Foreign Language Major Portfolio: Culture Reflection
Foreign Language Major Portfolio: Culture Reflection
To be acceptable for inclusion in the Foreign Language Major Portfolio, a culture reflection needs to have received a minimum total of 30 points. (10 criteria; 4 pts. each; 40 points possible)
Topic 1: Reflection on a Study Abroad Experience
If you have studied abroad (four weeks or more), you need to write on this topic.
750 (at least) to 1000 words minimum; typed, double-spaced;
written in the target language; effective writing rules apply.
Your study abroad (whether it was 4 weeks or a full semester) allowed you to have many first-hand experiences and observations. Choose one of your experiences or observations. Write a reflection that shows your insights into the cultural framework of products, practices, and perspectives as well as your ability to sort, evaluate, and interpret your experiences and observations.
The cultural framework of Products-Practices-Perspectives…
Remember that the three P’s of a culture—its Products (tangible and intangible), its Practices (routines and patterns of behavior, activities, celebrationsetc), and its Perspectives (underlying beliefs, ideas,attitudes, values that represent the culture’s view of the world)—cannot be viewed independently but connect to each other. Examples: bike paths (product)—families riding bikes together; students on bikes (practice)—attitudes to health, the environment (perspective); beauty/exercise items (products)—diets; exercise programs (practice)—attitude towards youth and old age (perspective)…
DON’TS…
Do not just offer a list of experiences, or chronicle of daily activities while abroad. While entertaining, a mere account of what you did and saw will not yield much in the area of reflection.
HOW TO DO THIS…
Choose an experience or observation that had an impact on you. This experience or observation may pertain to any area-- family life; childhood; living spaces; race; historical memory; historical preservation; education; multilingualism; transportation; environment; food and alcohol; pets; smoking; exercise; business culture; nudity in the media…Narrate and/or describe what you experienced. Interpret it. How does the culture view this? Meaning: What is the “insider’s” view? Reflect on it. What did it “teach” you about the culture you were immersed in? How does this compare to your own culture? What conclusions did you arrive at? If not conclusions, what questions or hypotheses did this experience leave you with?
Note: While you may refer to more than one experience, they should pertain to one area. For example, do not write about the role of war memorials and then switch to food and alcohol consumption—unless there’s a connection.
10 criteria
Areas / Specifications / 1Does not Meet Expectations
(Unsatisfactory) / 2
Sometimes Meets Expectations
(Needs Improvement) / 3
Meets Expectations
(Satisfactory) / 4
Exceeds Expectations
(Superior) / Score
CONTENT / Demonstrating Cultural Understandings (ACTFL 2.a.) / Understandingof the Cultural Framework / Demonstrates insufficient or inaccurate understanding of the connections among the perspectives of a culture and its practices and products. / Demonstrates sometimes insufficient or inaccurate understanding of the connections among the perspectives of a culture and its practices and products. / Demonstrates that s/he understands the connections among the perspectives of a culture and its practices and products. / Demonstrates that s/he thoroughly understands the connections among the perspectives of a culture and its practices and products.
Comparisons / Demonstrates insufficient understanding of the similarities and differences between the target and heritage cultures. / Demonstrates sometimes insufficient understanding of the similarities and differences between the target and heritage cultures. / Demonstrates understanding of the similarities and differences between the target and heritage cultures. / Demonstrates a thorough understanding of the similarities and differences between the target and heritage cultures.
Global Citizenship / Does not demonstrate recognition of multiple perspectives and diversity. / Inconsistent evidence of recognition of multiple perspectives and diversity. / Recognizes multiple perspectives and diversity. Mostly recognizes cultural diversity within target language groups. / Recognizes multiple perspectives and diversity.Recognizes cultural diversity within target language groups. Draws informed conclusions.
Critical Thinking / Critical Thinking (sorting, evaluating, interpreting, hypothesizing) / No attempt or random attempt at analysis, evaluation, interpretation.
Lacks evidence of critical thinking. / Analysis is based on discrete pieces of cultural information, or limited to anecdotes. Inconsistent evidence of critical thinking. / Demonstrates that s/he can analyze observed differences and hypothesize about unfamiliar or unknown cultural issues. Some evidence of critical thinking. / Demonstrates that s/he can skillfully analyze observed differences. Demonstrates that s/he can pose significant cultural questions. Strong evidence of critical thinking.
FORM / Length / at least 750 words in length / below 500 / 500-649 / 650-749 / 750+
Organization / Paragraphs; focus; development of ideas supported by details / Does not present information in any sequence. Jumps around. Reader cannot follow for the most part. / Presents information in some sequence.Reader can follow sometimes. / Presents information in the required and logical sequence. Reader can follow most of the time. / Presents information in the required as well as logical and interesting sequence. Reader can easily follow.
Target Language Use / Style (vocabulary; sentence structure) / Uses style that is inappropriate to the assignment and/or language level expected.
No variety in expression and sentence structure / Uses style that is frequently inappropriate to the assignment and/or language level expected.
Little variety in expression and sentence structure. / Uses style that is mostly appropriate to the assignment and/or language level expected. Uses some variation in expression and sentence structure. / Uses style that is appropriate for the assignment and/or language level expected. Uses variation in expression and sentence structure.
Vocabulary / Numerous errors in vocabulary. Errors prevent reader from following. / Frequent errors in vocabulary. Errors distract the reader. / Some errors in vocabulary. Some errors may be distracting to the reader. / No, or few errors in vocabulary. Errors are not distracting.
Grammar (subject-verb agreement; sentence structure; gender; case; number etc) / Numerous errors in grammar. Errors prevent reader from following. / Frequent errors in grammar. Errors distract the reader. / Some errors in grammar. Some errors may be distracting to the reader. / No, or few errors in grammar. Errors are not distracting.
Form and Mechanics / Numerous errors in spelling and punctuation. / Frequent errors in spelling and punctuation. / Some errors in spelling and punctuation. / No, or very few errors in spelling and punctuation.
Final Score
Evaluated by:
(Signature)