Bridging the Cross-Cultural Gap: Listening and Speaking Tasks
\nfor Developing Fluency in English<\/h2>\n<\/td>\n<\/tr>\n\nAuthor:<\/strong><\/td>\nRussell Arent (2009)<\/td>\n
![\"\"](\"http:\/\/tesl-ej.org\/ej60\/rpix\/crossculturalgap.jpg\")
<\/td>\n<\/tr>\n \nPublisher:<\/strong><\/td>\nUniversity of Michigan Press<\/td>\n<\/tr>\n \nPages<\/th>\n ISBN<\/th>\n Price<\/th>\n<\/tr>\n \n145 pages<\/td>\n 978-0-472-03357-7<\/td>\n $26.50 USD<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nBridging the Cross-Cultural Gap: Listening and Speaking Tasks for Developing Fluency in English<\/em> by Russell Arent is a textbook designed for use by both teachers and students.\u00a0 It aims to develop communication between cultures by viewing multi-cultural movies and doing related activities, thereby building general listening and speaking skills.\u00a0 This book is not intended to offer activities for explicit language instruction.\u00a0 Instead, it makes students aware of cross-cultural differences in languages and lifestyles.\u00a0 The author hopes that, as a result, students will develop fluency in listening and speaking.\u00a0 In writing the text, Arent assumes that \u201cStudents have already received instruction on such matters [the mechanics of listening and speaking]\u201d (p. v).\u00a0 \u00a0While Arent does not clearly specify the intended audience, the language throughout the book suggests that students must have moderate, if not high, levels of English proficiency.<\/p>\nThe book is structured into six themed chapters, each with three to seven subtopics.\u00a0 For example, Chapter 2\u2019s theme is \u201cPerceiving, Understanding, and Adjusting to Culture\u201d and has subtopics such as \u201cEthnocentrism\u201d and \u201cStereotypes, Prejudices, and Discrimination.\u201d\u00a0 Under each topic there are two to five \u201cTasks.\u201d\u00a0 These tasks typically refer to a specific movie clip, which reflects the theme of the chapter.\u00a0 Movie examples from Chapter 2 include Mona Lisa Smile <\/em>(2003), from the United States and I\u2019maarat Yaquubeean\/Yacoubian Building<\/em> (2006), from Egypt.\u00a0 Other tasks suggest ideas for conversation between partners or in small groups, all of which relate to the chapter\u2019s theme.\u00a0 One concern might be that the book has some large passages of text\u2014up to three pages\u2014of topic-related prose, which provide theoretical background and vocabulary.\u00a0 If teachers wish to include this information, they may have to modify the material to reflect students\u2019 proficiency.<\/p>\nCross-cultural awareness is crucial for effective language learning and Arent provides many interesting, stimulating, and unique ideas, such as building discussions around movies or interviewing people in the community.\u00a0 Additionally, the book suggests topics for class presentations, and thought-provoking questions are provided for group discussions.\u00a0 As mentioned, this textbook is not designed to be used for traditional language instruction, or as the sole textbook.\u00a0 As a result, teachers may need to outline the structure of some tasks and should be prepared to provide additional guidance.\u00a0 For example, Task 4 in subtopic 2.1 suggests that students give a 10-minute oral presentation. In order to prepare this activity, however, it is the teacher\u2019s responsibility to put together additional ideas and scaffolding.\u00a0 Instructors may also need to consider whether Arent\u2019s activities correspond with the class curriculum and make adjustments accordingly.<\/p>\n
Also, depending on the class, teachers may need to be aware of other potential concerns.\u00a0 For instance, the majority of tasks refers to and relies on watching specific movie clips. One problem that could be faced is that teachers and students may not have direct access to these movies, especially as titles from all over the world are featured.\u00a0 Arent does not supplement the textbook with a DVD, nor does he suggest an appropriate website with these clips; teachers should be prepared to look outside of the classroom for materials.\u00a0 The textbook suggests purchasing these particular movies\u2014up to ten movies per chapter\u2014however, if teachers have different movies, it is possible to adapt the lessons to use with these.\u00a0 This option may help those teachers who cannot afford to purchase the suggested movies.\u00a0 Using alternative movie selections also guarantees that teachers have a personal understanding of the material.\u00a0 For example, Arent does not address whether foreign movies are in English, dubbed, or subtitled, a problem that could be solved by using movies already familiar to the teacher.\u00a0 Whether or not the teacher chooses to follow the guidelines of the book or to adapt the selections, Arent provides creative and stimulating ways to use media in the classroom.\u00a0 Because this book provides a large variety of supplementary material, teachers can easily adjust the activities to suit the particular needs of their students.<\/p>\n
Throughout the text, Arent draws in readers by using metaphors and poetic language to illustrate the themes of each chapter.\u00a0 For example, in Chapter 1, intercultural communication is likened to a \u201cbeautiful beach\u201d which may be suddenly disrupted by a miscommunication or \u201cstorm\u201d (p. 1).\u00a0 The emotional appeal of the book\u2019s language is apparent in this textbook.\u00a0 For teachers and students used to colorful, visually-stimulating materials, however, this book may at first seem dull, especially as the few pictures are in black-and-white.\u00a0 In addition, the directions for each task are verbose, which could prove problematic for students.<\/p>\n
As previously mentioned this book best serves as supplemental material.\u00a0 It would be difficult to plan whole lessons around this book, as there are no estimated times given for activities and guidance is limited.\u00a0 In addition, tasks relate to the overall theme of the chapter, but content and language material are generally not recycled. The time-consuming nature, too, of watching the suggested number of movies needs to be considered and may not be feasible for many classes;\u00a0 the amount of time necessary to watch even a few of the suggested clips will take up a large part of the typical one or two hour class period.<\/p>\n
Overall, Bridging the Cross Cultural Gap: Listening and Speaking Tasks for Developing Fluency in English <\/em>should only be used for supplementary materials, and not be used as a primary textbook for learning listening and speaking skills.\u00a0 Teachers need to be aware that while the activities and movies are stimulating, the suggested media is not provided, tasks may need further development, and the book would best serve students who have advanced proficiency.\u00a0\u00a0 Arent\u2019s book presents an often-overlooked aspect of language learning, cross-cultural components.\u00a0 The activities are engaging and unique and thoroughly involve the students.\u00a0 This book, if used to supplement an ESL curriculum, could give variety to the lessons, which may result in higher learner-motivation.<\/p>\nReviewed by<\/strong>
\nCeAnn Myers
\nCBI Coordinator, Program in Intensive English
\nNorthern Arizona University
\n<CeAnn.Myers<\/span>![\"atmark\"](\"http:\/\/www.tesl-ej.org\/atmark.png\")
nau.edu<\/span>>
\n
\nMelissa Squiers
\nHorseheads, New York
\n<mbs79<\/span>nau.edu<\/span>><\/p>\n
<\/td>\n<\/tr>\nBridging the Cross-Cultural Gap: Listening and Speaking Tasks for Developing Fluency in English<\/em> by Russell Arent is a textbook designed for use by both teachers and students.\u00a0 It aims to develop communication between cultures by viewing multi-cultural movies and doing related activities, thereby building general listening and speaking skills.\u00a0 This book is not intended to offer activities for explicit language instruction.\u00a0 Instead, it makes students aware of cross-cultural differences in languages and lifestyles.\u00a0 The author hopes that, as a result, students will develop fluency in listening and speaking.\u00a0 In writing the text, Arent assumes that \u201cStudents have already received instruction on such matters [the mechanics of listening and speaking]\u201d (p. v).\u00a0 \u00a0While Arent does not clearly specify the intended audience, the language throughout the book suggests that students must have moderate, if not high, levels of English proficiency.<\/p>\n The book is structured into six themed chapters, each with three to seven subtopics.\u00a0 For example, Chapter 2\u2019s theme is \u201cPerceiving, Understanding, and Adjusting to Culture\u201d and has subtopics such as \u201cEthnocentrism\u201d and \u201cStereotypes, Prejudices, and Discrimination.\u201d\u00a0 Under each topic there are two to five \u201cTasks.\u201d\u00a0 These tasks typically refer to a specific movie clip, which reflects the theme of the chapter.\u00a0 Movie examples from Chapter 2 include Mona Lisa Smile <\/em>(2003), from the United States and I\u2019maarat Yaquubeean\/Yacoubian Building<\/em> (2006), from Egypt.\u00a0 Other tasks suggest ideas for conversation between partners or in small groups, all of which relate to the chapter\u2019s theme.\u00a0 One concern might be that the book has some large passages of text\u2014up to three pages\u2014of topic-related prose, which provide theoretical background and vocabulary.\u00a0 If teachers wish to include this information, they may have to modify the material to reflect students\u2019 proficiency.<\/p>\n Cross-cultural awareness is crucial for effective language learning and Arent provides many interesting, stimulating, and unique ideas, such as building discussions around movies or interviewing people in the community.\u00a0 Additionally, the book suggests topics for class presentations, and thought-provoking questions are provided for group discussions.\u00a0 As mentioned, this textbook is not designed to be used for traditional language instruction, or as the sole textbook.\u00a0 As a result, teachers may need to outline the structure of some tasks and should be prepared to provide additional guidance.\u00a0 For example, Task 4 in subtopic 2.1 suggests that students give a 10-minute oral presentation. In order to prepare this activity, however, it is the teacher\u2019s responsibility to put together additional ideas and scaffolding.\u00a0 Instructors may also need to consider whether Arent\u2019s activities correspond with the class curriculum and make adjustments accordingly.<\/p>\n Also, depending on the class, teachers may need to be aware of other potential concerns.\u00a0 For instance, the majority of tasks refers to and relies on watching specific movie clips. One problem that could be faced is that teachers and students may not have direct access to these movies, especially as titles from all over the world are featured.\u00a0 Arent does not supplement the textbook with a DVD, nor does he suggest an appropriate website with these clips; teachers should be prepared to look outside of the classroom for materials.\u00a0 The textbook suggests purchasing these particular movies\u2014up to ten movies per chapter\u2014however, if teachers have different movies, it is possible to adapt the lessons to use with these.\u00a0 This option may help those teachers who cannot afford to purchase the suggested movies.\u00a0 Using alternative movie selections also guarantees that teachers have a personal understanding of the material.\u00a0 For example, Arent does not address whether foreign movies are in English, dubbed, or subtitled, a problem that could be solved by using movies already familiar to the teacher.\u00a0 Whether or not the teacher chooses to follow the guidelines of the book or to adapt the selections, Arent provides creative and stimulating ways to use media in the classroom.\u00a0 Because this book provides a large variety of supplementary material, teachers can easily adjust the activities to suit the particular needs of their students.<\/p>\n Throughout the text, Arent draws in readers by using metaphors and poetic language to illustrate the themes of each chapter.\u00a0 For example, in Chapter 1, intercultural communication is likened to a \u201cbeautiful beach\u201d which may be suddenly disrupted by a miscommunication or \u201cstorm\u201d (p. 1).\u00a0 The emotional appeal of the book\u2019s language is apparent in this textbook.\u00a0 For teachers and students used to colorful, visually-stimulating materials, however, this book may at first seem dull, especially as the few pictures are in black-and-white.\u00a0 In addition, the directions for each task are verbose, which could prove problematic for students.<\/p>\n As previously mentioned this book best serves as supplemental material.\u00a0 It would be difficult to plan whole lessons around this book, as there are no estimated times given for activities and guidance is limited.\u00a0 In addition, tasks relate to the overall theme of the chapter, but content and language material are generally not recycled. The time-consuming nature, too, of watching the suggested number of movies needs to be considered and may not be feasible for many classes;\u00a0 the amount of time necessary to watch even a few of the suggested clips will take up a large part of the typical one or two hour class period.<\/p>\n Overall, Bridging the Cross Cultural Gap: Listening and Speaking Tasks for Developing Fluency in English <\/em>should only be used for supplementary materials, and not be used as a primary textbook for learning listening and speaking skills.\u00a0 Teachers need to be aware that while the activities and movies are stimulating, the suggested media is not provided, tasks may need further development, and the book would best serve students who have advanced proficiency.\u00a0\u00a0 Arent\u2019s book presents an often-overlooked aspect of language learning, cross-cultural components.\u00a0 The activities are engaging and unique and thoroughly involve the students.\u00a0 This book, if used to supplement an ESL curriculum, could give variety to the lessons, which may result in higher learner-motivation.<\/p>\n Reviewed by<\/strong>
\nCeAnn Myers
\nCBI Coordinator, Program in Intensive English
\nNorthern Arizona University
\n<CeAnn.Myers<\/span>nau.edu<\/span>>
\n
\nMelissa Squiers
\nHorseheads, New York
\n<mbs79<\/span>nau.edu<\/span>><\/p>\n