Globalization, Language, and Literacy


Lesson 4: Culture and Language Policy













Lesson Detail

Teacher Activities

Student Engagement

Materials and Resources

Products and Outcomes

Lead discussion on culture and meaning represented through language

Lead discussion on the use and importance   cultural objects and artifacts

Explain your own culture (underlining assumptions, beliefs, values) with your team members

Identify and share their own artifacts, their cultural meaning

Develop cultural and linguistic maps of their current location and the state in which they hope to live and work

Write a critical self reflection

Ting-Toomey & Chung (2005)

Wierzbicka (1997)

Cultural map

Linguistic map

Self-reflection paper (should also include some analysis of the meanings of their cultural artifacts and objects).

Revised language policies that are more equitable for speakers of languages other than English

Lead discussion on language policy – serves as a form of exclusion

Explain language policies in Senegal

Give examples of how it excludes

Identify and rewrite overt and covert language policies in the US

Identify underlying assumptions inherent in those overt and covert assumptions

Brock-Utne & Hopson



Artifact #2: Say it in Wolof

Artifact #3: Trilingual Dictionary

Artifact #4: Go for English

Use artifacts 2, 3, and 4 to support discussion of language policies in Senegal.

Information in this lesson can be supplemented with web page content, Language Policy and Literacy (Hyter), and Senegal: Language and Diversity (Ruddy).

Web page is located at

Beginning stages of alternative policies for schools and for communication and language services

Use theoretical frameworks to develop ways to intervene or work in Senegal (or other countries from which members of your caseload might come)