Teburin Abubuwan Ciki
- 1. Gabatarwa
- 2. Canjin Manufofin ELT: Ra’ayi na Al’ada da Siyasa
- 3. Tasowar Sadarwa Tsakanin Al’adu
- 4. Muhimman Muhawara: Wace Al’ada A Koyar?
- 5. Ci gaba a Nan Gaba
- 6. Babban Fahimta, Tsarin Tunani, Karfi da Rauni, da Shawarwari
- 7. Bincike na Asali
- 8. Bayanan Fasaha da Tsarin Lissafi
- 9. Sakamakon Gwaji da Bayanin Zane
- 10. Tsarin Bincike: Misali
- 11. Aikace-aikace da Hanyoyi na Gaba
- 12. Manazarta
1. Gabatarwa
Wannan babi na Kramsch da Zhu Hua (2016) yana yin nazari mai zurfi kan dangantakar da ke tsakanin harshe da al’ada a Koyar da Turanci (ELT). Suna jayayya cewa ELT, wadda tun farko aka ɗauka a matsayin fasaha marar al’ada don samun damar tattalin arziki, an tilasta mata yin la’akari da al’ada saboda dunkulewar duniya, siyasar ainihi, da azuzuwan koyarwa masu al’adu daban-daban. Marubutan suna ba da shawarar cewa al’ada ba tsayayyen tsarin halayen ƙasa ba ne, amma tsari ne mai canzawa na ma’auni, fahimta, da hasashe na gama gari a cikin al’ummomin magana. Suna gabatar da manufar 'languaculture' (Risager, 2007) don haskaka dogaro da juna tsakanin harshe da al’ada, suna ƙin ra’ayin rarrabuwa na asali da kuma rabuwa mai tsauri.
2. Canjin Manufofin ELT: Ra’ayi na Al’ada da Siyasa
A tarihi, ELT bayan yakin duniya na biyu ta ba da fifiko ga hanyoyin sadarwa masu aiki bisa ga damar dimokuradiyya da ‘yancin kai na mutum. Wannan hanya an ɗauke ta a matsayin ta duniya, tana ɗaukar ɗalibai a matsayin masu aiki masu hankali. Duk da haka, ƙarshen yakin sanyi da dunkulewar duniya sun nuna rashin isasshen wannan tsarin. Marubutan sun lura cewa tattaunawar ma’ana a koyar da harshe ta hanyar sadarwa (CLT) galibi tana iyakance ga ma’ana ta nuni ko ta yanayi, tana watsi da bangarorin al’ada da akida. Widdowson (1994) ya yi jayayya game da 'mallakar' Turanci ga ɗalibai, yana kalubalantar ƙa’idodin masu magana da harshen, amma wannan ra’ayi kuma ya tayar da tambayoyi game da waɗanne ƙa’idodin al’ada suka dace.
3. Tasowar Sadarwa Tsakanin Al’adu
Fannin Sadarwa Tsakanin Al’adu (IC) ya bulla a matsayin martani ga buƙatar koyar da al’ada a ELT. IC tana mai da hankali kan haɓaka ikon ɗalibai na yin sulhu tsakanin al’adu, maimakon kawai samun ƙa’idodin masu magana da harshen. Wannan sauyi ya yi daidai da manufar 'mai magana tsakanin al’adu' (Byram, 1997), wanda ke da fasahohin ganowa, fassara, da wayar da kan al’ada mai mahimmanci. Marubutan sun jaddada cewa IC a ELT dole ne ta wuce bayanan al’ada na yawon buɗe ido don magance yanayin iko, tattaunawar ainihi, da kuma bangarorin ɗabi’a na haduwar al’adu.
4. Muhimman Muhawara: Wace Al’ada A Koyar?
Muhawarar tsakiya ita ce wace al’ada (ko al’adu) za a saka a cikin manhajojin ELT. Zaɓuɓɓuka sun haɗa da: al’adun ƙasa (Birtaniya, Amurka, Indiya, Singapore), al’adar kasuwanci ta duniya, al’adar intanet, ko al’adun ɗalibai daban-daban. Marubutan suna jayayya game da hanyar 'wuri na uku' (Kramsch, 1993), inda ɗalibai ba kawai su ɗauki al’adar manufa ba amma su haɓaka matsayi mai mahimmanci, mai tunani wanda zai ba su damar kewaya al’adu da yawa. Wannan hanya ta yarda da gaskiyar azuzuwan zamani masu harsuna da al’adu da yawa da kuma yanayin ruwa, gauraye na ainihi a cikin duniyar da ta dunkule.
5. Ci gaba a Nan Gaba
Hanyoyin gaba sun haɗa da: (a) haɗa ilimin dijital da musayar al’adu ta kan layi; (b) magance rawar Turanci a matsayin harshen sadarwa na duniya (ELF) a sadarwa tsakanin al’adu; (c) haɓaka kayan aikin tantance ƙwarewar al’adu; da (d) haɗa ilimin koyarwa mai mahimmanci don bincika yadda ELT za ta iya dawwamar da ko kalubalantar rashin daidaiton zamantakewa. Marubutan sun yi kira ga 'hanyar da ta wuce harshe da al’ada' (MLA, 2007) wadda za ta shirya ɗalibai don rikitarwar sadarwa ta ainihi.
6. Babban Fahimta, Tsarin Tunani, Karfi da Rauni, da Shawarwari
Babban Fahimta: Babban ra’ayin PDF shine cewa ELT dole ne ta watsar da tatsuniyar 'rashin al’ada' kuma ta rungumi ra’ayi mai canzawa, mai mahimmanci game da al’ada a matsayin tsarin hasashe na gama gari da dangantakar iko. Manufar 'languaculture' ita ce babbar gudummawar ilimi.
Tsarin Tunani: Muhawara ta tashi daga mahallin tarihi (CLT bayan yakin duniya na biyu) zuwa kalubalen zamani (dunkulewar duniya, ainihi), sannan zuwa mafita na ka’ida (IC, wuri na uku), kuma a ƙarshe zuwa abubuwan da suka shafi aiki. Wannan ci gaba ne mai daidaituwa, na ilimi.
Karfi da Rauni: Karfi: Babin yana ba da suka mai zurfi, mai tushe na ka’ida game da makafin al’ada na ELT. Ya samu nasarar haɗa ilimin harshe na aiki da nazarin al’adu. Rauni: Babin yana da ɗan taƙaitaccen bayani kuma ba shi da cikakkun samfuran koyarwa na mataki-mataki ga malamai. Hakanan bai yi la’akari da juriya daga cibiyoyi da masu tsara manufofi waɗanda suka fi son ma’aunin ƙwarewar harshe mara al’ada da za a iya aunawa.
Shawarwari masu Aiki: Ga masu aiki: (1) Maye gurbin 'kwantena al’ada' da al’amuran mahimmanci da ayyukan ƙabilanci. (2) Yi amfani da albarkatu masu harsuna da yawa da nau’i daban-daban waɗanda ke nuna Turancin duniya. (3) Tsara tantancewa waɗanda ke kimanta sulhun al’adu, ba kawai daidaiton nahawu ba. (4) Yi shawarwari don canje-canjen manhaja waɗanda ke amincewa da al’ada a matsayin muhimmin sashi, ba zaɓi ba, na ELT.
7. Bincike na Asali
Babin Kramsch da Zhu Hua babban suka ne ga akidar 'rashin al’ada' a ELT, amma dole ne a karanta shi tare da nazarin aiki na aji. Misali, binciken Byram (1997) kan ƙwarewar sadarwa tsakanin al’adu yana ba da tsarin aiki wanda ya dace da matsayinsu na ka’ida. Duk da haka, jaddada babin kan 'languaculture' na iya haifar da rikitar da al’ada idan ba a yi amfani da shi a hankali ba. Wata mahimmiyar fahimta daga fannin koyon harshe na biyu (SLA) ita ce cewa al’ada ba 'kari' ba ce amma tana cikin kowane zaɓi na harshe, daga ilimin amfani da harshe zuwa tsarin magana (Kasper & Rose, 2002). Kiran marubutan ga 'wuri na uku' ya yi daidai da ra’ayoyin bayan tsari na ainihi a matsayin ruwa da ake tattaunawa (Norton, 2013). Duk da haka, babin zai iya amfana daga tattaunawa mai bayyana yadda yanayin iko—kamar rinjayen ƙa’idodin 'mai magana da harshen' a gwaje-gwaje (misali, IELTS, TOEFL)—ke takura wa malamai ikon aiwatar da waɗannan ra’ayoyin. A ganina, mafi mahimmancin gudummawar ita ce sauyawa daga koyarwa 'game da' al’ada zuwa koyarwa 'ta hanyar' al’ada, inda ɗalibai ke shiga cikin tunani mai mahimmanci kan ayyukan ma’ana na kansu da na wasu. Wannan yana buƙatar sake tunani mai zurfi game da ilimin malamai, daga mai da hankali kan hanyoyi zuwa mai da hankali kan wayar da kan al’adu da ilimin koyarwa mai mahimmanci.
8. Bayanan Fasaha da Tsarin Lissafi
Duk da cewa babin yana da inganci, za mu iya tsara dangantakar da ke tsakanin harshe (L), al’ada (C), da ainihi (I) a matsayin tsari mai canzawa. Bari $L(t)$ ta wakilci ƙwarewar harshe a lokaci $t$, $C(t)$ ta wakilci wayar da kan al’ada, kuma $I(t)$ ta wakilci matsayin ainihi. Ana iya bayyana hulɗar kamar haka:
$$\frac{dI}{dt} = \alpha \cdot L(t) \cdot C(t) - \beta \cdot I(t)$$
inda $\alpha$ shine adadin haɗin harshe da al’ada cikin ainihi, kuma $\beta$ shine adadin raguwar kwanciyar hankali na ainihi. Wannan yana nuna cewa canjin ainihi ya yi daidai da samfurin harshe da al’ada, yana nuna cewa koyar da harshe ba tare da al’ada ba ($C=0$) yana haifar da babu canji na ainihi, wanda ya yi daidai da sukar marubutan game da ELT 'marar al’ada'.
9. Sakamakon Gwaji da Bayanin Zane
Ko da yake babin bai gabatar da gwaje-gwaje na asali ba, za mu iya kwatanta zane mai ma’ana: Hoto 1: Samfurin 'Wuri na Uku' na Ƙwarewar Al’adu. Zanen yana nuna da’ira uku masu haɗuwa: 'Al’adar Ɗalibi' (ƙasa hagu), 'Al’ada (ko Al’adu) Manufa' (ƙasa dama), da 'Wuri na Uku' (sama tsakiya). Kibiyoyi suna nuna cewa ɗalibi ba ya motsawa daga wata al’ada zuwa wata amma yana haɓaka sabon sarari mai ruwa na wayar da kan mahimmanci. Yankin haɗuwa ana kiransa 'Sulhun Al’adu'. Wannan samfurin yana wakiltar ra’ayin marubutan cewa ELT ya kamata ya yi nufin canji mai canzawa, ba na haɗiye ba.
10. Tsarin Bincike: Misali
Misali: Koyar da Dabarun Nema a Aji na ELT Mai Al’adu Daban-daban
Mahalli: Aji na ELT na jami’a a Landan tare da ɗalibai daga China, Saudi Arabia, Brazil, da Poland. Malami yana amfani da hanyar 'al’amari mai mahimmanci'.
Mataki 1: Ɗalibai suna yin wasan kwaikwayo na yanayin nema (misali, neman ƙarin lokaci daga farfesa).
Mataki 2: Suna kwatanta dabarunsu: Ɗaliban China suna amfani da siffofin kai tsaye, masu kare fuska; Ɗaliban Saudiyya suna amfani da gaisuwa mai dalla-dalla; Ɗaliban Brazil suna amfani da harshe kai tsaye, na yau da kullum; Ɗaliban Poland suna amfani da buƙatun kai tsaye, na yau da kullum.
Mataki 3: Malami yana jagorantar tattaunawa kan yadda waɗannan bambance-bambance ke nuna dabi’un al’ada (misali, nisan iko, son kai vs. hadin kai).
Mataki 4: Ɗalibai suna tunani kan yadda za su iya daidaita dabarunsu a wurare daban-daban ba tare da rasa ainihin al’adarsu ba.
Sakamako: Ɗalibai suna haɓaka fasahohin 'sulhun al’adu', ba kawai ƙa’idodin masu magana da harshen ba.
11. Aikace-aikace da Hanyoyi na Gaba
Fahimtar babin tana nuna hanyoyi da yawa na gaba: (1) AI da Koyon Al’adu: Yin amfani da chatbots masu amfani da AI don kwaikwayi haduwar al’adu da ba da ra’ayi kan zaɓin amfani da harshe. (2) Shirye-shiryen Musayar Kama-da-Wane: Haɓaka ayyukan haɗin gwiwa ta wayar tarho (misali, COIL) waɗanda ke haɗa ɗalibai a cikin al’adu. (3) Ilimin Dijital Mai Mahimmanci: Koyar da ɗalibai don nazarin yadda ake wakiltar al’ada a kafofin sada zumunta da maganganun kan layi. (4) Ƙirƙirar Tantanawa: Haɓaka tantancewa na tushen fayil na ƙwarewar al’adu, kamar 'Ƙididdigar Ci gaban Al’adu' (IDI). (5) Ilimin Malamai: Haɗa hanyoyin ƙabilanci da ilimin koyarwa mai mahimmanci cikin shirye-shiryen TESOL. Babban burin shine shirya ɗalibai ba kawai don 'amfani' da Turanci ba amma don 'rayuwa' da shi a matsayin kayan aiki don zama ɗan ƙasa na duniya da adalci na zamantakewa.
12. Manazarta
- Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
- Kasper, G., & Rose, K. R. (2002). Pragmatic Development in a Second Language. Blackwell.
- Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
- Kramsch, C., & Zhu Hua (2016). Language, Culture and Language Teaching. In G. Hall (Ed.), Routledge Handbook of English Language Teaching (pp.38-50). Routledge.
- MLA Ad Hoc Committee on Foreign Languages. (2007). Foreign Languages and Higher Education: New Structures for a Changed World. Profession, 238-256.
- Norton, B. (2013). Identity and Language Learning (2nd ed.). Multilingual Matters.
- Risager, K. (2007). Language and Culture Pedagogy. Multilingual Matters.
- Widdowson, H. G. (1994). The Ownership of English. TESOL Quarterly, 28(2), 377-389.