Cover Topic
by John Corbett
In the next lesson, each group or pair collates
Agar calls ‘rich points’, that is, those points in our culture
its observations, and devises a report on the findings to
6.
when understanding depends on the realignment of
present to the rest of the class. In some cases, the teacher
different values, attitudes and beliefs. As someone who
might suggest preparing an ‘etiquette guide’ based on the
was raised as a Protestant in Scotland, for example, the
observations, e.g. recommended rules on how and how not
kinds of behaviour expected in Brazilian Catholic church
to behave in certain public places, like a library, cinema,
ceremonies – and even evangelical services – was very
church, etc. Useful language for such a guide includes:
mysterious to me! Even the negotiation of the security
x x x x x x x 7.
In this situation, you can…
procedures that operate in cities when you try to enter a
…is permitted
bank and find a teller can be strange for a newcomer to
…is encouraged
Brazilian culture. Other ‘rich points’ can be found not in
…is expected
public spaces but in the domestic sphere. In Brazil, I had to
However, you are not allowed to…
learn to leave doors open so that air circulates in people’s
You must never…
houses. As someone raised in draughty homes in a cold
…is completely unacceptable!
climate, I was taught firmly to close doors automatically
In a following class, the pairs or groups present
behind me. This behaviour was reinforced from childhood
their findings to the class. If the class is participating in an
by parents and grandparents using expressions like, ‘Were
online intercultural exchange, they can share and discuss
you born in a field? Shut that door!’ Much of my early life
their findings with their online partners too.
with my Brazilian wife revolved around me resolutely
My own students in Scotland have used this kind of
closing doors that
project to explore aspects of their own culture, local
she equally
and global. Some have spent time ‘loafing and lurking’ in
resolutely
Starbucks in Glasgow, observing the kind of customers
re-opened.
who come in, and how they interact with bar staff. They have noticed that this franchise of coffee shops has a special language of its own – ‘tall’, ‘grande’ and ‘venti’ – and it encourages its customers to use ‘Starbucks language’ when they order, for example, ‘a skinny grande latte to go’. The students present their findings to the students and then they have posted their findings online, and discussed them with learners in Argentina and Taiwan who also go to coffee shops and observe the customers and interactions there. Together, they come to an understanding of café culture across three continents. This kind of exploration, reflection and discussion can, at best, uncover what the anthropologist Michael
New Routes® Di sal | 1 7