Tackling the “Culture” Section 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. Students are tasked with selecting a culture different from their own. In a short speech, they will compare the cultural differences in a short speech using the respective foreign language.
Students often struggle to come up with what to say, even about their own culture. Students studying French have sometimes leaned into stereotypes they’ve grasped early on. These include ‘croissants’, ‘the Louvre’, or something they saw in Netflix TV Show, Emily in Paris. Below are three main focus points that can help students frame their thinking as the prepare their speech:
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?
Even when referencing their own culture, students can sometimes find it difficult to figure out what is worth mentioning. To help them reflect, I ask them to describe a memory that stands out to them from their past. When recalling from personal experience, it can be easier for a student to find something that resonates. From there, we discuss how that individual moment reflects a larger part of their culture.
For example, if a student talks about a sunny summer bike ride with their family, we can explore topics such as how different cultures spend their vacations, preferred ways of getting around, or family traditions.
Let’s Learn Something New
While students may have the capacity to reference stereotypes they know about about food or cultures, exploring something new sparks curiosity and avoids generalizations.
For example, when comparing transportation in different cultures, we might discuss chivas, the colorful buses found in countries like Colombia, Ecuador, and Panama. By watching videos showing their role in daily life and celebrations, they can learn something new they may not have personally experienced before. When students are more invested, they’re more likely to remember what they learn and explore further. By this point, the “I don’t know what to say…” problem in presentational speaking starts to fade away.
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. Through this process, students engage with the world more inclusively, think critically, and navigate a globalized society with confidence.
