Julie A. Storme (PhD, Northwestern University) is Professor of French at Saint Mary's College, Notre Dame, Indiana.
Defining, Teaching, and Evaluating Cultural Proficiency in the Foreign Language Classroom
Article first published online: 31 DEC 2008
© 2002 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 35, Issue 6, pages 657–668, November 2002
How to Cite
Storme, J. A. and Derakhshani, M. (2002), Defining, Teaching, and Evaluating Cultural Proficiency in the Foreign Language Classroom. Foreign Language Annals, 35: 657–668. doi: 10.1111/j.1944-9720.2002.tb01904.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
ABSTRACT: Over the past few decades, the foreign language teaching profession has significantly altered its understanding and practice of culture teaching. Important strides have been made toward recognizing the development of cultural proficiency in learners as one of the primary missions of the foreign language classroom. The authors of this article consider recent work that has moved the profession closer to a broadly embraced but clear definition of cultural proficiency and propose a model for culture teaching that responds to this definition. They focus especially on evaluation, that is, classroom testing and proficiency assessment — the latter extending beyond the confines of a single course.