superstition, the teacher will introduce some different
superstitions and mysteries. In groups of three or they will need to research around
them and write up an interview where the DJ is interviewing someone who believes to
have seen/experienced one or two of the mysteries.
The final activity will consist on finding out what superstitions there are in Britain and
which same ones are found in Spain and which ones are unique to each country.
Students also need to include what the consequence is Students will individually
have to present this in a table.
Page 51 of 61
7.1 Take a look at these pictures.

Do you know who this person is?
Do you know what the mystery is around him and his death?
Activity 2: Superstitions and mysteries

7.2 Gather information around two of these mysteries
UFOs, Crop circles, The Bermuda Triangle, The Loch Ness Monster, Big Foot
7.3 Type an interview whereby the interviewer is questioning two

believers/witnesses of the two mysteries you have researched. Record your
interview using the following link:
www.vozme.com
Page 52 of 61

7.4 Make a list of superstitions:
Is the superstition the same in both Spain and the UK?
What are the consequences of each superstition?
Spain Both Britain

Breaking a mirror = 7
years bad luck
Friday 13th Walking under a ladder
Page 53 of 61
Unit 8: Lets go!

Teachers notes
Name: Festivals and celebrations

Skills: Speaking, writing, reading
Aim: comparing adjectives & adverbs, third conditional, gerunds & infinitives
Grouping: individual and pairs
Time: two sessions
Procedure: The teacher will begin by asking the class what different types of
festivals they know about and they will make a list of ideas: music festivals
(Glastonbury, Beatles festival etc.), Carnival in Rio, Notting Hill Festival, Local festivals
in Spain (Hogueras in Alicante, Corpus in Granada etc.), Religious festivals
(Passover Jewish, Ramadan Muslim, Christmas & Easter Christian). Well think
about what some of these festivals have in common lots of people, music, dancing,
costumes etc.
In pairs, they will need to design publicity for one of the festivals in the UK or USA. It
will need to include specific information about the festival (a brief history and
description, images etc.)
8.1 Read the text below and fill in the first two columns about Rio and Notting
Hill Carnival
Page 54 of 61
RIO NOTTING HILL YOUR FESTIVAL

WHEN?
HOW LONG?
HOW MANY
PEOPLE?
WHAT KIND OF
MUSIC?
WHAT IS SPECIAL
ABOUT IT?
Activity 2: Festival publicity
http://edu.glogster.com/glogpedia?order=updated&discipline=298&subject=315
&=glogpedia-navigate-templates?=tour-glogpedia
8.2 Research another festival or celebration in the UK or USA.

Fill in the final column of the table
In groups, design a poster using the link above remember to make it
appealing to the eye! Include picture and information about the festival
and its history

Write a short paragraph about a celebration in your country.
When is it celebrated?
Is it a national or a regional celebration?
What is it celebrating?
How is it celebrated?
What are some of the typical things that happen?
Page 55 of 61
Unit 9: Honesty
Teachers notes
Name: Harry Potter

Skills: speaking and writing
Aim: indirect requests and reported speech
Grouping: pairs and individuals
Time: two sessions
Procedure: To initiate conversation in the class, the teacher will ask who in the class
has read the Harry Potter books by J.K. Rowling and whether they have read them in
English or Spanish. The teacher will introduce some of the main actors, including
Daniel Radcliffe and Emma Watson. The teacher will then either get up on the class
board the Emma Watson reported interview/quiz or students can do so on individual
computers.
Next, in pairs, they will need to report a Daniel Radcliffe interview. They will need to
hand in one document but need to report both what the interviewer says and what
young Radcliffe answers.
To finish, students will need to research, if they dont already know, a book in their
mother tongue that has been made into a successful film. Individually they will need to
write up a short synopsis of the book and a few lines on the author.
Activity 1: Harry Potter

Who has read the Harry Potter books?
What did you think of them?
Have you seen any of the films?
How do they compare to the books?
9.1 Individually (or as a class on the board) complete this online reported
interview of Emma Watson the main actress of the film:
http://www.eduhi.at/dl/RSListen2_1.htm
Page 56 of 61
Activity 2: Be a reporter
9.2 In pairs, watch an interview of young Daniel Radcliffe by following the
youtube link given:
http://www.youtube.com/watch?v=opbaOlOIPhU
When you have watched it through once, go back again and start writing down
what each person says (direct speech).
9.3 Then in another document, report that same interview
Interview:

Interviewer:
Daniel Radcliffe:

Reported interview:

Interviewer:
Daniel Radcliffe:

Page 57 of 61

Can you think of a Spanish book that has also been made into a film?
Write a short summary of the book and provide a few lines about the
author to accompany it.

Page 58 of 61
7. CONCLUSIONS
It is a forgone conclusion that sociocultural aspects in English textbooks are

inefficiently dealt with. Both the social and cultural background of a language
are fundamental in its teaching as to truly learn something it is vital to place it
in a context. Any colloquialism, for instance, taught out of context would make
little sense. Thus for something to reach or be acquired by the learner, it must
be placed in a context. However, for children to truly grasp a concept they
must also be able to place it within their own context. The many layers that
make up sociocultural aspects need to be taught.
I mentioned all of the above to a colleague at the secondary school I was

teaching in. He was the mathematics teacher in first form. He rightly pointed
out that this does not simply apply to language teaching. Any subject taught to
children in a school needs to be taught within some kind of context. He went
on to explain that even in maths, he tries to teach them problems in their
context - perhaps by using their names or allowing them to make up the
setting of the problem! I wholeheartedly agree with this contribution and feel
that language itself, be it your native or second, was developed and develops
within the boundaries of a social and cultural setting. A language classroom
should therefore provide its students with as culture-rich a setting as feasibly
possible.
The Royal Decree 1631/06 highlights in its introduction the motives for learning
foreign languages. The points raised relate directly to the importance of
sociocultural aspects for a country which finds itself working towards and
active in the European process.
Page 59 of 61
It is necessary to prepare, therefore, students for a life in a

progressively more international, multicultural and multilingual
world.
Spanish law further concurs with my conclusion, as one of the four content
blocks is entirely dedicated to sociocultural aspects and intercultural
awareness. In other words, the same importance is given to that than to
listening and speaking, reading and writing and language awareness. When
flipping through a book, anyone can notice that equal importance is not given
to the fourth content block. In addition, the eighth point of the evaluation
criteria highlights that students must show knowledge and interest in the
geographical or cultural elements of where this language is spoken. This
criteria encompasses not only the facts about the country but also any habits
or cultures that are associated to it. Though some sociocultural aspects may
appear, they are dealt with superficially and are not presented in a thorough
nor convincing manner.
Globalisation is an undeniable reality that has fostered multiculturalism all over

the world. That destination that may once have seemed like a far away place is
now a mere stones throw away. Travel is not only associated with tourism but
with university and job prospects. These future citizens have opportunities at
their fingertips to see and experience all of this however it will only seem
plausible to them if they feel confident and familiar with the country, language
and culture in question.
Sociocultural aspects need to be an integral part of any English Students book

as language is a product of these. It is vital that they be incorporated in each
unit rather than as a separate culture section. Sociocultural aspects, within a
Students book, provide teachers with opportunities for students to develop
their ICT skills and become a more confident and independent learner across
the board.
Page 60 of 61
Dialogue, composed of utterances and responses, links not only two

interlocutors in each others presence, but readers to distant writers, and
present texts to past texts. Kramsch, 2013
8. REFERENCES AND RESOURCES

Wetz, B. & Halliwell, H. 2010, English Plus, Students Book 4, Oxford
Baker, W. 2012, From cultural awareness to intercultural awareness: culture in
ELT. ELT Journal, 66 (1): 62-70
Kramsch, C. 1998, Language and culture. Oxford: Oxford University Press
Gass & Selinker 2008, p.280-281 Second language Acquisition: An Introductory
Course
Geoff, J. 2004, Theory Construction in Second Lanugage Acquisition
Kramsch, C. 2012, Culture in Foreign Language Teaching, University of
California
Garton-Sprenger, J. & Prowse, 2012, P. New Inspiration 4, MacMillan
Puchta, H. & Stranks, J. 2009, English in Mind 3, Cambridge
Kay, S. & Jones, V. 2009, New Inside Out, MacMillan
Page 61 of 61

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Sociocultural aspects: a tool for creating a language rich environment

BY: EMILY CATHERINE FITTON

SUPERVISOR: JOS LUS ORTEGA MARTN

PROFESORADO DE EDUCACIN SECUNDARIA OBLIGATORIA Y

TRABAJO FINAL DE MSTER

If we were to consider sociocultural aspects in Second Language Acquisition

The teaching of sociocultural aspects should be seen as an opportunity to truly

Discourse is an important term, used essentially in applied linguistics, when

Royal Decree 1631/2006 of 29 December

two skills: written and oral

the use of resources and strategies

The ability to apply the acquired skill set in different environments:

personal relationships (family and friends)

school and education

social or professional interactions

Compulsory Secondary Education focuses on further developing and

offering and asking for explanations (informal)

comprehensively express ideas (vocabulary range)

grasp key points and ideas from relevant texts

the ability to contribute to general conversations

the ability to express and file a basic complaint

the ability to express past experiences and future plans

the ability to express and request information

The Royal Decree obviously draws on the linguistic abilities:

productive: speaking and writing

receptive: listening and understanding, reading and understanding

1. To listen and understand general and specific information from oral

2. To express and interact orally in normal communicative situations; in a

3. To read and understand different texts in an suitable level for the

4. To write simple texts with different purposes on diverse topics using

5. To use the phonetic components (lexicons, structural and functional

6. To develop the learning autonomy, think about the learning processes,

7. To use learning strategies and all the available resources (including

8. To appreciate the foreign language as an instrument to gain access to

9. To value the foreign language (and the languages in general) as a

origins, languages and cultures, avoiding any sort of discrimination or

10. To show a receptive attitude and self-confidence in the learning ability

Block 1: listening and speaking

Block 2: reading and writing

Block 3: language awareness

The third block focuses on language awareness and linguistic knowledge.

Block 4: socio-cultural aspects and intercultural awareness

The Order dated 10 August 2007 points out four competences:

1. What and how to listen

2. What and how to speak

3. What and how to read

4. What and how to write

Contents for the Fourth Level of CSE

Block 4. Socio-cultural aspects and intercultural awareness.

Valuation of the importance of the foreign language in the international

Knowledge of the most outstanding cultural elements of the countries

Interest and initiative on getting communicative exchanges with

Use suitable linguistic formulas associated to certain situations in

Valuation of the personal enrichment represented by the relationship

8. Identifying and describing the most outstanding cultural aspects of the

differences among some of their perceptible features in connection with theirs,

4. SOCIOCULTURAL ASPECTS AND

4.1 Linguistic relativity and worldview