H. Ned Seelye (M.A., Universidad de San Carlos de Guatemala) taught Spanish, ESOL, and social sciences at both secondary and college levels for twelve years before becoming a State Foreign Language Supervisor with the Illinois Office of Public Instruction in 1968. His foreign residence includes two years in Italy, four years in Mexico, and four years in Guatemala. In addition to authoring an article on culture in Emma Birkmaier's Britannica Review of Foreign Language Education, Vol. 1 (Encyclopaedia Britannica, 1969), he has published articles in numerous journals, including The Modern Language Journal and The Journal of Social Psychology. He is head of the culture section of the ACTFL Annual Bibliography and also serves as Independent Educational Accomplishment Auditor for the Chicago Bilingual Centers.
Performance Objectives for Teaching Cultural Concepts
Version of Record online: 31 DEC 2008
© 1970 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 3, Issue 4, pages 566–578, May 1970
How to Cite
Seelye, H. N. (1970), Performance Objectives for Teaching Cultural Concepts. Foreign Language Annals, 3: 566–578. doi: 10.1111/j.1944-9720.1970.tb01304.x
- Issue online: 31 DEC 2008
- Version of Record online: 31 DEC 2008
ABSTRACT: “Cultural understanding” can be defined more precisely than teachers generally do. Seven different purposes which classroom cultural activities can illustrate are outlined. Four purposes show that a culture is an interrelated system of patterns which are maintained because they work; that is, because they relate to each other in a way which enables the society to achieve its needs. A fifth purpose concerns student skill in finding out about another culture, and still another relates to the ability to evaluate a statement an American makes about a culture. The seventh purpose probes the area of attitudes which the teacher may want the student to develop. The usefulness of specific activities (over thirty are described) to achieve these purposes can be increased if the activity is described in terms of student performance rather than in terms of content which the teacher hopes to cover. A performance objective has three principal components: (1) an explicit series of statements describing what the student should be able to do after learning what the teacher wants him to learn, (2) the conditions under which the student is to present evidence of having learned it, and (3) the level of student performance which the teacher will accept as evidence of learning.