[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601117-105":59,"doc-detail-601117-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","learning-language-learning-culture-teaching-language-to-the-whole-student","Learning Language, Learning Culture - Teaching Language to the Whole Student","","Purpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of treating language as only grammar and vocabulary, it frames language as extending into many life aspects and whole people. Design/Approach/Methods: It builds an original view of language learning as a tool for whole-person development, integrating research on learning culture with cultural-historical activity theory. Findings emphasize language learning as participation in ways of life and as fostering empathy across divides, grounded in language and culture. Originality/Value proposes a more dynamic culture conception for contemporary interconnected contexts, using dialogue and critique.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-language-learning-culture-teaching-language-to-the-whole-student/601117/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-language-learning-culture-teaching-language-to-the-whole-student/601117.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the article argue is wrong with teaching language only as grammar and vocabulary?","Question",{"text":112,"@type":113},"It argues that focusing only on grammar and vocabulary separates language from the broader aspects of life. This undercuts the opportunity to engage the whole student through culturally grounded participation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article use cultural-historical activity theory (CHAT) in language pedagogy?",{"text":117,"@type":113},"It presents CHAT as an underpinning for an approach that more effectively integrates language and culture. It also links this integration to educating the whole student.",{"name":119,"@type":110,"acceptedAnswer":120},"How can language learning foster empathy and understanding across social and political divides?",{"text":121,"@type":113},"Language learning can immerse students in others’ worlds and foster empathy across divides. The article notes this requires basing research and pedagogy on an adequate account of language and culture.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601117,1792422371,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Learning Language, Learning Culture: Teaching Language to the Whole Student  \nDeoksoon Kim  \nLynch School of Education and Human Development, Boston College  \nECNU Review of Education 2020, Vol. 3(3) 519–541 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120936693](DOI: 10.1177/2096531120936693)[ ](DOI: 10.1177/2096531120936693)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This article develops a conceptualization of language pedagogy that engages the whole student. Instead of teaching language as if it were just a collection of grammar and vocabulary, we need to think about language as extending into many aspects of life and engaging whole people. Design/Approach/Methods: This article builds an original conceptualization of language learning and teaching that imagines language learning as a tool for developing whole people. It brings together research on learning culture through language, together with cultural-historical activity theory (CHAT), to develop a vision for language learning and human development. Findings: When we teach language, we should be helping people participate in ways of life. This goes beyond knowledge of subject matter, and it goes beyond any simple type of well-being. Language learning can immerse students in others’ worlds, and it can foster empathy and understanding across social and political divides. But it can do so only if we base our research and pedagogy on an adequate account of language and culture.  \nOriginality/Value: In our rapidly changing, increasingly interconnected contemporary world, we need a more dynamic conception of culture than has typically been used to design language teaching and learning. This article draws on CHAT, especially the ideas of dialogue and critique, to develop an account of language pedagogy that can engage the whole student.  \nCorresponding author:  \nDeoksoon Kim, Department of Teaching, Curriculum, and Society, Lynch School of Education and Human Development, Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467, USA.  \nEmail: [deoksoon.kim@bc.edu](deoksoon.kim@bc.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nActivity theory, critical perspectives, culture, dialogue, intercultural communication, technology Date received: 25 February 2020; accepted: 27 May 2020  \nIntroduction  \nLanguage teachers have always known that learning an additional language requires learning about another culture. This is, in fact, one of the primary reasons for learning languages—to experience a different culture from the inside, so as to empathize with a broader range of others and to enrich one’s ability to appreciate varied human experiences. The most successful language learners learn culture and language together, such that teaching language and teaching culture cannot be separated (Ho, 2009; Valdes, 1986) . Learning a language does of course require mastery of vocabulary and syntax. But language teachers sometimes underestimate the value of teaching culture, such that the potential of language learning for creating cultural understanding is not realized (Rao, 2002) . In this article, I develop an account of language pedagogy that shows how culture can be central to language learning and how language learning can engage the whole student. This conceptualization provides a useful foundati","cbCainy7WPkBzSwY","https://ap.wps.com/l/cbCainy7WPkBzSwY","pdf",322150,23,"English","# Abstract\n# Introduction\n## Language teachers and culture\n## Two interrelated dimensions\n## Key terms and conceptualization","[{\"question\":\"What does the article argue is wrong with teaching language only as grammar and vocabulary?\",\"answer\":\"It argues that focusing only on grammar and vocabulary separates language from the broader aspects of life. This undercuts the opportunity to engage the whole student through culturally grounded participation.\"},{\"question\":\"How does the article use cultural-historical activity theory (CHAT) in language pedagogy?\",\"answer\":\"It presents CHAT as an underpinning for an approach that more effectively integrates language and culture. It also links this integration to educating the whole student.\"},{\"question\":\"How can language learning foster empathy and understanding across social and political divides?\",\"answer\":\"Language learning can immerse students in others’ worlds and foster empathy across divides. The article notes this requires basing research and pedagogy on an adequate account of language and culture.\"}]","Learning Language, Learning Culture - Teaching Language to the Whole Student | PDF",1792092017,58]