The Lebanese multicultural classroom

The Lebanese multicultural classroom

Effective objectives and school community relationship

Lebanon is one of the countries that have made changes in their curricula so that the emphasis of the New Framework for Education is “on creating a citizen who is proficient in at least one foreign language in order to promote openness to and interaction with other cultures” (General ed. Cur, p. 146)1. However, one of the issues that need curriculum close examination is teaching English Literature to improve language skills and cultural awareness. Also, there is a need for the cooperation of all school stakeholders in order to create a more tolerant society.

Literature in EFL classroom

Since 1995, Literature as a major source for cultural and linguistic knowledge is no more the major focus for the EFL (English as a Foreign Language) class. I have been an English instructor in both public and private schools for many years, so teaching opened my eyes to the students’ lack of cultural awareness in their preparation for academic inquiries. I believe that it is highly recommended to determine the perceptions of both teachers and students about incorporating literature as a major source for cultural awareness. This is possible by circulating surveys and conducting studies for an evaluation and reformation of the curriculum.

Also, I observed a lack of communication between language and Literature teachers. Though the language teacher is supposed to instill the basic skills to enable the Literature teacher to proceed with teaching; however, it is rare to find a language teacher who is interested in what is going on in the literature classroom, and vice versa. This attitude should not persist when language is taught parallel to Literature.

It is generally accepted that Literature is a reflection of the social, political and cultural development since it reveals people’s ideas in the most creative way. Through teaching Literature, students may engage in critical analysis, form aesthetic opinion, and develop an appreciation of values that are necessary for the survival of any society. However, the objective of teaching English language is to expand students’ knowledge of both the linguistic and sociolinguistic aspects.

In Lebanon, many foreign students come from various neighboring countries to prepare for college life and this fact makes many secondary classes look like a multicultural pot. For this reason, Literature is needed to help students identify, conflicts and characters (whether real or fictional) from different cultures. In class, EFL’s need to compare culturally determined opinions and attitudes to cultivate intercultural awareness. Thus, they should be asked, through a range of techniques, to respond to the unfamiliar experiences from different perspectives, and to recognize aspects of a foreign culture.

As a teacher, I believe that cultural consideration should (whenever possible) influence the choice of the reading texts, without confusing or offending the students’ differences. In their turn, EFL’s need to draw on similarities and differences with their own culture. Panofsky2 (1973) claims that students need to become open minded and communicative; therefore, they should be given a reading list on cultures before they take English classes. To Panofsky, language acquisition becomes less problematic when the experience underlying a particular work is familiar to the reader.

Furthermore, discussions and debates about different cultures assist in breaking the ice between students and help to prevent potential clashes in school. For instance, Lebanese students can be asked to describe some common dishes like Kibbee and Koussa, traditional clothing like the Hijab and the shirwal (or the mens’ baggy black pants), different religious holidays like Christmas and Eid Al Adha, greetings and other common expressions like Ahlan wa Sahlan (you are welcomed) and Sabaah al-kheir (or good morning). In fact, knowing about the habits and traditions of a foreign culture is necessary to dissolve differences, and this is viable though using literary texts in language class. To develop learners’ intercultural competence and improve critical thinking, need to be flexible, to understand social groups and practices, and to interpret adocument or event in relation to their own cultural perspective.

Diversity and exemplary objectives

English teaching should develop learners’ sensitivity, as well as their awareness of diversity. The concept of English as a world language implies that the focus of English teaching should highlight not only the culture of Britain or the United States, but also the cultures of various countries. In Lebanon, many teaching materials have not yet achieved this educational objective, and policy makers, textbook writers, and teachers should start considering new approaches and objectives. This means that students should learn how to, compare and contrast human behaviors, analyze differences to demonstrate full understanding of human experiences, and value global societies.

Role of the community
In an age marked by pluralism and quick change, school community should be regularly invited to share the commitments to the educational success. At schools, communication is all about building relationships with internal and external stakeholders; therefore, gatherings are vital to share meaning and to conquer the resistance to change. Parents, community members, and school staff meetings should cooperate to enhance tolerance and acceptance of the Other. Hence, there is a need to prepare plans that include forming public relation advisory committees, adopting two- way communication channels, publishing school newsletters, and using computers networking.

Eventually, to resolve conflicts in schools and societies, both multiculturalism and communications are a must. This can be achieved by incorporating Literature in language class, and by establishing healthy community relationship.

The Lebanese multicultural classroom

The Lebanese multicultural classroom

Effective objectives and school community relationship

Lebanon is one of the countries that have made changes in their curricula so that the emphasis of the New Framework for Education is “on creating a citizen who is proficient in at least one foreign language in order to promote openness to and interaction with other cultures” (General ed. Cur, p. 146)1. However, one of the issues that need curriculum close examination is teaching English Literature to improve language skills and cultural awareness. Also, there is a need for the cooperation of all school stakeholders in order to create a more tolerant society.

Literature in EFL classroom

Since 1995, Literature as a major source for cultural and linguistic knowledge is no more the major focus for the EFL (English as a Foreign Language) class. I have been an English instructor in both public and private schools for many years, so teaching opened my eyes to the students’ lack of cultural awareness in their preparation for academic inquiries. I believe that it is highly recommended to determine the perceptions of both teachers and students about incorporating literature as a major source for cultural awareness. This is possible by circulating surveys and conducting studies for an evaluation and reformation of the curriculum.

Also, I observed a lack of communication between language and Literature teachers. Though the language teacher is supposed to instill the basic skills to enable the Literature teacher to proceed with teaching; however, it is rare to find a language teacher who is interested in what is going on in the literature classroom, and vice versa. This attitude should not persist when language is taught parallel to Literature.

It is generally accepted that Literature is a reflection of the social, political and cultural development since it reveals people’s ideas in the most creative way. Through teaching Literature, students may engage in critical analysis, form aesthetic opinion, and develop an appreciation of values that are necessary for the survival of any society. However, the objective of teaching English language is to expand students’ knowledge of both the linguistic and sociolinguistic aspects.

In Lebanon, many foreign students come from various neighboring countries to prepare for college life and this fact makes many secondary classes look like a multicultural pot. For this reason, Literature is needed to help students identify, conflicts and characters (whether real or fictional) from different cultures. In class, EFL’s need to compare culturally determined opinions and attitudes to cultivate intercultural awareness. Thus, they should be asked, through a range of techniques, to respond to the unfamiliar experiences from different perspectives, and to recognize aspects of a foreign culture.

As a teacher, I believe that cultural consideration should (whenever possible) influence the choice of the reading texts, without confusing or offending the students’ differences. In their turn, EFL’s need to draw on similarities and differences with their own culture. Panofsky2 (1973) claims that students need to become open minded and communicative; therefore, they should be given a reading list on cultures before they take English classes. To Panofsky, language acquisition becomes less problematic when the experience underlying a particular work is familiar to the reader.

Furthermore, discussions and debates about different cultures assist in breaking the ice between students and help to prevent potential clashes in school. For instance, Lebanese students can be asked to describe some common dishes like Kibbee and Koussa, traditional clothing like the Hijab and the shirwal (or the mens’ baggy black pants), different religious holidays like Christmas and Eid Al Adha, greetings and other common expressions like Ahlan wa Sahlan (you are welcomed) and Sabaah al-kheir (or good morning). In fact, knowing about the habits and traditions of a foreign culture is necessary to dissolve differences, and this is viable though using literary texts in language class. To develop learners’ intercultural competence and improve critical thinking, need to be flexible, to understand social groups and practices, and to interpret adocument or event in relation to their own cultural perspective.

Diversity and exemplary objectives

English teaching should develop learners’ sensitivity, as well as their awareness of diversity. The concept of English as a world language implies that the focus of English teaching should highlight not only the culture of Britain or the United States, but also the cultures of various countries. In Lebanon, many teaching materials have not yet achieved this educational objective, and policy makers, textbook writers, and teachers should start considering new approaches and objectives. This means that students should learn how to, compare and contrast human behaviors, analyze differences to demonstrate full understanding of human experiences, and value global societies.

Role of the community
In an age marked by pluralism and quick change, school community should be regularly invited to share the commitments to the educational success. At schools, communication is all about building relationships with internal and external stakeholders; therefore, gatherings are vital to share meaning and to conquer the resistance to change. Parents, community members, and school staff meetings should cooperate to enhance tolerance and acceptance of the Other. Hence, there is a need to prepare plans that include forming public relation advisory committees, adopting two- way communication channels, publishing school newsletters, and using computers networking.

Eventually, to resolve conflicts in schools and societies, both multiculturalism and communications are a must. This can be achieved by incorporating Literature in language class, and by establishing healthy community relationship.

The Lebanese multicultural classroom

The Lebanese multicultural classroom

Effective objectives and school community relationship

Lebanon is one of the countries that have made changes in their curricula so that the emphasis of the New Framework for Education is “on creating a citizen who is proficient in at least one foreign language in order to promote openness to and interaction with other cultures” (General ed. Cur, p. 146)1. However, one of the issues that need curriculum close examination is teaching English Literature to improve language skills and cultural awareness. Also, there is a need for the cooperation of all school stakeholders in order to create a more tolerant society.

Literature in EFL classroom

Since 1995, Literature as a major source for cultural and linguistic knowledge is no more the major focus for the EFL (English as a Foreign Language) class. I have been an English instructor in both public and private schools for many years, so teaching opened my eyes to the students’ lack of cultural awareness in their preparation for academic inquiries. I believe that it is highly recommended to determine the perceptions of both teachers and students about incorporating literature as a major source for cultural awareness. This is possible by circulating surveys and conducting studies for an evaluation and reformation of the curriculum.

Also, I observed a lack of communication between language and Literature teachers. Though the language teacher is supposed to instill the basic skills to enable the Literature teacher to proceed with teaching; however, it is rare to find a language teacher who is interested in what is going on in the literature classroom, and vice versa. This attitude should not persist when language is taught parallel to Literature.

It is generally accepted that Literature is a reflection of the social, political and cultural development since it reveals people’s ideas in the most creative way. Through teaching Literature, students may engage in critical analysis, form aesthetic opinion, and develop an appreciation of values that are necessary for the survival of any society. However, the objective of teaching English language is to expand students’ knowledge of both the linguistic and sociolinguistic aspects.

In Lebanon, many foreign students come from various neighboring countries to prepare for college life and this fact makes many secondary classes look like a multicultural pot. For this reason, Literature is needed to help students identify, conflicts and characters (whether real or fictional) from different cultures. In class, EFL’s need to compare culturally determined opinions and attitudes to cultivate intercultural awareness. Thus, they should be asked, through a range of techniques, to respond to the unfamiliar experiences from different perspectives, and to recognize aspects of a foreign culture.

As a teacher, I believe that cultural consideration should (whenever possible) influence the choice of the reading texts, without confusing or offending the students’ differences. In their turn, EFL’s need to draw on similarities and differences with their own culture. Panofsky2 (1973) claims that students need to become open minded and communicative; therefore, they should be given a reading list on cultures before they take English classes. To Panofsky, language acquisition becomes less problematic when the experience underlying a particular work is familiar to the reader.

Furthermore, discussions and debates about different cultures assist in breaking the ice between students and help to prevent potential clashes in school. For instance, Lebanese students can be asked to describe some common dishes like Kibbee and Koussa, traditional clothing like the Hijab and the shirwal (or the mens’ baggy black pants), different religious holidays like Christmas and Eid Al Adha, greetings and other common expressions like Ahlan wa Sahlan (you are welcomed) and Sabaah al-kheir (or good morning). In fact, knowing about the habits and traditions of a foreign culture is necessary to dissolve differences, and this is viable though using literary texts in language class. To develop learners’ intercultural competence and improve critical thinking, need to be flexible, to understand social groups and practices, and to interpret adocument or event in relation to their own cultural perspective.

Diversity and exemplary objectives

English teaching should develop learners’ sensitivity, as well as their awareness of diversity. The concept of English as a world language implies that the focus of English teaching should highlight not only the culture of Britain or the United States, but also the cultures of various countries. In Lebanon, many teaching materials have not yet achieved this educational objective, and policy makers, textbook writers, and teachers should start considering new approaches and objectives. This means that students should learn how to, compare and contrast human behaviors, analyze differences to demonstrate full understanding of human experiences, and value global societies.

Role of the community
In an age marked by pluralism and quick change, school community should be regularly invited to share the commitments to the educational success. At schools, communication is all about building relationships with internal and external stakeholders; therefore, gatherings are vital to share meaning and to conquer the resistance to change. Parents, community members, and school staff meetings should cooperate to enhance tolerance and acceptance of the Other. Hence, there is a need to prepare plans that include forming public relation advisory committees, adopting two- way communication channels, publishing school newsletters, and using computers networking.

Eventually, to resolve conflicts in schools and societies, both multiculturalism and communications are a must. This can be achieved by incorporating Literature in language class, and by establishing healthy community relationship.