Culture Class - explicit

Is there time and place for culture classes anymore in a language-oriented curriculum?  Most of us do something during the major cultural holidays, but these celebrations are starting to acquire an * for having to be a support to our language instruction or having to be taught informally and incorporated during language instruction.  Coming from the other side of the argument, I advocate for teaching explicit cultural practices and perspectives for their own right, at least at my heritage school.  

Culture class on ChongYang (Elders' Day) with NHCLS

What do kids enjoy the most of all cultural activities?  I have tried storytelling with craft, Chinese art, major holidays and their practices with food preparation and craft.  Everyone's favorite is the messiest activity of all -- anything to do with food.

More recently, I have parents and community friends joining in during culture classes, so I felt the need to teach at least parts of these cultural classes in English (just where I felt that the culture part needs to be communicated).  During the demonstration of the steps in food preparation however, everything should be in as much target language as possible because action does make the language comprehensible for even the non-native speakers.

For instance, I have done food prep for Chong Yang three different times so far.  Other than the making of the Chong Yang cake, I felt that it is important to explain to the kids the main idea behind Chong Yang -- respect for elders.  The younger kids may not get the thought behind it to begin with, but they will by the third year we do the activity.

When we made Dragon Beard Candies at my Chinese heritage school, participants appreciated how the emperor would have nothing less than sweets that conjure up an imagery of the dragon's beard.  Giving the same candy the name of 'noodle candy' probably would not have worked for the emperor of China:)

Many teachers asked me about where I got the resources for these culture classes.  I have to give credit to the culture workshop which I have been attending for the past three years.  For information on culture workshops sponsored by OCAC see:

http://www.ocac.gov.tw/unit/unit_pop.asp?no=19236&unit_type=1

The Boys

Anybody who's ever taught high-energy kids knows that we have to keep them moving.  This is my weekly 2-hour class with the 'boys' at NHCLS.  I really had to keep them going-and-going-and-going.  As the year ended, I am already missing the happy energy.  I sometimes wonder if they need more rigor.  

In the effort to differentiate and keep things rigorous I had to give student choice (more like parent choice at this age).  It is up to students to make these -

Characters are compiled on Ppt. for students to print out on their own card stock.  

They can decide whether they want to define the characters on the back of cards or notate them so they remember how to say them.  As an incentive, they will now have the skills to participate in fun character recognition activities in class.

For my artistic learners

  Sometimes I feel like I work at Sesame Street 
(all very adorable still, but so big!)  

This is a lesson following the initial introduction of the animals.  Considering the topic seems kind of irrelevant for many of my students, I was amazed by how cooperative they all were.  By now, they had met the characters and their transliteration for all the animals.  The group draw was as much a check for understanding as it was for fun.  My artistic learners seemed to enjoy it.  Those who did not want to participate also had a good time commenting on everybody's pictures.  I then used the pictures in combination with the fly swaps as another activity.  Fun was had by all.  Great Friday activity.

Kerui with Dewang's dog

My Artists from Period 3

Is it that different to teach big kids as opposed to little kids?  I can't really tell.  My high school kids told me in the beginning of the year that they think I was good at teaching young kids.  I wonder if they were right.  On the other hand, many of them seemed to like cuddling my stuffed animals and doing quick draws like this...  I honor their creativity.

Kerui & 'Nike': Big Kids like to make a statement 

Oudi: Can you say 'GOOFY!'