Click here to access Round and Square's "Primary Sources" Resource Center
|[b] Path RF|
In fact, I have a bone to pick with language programs that fail to integrate cultural and historical matters in a deep, resonating way. Most don't. When I speak of "culture," I definitely do not mean the kind that is often added on as an extra in language class—tea ceremony reenactments in second-year Japanese or a beer house in introductory German. I mean culture in the messy, picky, ideological, didactic, and particular way that people learn their own—and, eventually, other—cultures. I mean elementary education in the broadest sense, and it requires that we review two more terms:
|[c] Salt/fresh RF|
No matter. The themes of this series revolve around learning how to learn in a distinct historical (c.1985—a phrase I will repeat endlessly), cultural (Republic of China on Taiwan), and linguistic (Mandarin Chinese taught to children through the medium of primary school textbooks). As every beginning student of anthropology knows, language is culture and culture is language. What that student is taught less often (and this remains a problem in anthropology) is that it is all fundamentally historical. This series will consider all of those elements, and show in detail what it is/was to negotiate the 276-step path of primary education. In Taiwan, c. 1985, with implications for past, present, and future.
|[d] Historical RF|
Stick with it. Really.
From there, each post will have three sets of "notes." The first will deal with history and culture. These are written for all readers, and give context to the reading. The second set of notes focus on translation. English readers will be able to understand most of this material, even though it will begin to veer into Chinese language territory. Finally, there is a section for language notes. These are addressed to language learners.
Click here to start your first day of school (in Taiwan, c.1985).
|[e] Steps RF|