Tomalin and Stempleski (1994) identify three qualities
of cultural awareness: awareness of learners’ own cultural behaviour, awareness
of others’ cultural behaviour, and the ability to explain their own cultural
position, and adopt a task-oriented approach towards teaching culture, where
learners cooperate in pairs or groups for gathering, sharing, discussing and
interpreting information in view of both the target and native cultures. For
this reason, the present activities are designed in such a way that (1)
learners in pairs and groups work together to collect information, (2) decide
whether the situation is similar or different in their own culture, (3) express
their own stance toward the situation by drawing on from their real lives. Consequently,
originally a sexist and unstimulating material has been reconstructed by such
adaptation strategies as addition, modification, omission, reordering, and
replacement, and exploited to resist stereotyping, and to develop cultural
awareness and tolerance.
As a future teacher we need to select the appropriate
books and materials to teach to the students. The materials in the books itself
should balanced between the language proficiency and intercultural competence. Therefore,
the teacher can adapt some strategies from this journal to add the cultural
content, modify the materials, and omit the unimportant and irrelevant
materials and replacement with the better materials in order to achieve the
language and cultural needs.
Reference: A journal entitled Adapting a Turkish
middle school textbook
to develop cultural awareness by Meliha R. Simsek, 2014
The topic of your writing is really fresh, the awareness of the teacher toward the material that used by children should be the focus of the teacher. Awareness toward the cultural value of their nationality maybe the good one, rather than we have to only focus on the native or purpose language. Although you're focus on the authentic material, its better for you to also relate it with indonesian cultural
BalasHapus