Tackling the “Culture” in AP Foreign Language and Culture Exams
Language learning allows students to experience cultures different from their own. Being exposed to diverse perspectives promotes creative thinking and prepares students to thrive in an increasingly globalized world. AP Foreign Language exams encourage students to learn about different cultures and reflect on their own cultural practices through the “Presentational Speaking” portion of the exam. In this section, students are asked to present a short speech comparing a specific aspect of their culture to a culture that uses the target language.
Students often struggle to come up with what to say, even about their own culture! My students studying French initially grab at stereotypes they learned early on: croissants, the Louvre, or something they saw in Emily in Paris. Although their teachers gave them countless cultural resources throughout their language learning career, I have found that three focal points can help students more critically reflect on culture and succeed in their presentational speaking.
Personalize it!
Often, students have trouble knowing how to discuss their own culture. After all, it is their “normal,” so how can they know what’s relevant? To spur reflection, I ask students if they can describe a special memory from their past. When an event elicits a strong positive or negative reaction, students can more easily recall that memory. By anchoring a comparison in something personal, students can get in the habit of quickly calling upon experiences they can use for their comparison. Then, we discuss how the student’s individual experience reflects a larger aspect of their culture. When a student describes a sunny summer day going on a bike ride with their family, we can start talking about the vacations people take across cultures, popular modes of transportation, or family dynamics.
Let’s learn something new…
Nothing is interesting about a cliché! Although students might have the vocabulary to discuss the food or stereotypical behavior of people from Spanish, French, German, Japanese, or Mandarin-speaking countries, learning something completely new can stimulate curiosity while getting away from blanket statements. Using the student’s personal experience as an anchor, we can look up unique customs from specific cultures. For example, a comparison between popular modes of transportation might involve a discussion about chivas, the colorful buses used in Spanish-speaking countries like Colombia, Ecuador, and Panama. We could find videos of people discussing its significance, both in commuting to work and for recreational activities. Although teachers expose their students to cultural sources throughout their language learning, it can be helpful to narrow in on a specific topic of a student’s choosing. After all, if the source covers a topic the student is invested in, it is more likely that they will remember the content and do further research on their own! By this point, hopefully, we will have remedied the “I don’t know what to say…” problem of presentational speaking.
From vague to vivid
Now that the student has a couple of comparative topics under their belt, they can focus on using precise and complex structures in their presentation. Another goal of presentational speaking is to demonstrate proficiency in grammar, vocabulary, and pronunciation. While reading articles and watching videos, I ask students to identify unfamiliar words and phrases. What are some specific words and phrases that students can use to show AP graders that they have a thorough grasp of both cultures? Together, we pick a couple of vocabulary words and phrases that they can commit to memory. Ideally, a student goes through this process several times, tackling each of the major cultural themes the College Board tests on: family, art, science and technology, the environment, and lifestyle.
The big picture
Presentational speaking is not just testing a student’s ability to speak a foreign language– it’s an opportunity to foster a deeper understanding of different cultures. These three strategies can help students explore new topics that interest them, rather than follow the rigid curriculum set by teachers. Paying a bit more attention to this section can help stimulate lifelong passion and curiosity for language learning and understanding the diverse perspectives of others. As they move forward, students will be better equipped to engage with the world around them, think critically, and navigate a globalized society with confidence.
