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Integrating Language and Culture: How to Do It Author(s): Linda M. Crawford-Lange and Dale L. Lange Source: Theory into Practice, Vol. 26, No. 4, Teaching Foreign Languages (Autumn, 1987), pp. 258-266 Published by: Taylor & Francis, Ltd. Stable URL: Accessed: 18/01/2010 18:10 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]

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LindaM. Crawford-Lange Dale L. Lange

Integrating Language and How





Foreign language educators have long accepted intellectuallythat language and culture are essentiallyinseparable. Seelye (1984), for example, avows that without a culturalcontext a word has no meaning. Brooks (1964) advises that linguistic characteristics should be viewed as culturalelements and that culture learning requires the vehicle of language. Further, language teachers have come to understand culture in its anthropological sense as a proper domain of instruction in language classes (Brooks, 1968; Nostrand, 1974; Seelye, 1984). Despite the intellectualacceptance of the union of language and culture,culturestudy remainslargely peripheralboth in textbooks and in the classroom. Two explanations may account for this secondclass status. First, teachers feel inadequate in their knowledge of the foreign culture. They sense a pressure to dispense culturally accurate information, but they have only limited and time-bound experiences in the foreign culture. Second, teachers may not have been adequately trained in the teaching of culture. They are familiarwith a variety of culture-teachingstrategies, but they do not know how to integrate the strategies into a systematic study of culture, nor how to integrate culture study with language learning. Under these circumstances, it becomes easy to relegate culture study to Fridayafternoon or to "notes culturelles,"thus limitingit to facts and information. LindaM. Crawford-Langeis director of InstructionalSupport Services, Osseo Area Schools, District 279, Osseo, MN; Dale L. Lange is professor of education at the University of Minnesota.

More importantto an understandingof culture than the collection of facts is an appreciation of culture as a constellation in a continual process of change, brought about by the participants in the culture as they live and work. Cultureis inseparable from language and therefore must be included in language study; culture is in the act of becoming and therefore should be taught as process. The integrative learning process discussed in this article promotes the unified teaching of language and culture and focuses on culture as process. More specifically, this process: 1. makes the learning of culture a requirement in language programs; 2. integrates language learningand culturelearning; 3. addresses the a