Foreign language study has traditionally focused on the acquisition of vocabulary and grammatical tools. However, the inclusion of culture as an element of instruction did not take place until the end of the nineteenth century. Even at that point, it was still not a major focus in the classroom. The addition of culture to the curriculum took on a greater importance in 1970 when Edward Sapir noted that an understanding of culture was necessary in order to comprehend even a simple poem (Kitao, 1991). The shrinking of the globe has led to further emphasis on the need to teach culture in order to facilitate the development of international understanding. Culture was also predominantly included in The National Standards for Foreign Language Education, which were first published in 1996. Culture, cultural understanding and cultural perspective are elements in four of the eleven standards (Standards for Foreign Language Learning: Preparing for the Twenty-first Century, (n.d.)). Further, research indicates that teaching with a multicultural perspective helps children develop a better understanding of themselves and others (Gomez, 1991).

Changing the American Image and Vision

In 1948, the Secondary Education Board of Milton, Massachusetts emphasized the need for foreign language instruction to focus on international understanding. United States' soldiers had been exposed to various cultures through the events of World War II (Kitao, 1991). In addition, other major events in 1948 such as the establishment of Israel, and the assassination of Gahandi underscored the need for change. This emphasis spread throughout the country and was echoed by the Modern Language Association's 1956 policy. The 1956 policy pointed out three areas in which foreign language instruction contributed positively to society. Two of these areas involved the teaching of culture. Culture and international understanding remained an important consideration for the foreign language teacher throughout the 1960s (Kitao, 1991).

In 1958, Eugene Burdick and William J. Lederer first published The Ugly American as an exposé of American arrogance in Southeast Asia. The term evolved into "the ugly American syndrome" and is applied to the "all-knowing American tourist" traveling throughout the world (Pearson, (n.d.)). Americans have "tended to think that knowing English was sufficient for all of their needs" (Weatherford, 1986, p.1). This view is changing as the world changes. In the early 1970s, it was additionally emphasized that foreign language students should not only learn to understand themselves, but also be tolerant of people from different cultures (Kitao, 1991).

"Research shows the acute need for multilingual and culturally aware workers in U.S. corporate managerial and government positions" (Global Awareness and Second Language Proficiency: The New Priority for Postsecondary Education in the U.S., (n.d.), Executive Summary section, para. 2). Businesses dealing in a global society have learned that many people prefer to converse and negotiate in their own languages (Weatherford, 1986). Using one’s own language is often important to the keeping of one’s national identity intact (Global Awareness and Second Language Proficiency: The New Priority for Postsecondary Education in the U.S., (n.d.)). This need has led to inclusion of foreign language instruction as a vital component in the basic preparation for many careers and knowledge of a second language has become a tangible advantage in the job market (Weatherford, 1986). A survey conducted to determine the most valuable college courses that business people had taken concluded that foreign language courses offered several advantages including improved communication skills (Weatherford, 1986). Recent changes in college entrance requirements reflect the need for increased exposure to foreign cultures through second language classes.

Research indicates that infants are capable of recognizing differences in those around them and small children can begin to develop negative stereotypical images. The attitudes and beliefs of those around them influence the images that are developed. Teachers can have an effect on this process by focusing on the similarities of all individuals when studying culture (Gomez, 1991). The ability to influence cultural perspectives was additionally illustrated by Allison Mays in a recent action research project conducted through the University of Alabama which concluded, "by consciously introducing students to images of scientist counter to the standard image, teachers can promote change in students’ perceptions" (Mays, (n.d.), p.8). However, it has also been noted that teachers need to insure that the adaptations that are made in the classroom to accommodate the needs of individual learners do not perpetuate stereotypes. Through the emphasis of differences in students or groups, teachers risk undoing positives by encouraging the "we" versus "they" in society (Gomez, 1991).

Multicultural Instruction

It is essential that teachers and parents look for ways in which to promote a multicultural perspective. One problem associated with multicultural education is that it does not teach people how to tell when a group is being victimized. Society needs to look at the ways in which it reacts to diversity and look for ways in which to change for the better (Gomez, 1991).

One teaching method developed by Banks and Banks to integrate multicultural understanding or content in the classroom uses four levels or approaches. The Contributions Approach (level one), the Additive Approach (level two), the Transformational Approach (level three) and the Social Action Approach (level four) (Ford, 2000).

The Contributions Approach is the most widely used means of multicultural content inclusion. This method involves including information on other cultures while allowing the basic curriculum to remain unchanged. Students study the heroes, holidays and additional elements of culture (Ford, 2000).

In the Additive Approach, concepts, content and themes may be added to the basic curriculum. For example, the teacher may add a book or make other minor additions to lessons, but no real understanding of other cultures develop (Ford, 2000).

The Transformational Approach requires that the curriculum actually be changed in order to enable students to gain the ability to understand other cultures. Banks and Banks who developed this approach in 1993 state that instruction needs to focus on the ways in which American society developed by the blending of multiple cultures (Ford, 2000).

In the Social Action Approach, students are expected to use knowledge of values, and skills in order to make social changes. Students also examine themselves and their culture (Ford, 2000).

The Banks and Banks’ method mirrors the structure of most foreign language programs. The typical high school program includes four levels of instruction and the types of activities suggested by Banks and Banks fit well into those levels.

Instruction at the beginning levels include the recognition of heroes and other elements of culture and the upper levels have the abilities to use levels three and four of this method. The self-examination elements of the Social Action Approach are echoed in the idea that American language teaching should also help students understand their individual backgrounds rather than just looking at themselves as part of the "melting pot" (Kitao, 1991).

In areas with little or no cultural diversity, the foreign language teacher is faced with the problem of finding ways in which to bring diversity into the classroom. Foreign language teachers are turning to the Internet in an effort to improve communication and cultural understanding by exposing students to authentic materials, native speakers and other elements of the target culture. The Internet offers the opportunity to connect students through tools like e-mail and streaming videos to native speakers. Students can participate in virtual trips, listen to live radio and read daily news reports (LeLoup, 2002). The use of Web pages that can simultaneously present multi media, text, images and presents a mean of communication that is more powerful than the traditional single function tools of the non-connected classroom (LeLoup & Ponterio, 1995).

The teaching of culture in the foreign language classroom has long been an accepted part of the curriculum. As Americans have increased their exposure and interactions with other cultures, the need to understand the actions and reactions of members of those cultures to situations and events has been emphasized.

Levels three and four of the Banks and Banks' method of multicultural instruction focuses the attention of foreign language instruction on the understanding of one's own and others' cultural perspectives. Multicultural or diversity education is a major component of both Indiana's Academic and teaching content standards as well as the National Foreign Language Standards for Learning. The inclusion of this focus offers students a chance to become aware that there are many different types of lifestyles, languages, cultures and points of view (Gomez, 1991). Further, the use of the Web offers opportunities to build a foreign language curriculum that will give students the chance to step out of the walls of the classroom and become members of the global society.

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