culture learning in language education a review of the literature

Culture Learning in Language Education: A Review of the Literature.

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An evaluation of culture teaching and learning in a Uniwide Language Program: Teachers and students’ perspectives

• Salwa Mohamed

It is generally accepted that culture is inseparable from language. However, the provision of culture in FL courses takes different forms. At Manchester Metropolitan University (MMU), minor route/30 credit language students in the Uniwide Language Programme are allocated 1 h for cultural studies (known as the project hour) in addition to a weekly 2 h language class. This study surveys teachers’ and students’ perceptions of the teaching of culture in MMU Uniwide language courses with the aim of discovering to what extent this promotes students’ intercultural competence (IC) based on Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in language teaching: A practical introduction for teachers . Strasbourg: Council of Europe, model. Byram et al.’s model of IC involves three components: knowledge, skills and attitudes. Teachers and students’ questionnaires were used to collect their views about the project hour and were analyzed both qualitatively and quantitatively. The qualitative data, using thematic analysis showed that teachers and students’ perceptions of culture learning and teaching, in general, were in line with the recent literature on IC. However, the quantitative data did not prove that the project hour fully attends to the components of IC, even though the methods and activities used matched its requirements.

Acknowledgment

I would like to thank Dr. Bernard Lisewski, University Teaching Academy (UTA) at Manchester Metropolitan University for his directions and support during the course of producing this research report.

Appendix 1: Teacher’s questionnaire

Gender: ____________ Language(s) taught: ___________

Levels taught: _________ _________ ________ ________ ________ __________

How long have you been teaching? _______________

1) How do you define the term ‘culture’?

2) What do you regard as the purposes of teaching and learning about culture in a language course?

3) List below the cultural topics that you think should be taught in a language course. Start with what you think is most important.

4) What do you consider the best approach or method to teach and learn about the target culture? (e.g., searching the Internet, class discussions, films/songs, literature, traveling abroad, research projects)

5) What do you regard as the best resource(s) and material(s) for teaching and learning about culture? (e.g., the teacher, textbook, contact with native speakers, Internet, any other suggested resources)

6) What do you regard as the most effective assessment technique(s) for learning about culture? (e.g., written tests, presentations, discussions, problem solving, any other suggestions?)

7) In what ways do you think explicit teaching and learning about culture contributes to language learning skills (i.e., listening, speaking, reading, writing)?

8) How do you think you can incorporate students from different cultural backgrounds in your class (using diversity as a learning tool)?

1) How much do you think the project hour introduces your students to the target culture’s perspectives, e.g., philosophy, values, beliefs, etc.?

a) not at all b) very little c) a little d) quite a lot e) a very great deal

2) How much do you think the project hour introduces your students to the target culture’s products, e.g., literature, music, architecture, etc.?

3) How much do you think the project hour introduces your students to the target culture’s practices (and behaviours), e.g., eating habits, weddings, work, etc.?

4) How much do you think the project hour enables your students to interpret events from the target culture?

5) How much do you think the project hour enables your students to relate events from the target culture with events from their own culture?

6) How much do you think the project hour enables your students to discover, and acquire new knowledge about the target culture?

7) How much do you think the project hour helps your students develop critical cultural awareness, i.e., evaluate critically perspectives, products, and practices in their own and other cultures?

8) How much do you think the project hour enables your students to use your knowledge, skills and attitudes in real time communication/interaction?

9) How much do you think the project hour enables your students to understand and accept people from other cultures as individuals with other distinctive perspectives, values, and behaviours?

10) How much do you think the project hour increases your students’ curiosity and openness to other cultures?

11) How much do you think the project hour develops your students’ awareness of themselves and their own culture as seen from other people’s perspective?

12) How much do you think the project hour provides opportunities for discussion?

13) How much do you think the project hour provides opportunities for your students to draw on their past experiences, i.e., what they heard, read, or saw?

14) How much do you think the project hour encourages your students to draw comparisons with their own culture (comparative analysis)?

15) How much do you think the project hour encourages your students to ask questions and interpret answers about the target culture?

16) How much do you think having a whole separate hour per week dedicated to the teaching of culture is a good idea?

17) Please give reasons for your chosen answer to question 16 above.

18) If you have any further comments on the educational approaches to the teaching and learning of the target culture please state them below

Appendix 2: Student’s questionnaire

Gender: ____________ Year of Study: ________

Language studied: ___________ Language Level: ____________

2) What do you regard as the purposes of learning about culture in a language course?

4) What do you consider the best approach or method to learn about the target culture? (e.g., searching the Internet, class discussions, films/songs, literature, traveling abroad, research projects)

5) What do you regard as the best resource(s) and material(s) for learning about culture? (e.g., the teacher, textbook, contact with native speakers, Internet, any other suggested resources)

8) How do you think you can learn from other students from different cultural backgrounds in your class (using diversity as a learning tool)?

1) How much do you think the project hour introduces you to the target culture’s perspectives, e.g., philosophy, values, beliefs, etc.?

2) How much do you think the project hour introduces you to the target culture’s products, e.g., literature, music, architecture, etc.?

3) How much do you think the project hour introduces you to the target culture’s practices (and behaviours), e.g., eating habits, weddings, work, etc.?

4) How much do you think the project hour enables you to interpret events from the target culture?

5) How much do you think the project hour enables you to relate events from the target culture with events from your own culture?

6) How much do you think the project hour enables you to discover, and acquire new knowledge about the target culture?

7) How much do you think the project hour helps you develop critical cultural awareness, i.e., evaluate critically perspectives, products and practices in your own and other cultures?

8) How much do you think the project hour enables you to use your knowledge, skills and attitudes in real time communication/interaction?

9) How much do you think the project hour enables you to understand and accept people from other cultures as individuals with other distinctive perspectives, values and behaviours?

10) How much do you think the project hour increases your curiosity and openness to other cultures?

11) How much do you think the project hour develops your awareness of yourself and your own culture as seen from other people’s perspective?

13) How much do you think the project hour provides opportunities to draw on your past experiences, i.e., what you heard, read or saw?

14) How much do you think the project hour encourages you to draw comparisons with your own culture (comparative analysis)?

15) How much do you think the project hour encourages you to ask questions and interpret answers about the target culture?

17) Please give reasons for your chosen answer to number 16 above.

18) If you have any further comments on the approaches to the teaching and learning of the target culture please state them below

Appendix 3: An extract from the thematic analysis table (Theme 3)

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Table of contents (10 chapters)

Front matter, introduction: literature as discourse, language, literature and education, literary language and ordinary language, reading literature, literature in education, exploring research in language, literature and education, researching language in literature, readers reading literature, educational perspectives, researching literature in language education (lle), research methods for lle, carrying out your own research project in literature in language education, guide to resources for research in lle, back matter.

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About this book

Authors and affiliations, about the author.

Geoff Hall is Professor and Head of the School of English, University of Nottingham Ningbo China. He is Editor of Language and Literature, and has taught, trained and supervised in literature, language and education across a wide range of different countries and contexts.

Bibliographic Information

Book Title : Literature in Language Education

Authors : Geoff Hall

Series Title : Research and Practice in Applied Linguistics

DOI : https://doi.org/10.1057/9781137331847

Publisher : Palgrave Macmillan London

eBook Packages : Palgrave Language & Linguistics Collection , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s) 2015

Hardcover ISBN : 978-1-137-33182-3 Published: 10 August 2015

Softcover ISBN : 978-1-137-33183-0 Published: 10 August 2015

eBook ISBN : 978-1-137-33184-7 Published: 06 July 2015

Series ISSN : 2946-2258

Series E-ISSN : 2946-2266

Edition Number : 2

Number of Pages : XI, 340

Topics : Language Education , Language Teaching , English , Teaching and Teacher Education , Applied Linguistics

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Culture Learning in Language Education: A Review of the Literature

RM Paige ， H Jorstad ， L Siaya ， F Klein ， J Colby

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This study examined the theoretical and research literature pertaining to culture learning in language education programs, focusing on whether studies existed that could support or challenge current language education practices regarding the teaching of culture; provide guidance to language educators on effective culture teaching methods; suggest ways to conceptualize culture in the language education context; suggest ways to assess culture learning; and indicate which instructional methods are most effective for various types of culture learning objectives. The study examined a total of 158 application, 66 theory, and 65 research references. Philosophical and conceptual frames of references that informed the literature review and the overarching conceptual structure based on the multifaceted concept of context are discussed. Six major topics uncovered in the literature are presented. The topics highlight research and theory on the following: the setting, teacher variables, learner

Context Effect Cultural Awareness Curriculum Elementary Secondary Education Higher Education Second Language Instruction Student Attitudes Student Characteristics Student Evaluation Student Motivation

10.1016/S0378-3782(99)00053-5

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Pragmatic strategies in teaching the Romanian language to international students

The following paper examines effective language-teaching strategies for international students learning Romanian amidst the increasing globalization. Addressing challenges faced by diverse learners, the study employs a methodology encompassing literature review, classroom observations, and interviews with experienced instructors. Emphasizing the importance of pragmatic elements in language instruction, the research explores the integration of technology, cultural immersion, and real-world applications to enhance pragmatic competence. Grounded in sociolinguistic theories, the article underscores the role of pragmatic competence in effective communication. Beyond linguistic structures, language instructors are urged to incorporate nuanced elements reflecting Romanian culture. Pedagogical strategies tailored to international students include task-based activities, role-playing, and language immersion. Assessment involves qualitative analysis of student performance, feedback, and proficiency assessments. The article also delves into the role of technology, discussing the integration of virtual reality, online platforms, and multimedia resources for immersive learning. The study concludes with implications for educators, curriculum developers, and policymakers, advocating for culturally sensitive language curricula. Overall, it contributes to the discourse on language education by emphasizing the interconnectedness of language and culture, promoting pedagogical approaches that foster cross-cultural communication.

Author Biography

Gabriel-dan bărbuleț, 1 decembrie 1918 university, alba iulia, romania.

Gabriel Dan Bărbuleț was born in 1974 in Blaj, Alba County, Romania. He graduated from the Faculty of Letters at Babes-Bolyai University of Cluj-Napoca, majoring in English language and literature with a minor in Romanian language and literature. He earned a Ph.D. in philology from Babeș-Bolyai University, Cluj-Napoca, with the dissertation entitled Movie Talk: A Study of Slang in Prison Movies . Currently, he holds the position of Associate Professor at 1 Decembrie 1918 University of Alba Iulia, Romania, and serves as the Dean of the Faculty of History, Letters, and Educational Sciences. His fields of interest include Pragmatics, Semantics, English Syntax, English Methodology, British and American Culture, and Civilization. He has published his research in international journals and proceedings of national and international conferences.

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NECTFL Review, 77, 53-89

Michael Lessard-Clouston

While the role of culture in second and/or foreign language (L2/FL) learning and teaching has often been unquestioned, empirical research on culture learning and teaching in L2/FL education has been less common than opinion-oriented writings in relevant journals. This article offers a summary and synthesis of 52 empirical studies on L2/FL culture learning and teaching published during the 20-year period 1996-2015. In doing so, it first provides some background, then discusses the methods used for choosing, summarizing, and briefly analyzing these studies, and finally outlines a range of quantitative and qualitative findings. Culture learning and teaching research in L2/FL education during this period involved five main languages (English, French, German, Japanese, and Spanish) in 19 different countries; adopted mainly qualitative research approaches; and addressed a diverse range of age and educational levels, although postsecondary research studies were most common. The survey here highlights a shift from a focus on ‘culture’ to the ‘intercultural,’ and reveals that culture learning and teaching research has moved beyond reporting teachers’ and students’ attitudes to a range of topics impacting L2/FL learning and teaching, including instructional approaches, teaching materials, assessment, and technology. It also points to connections between the studies outlined and offers possibilities and directions for future research in this important area.

Canadian Modern Language Review, 48(2), 326-341

Within communicative language teaching, culture has clearly taken on a role of increasing importance in second and foreign language (L2/FL) classrooms in recent years. The assessment of culture learning, however, has essentially been neglected. This article provides an overview of various issues in assessing FL and L2 culture learning by providing some background on the development of culture teaching, outlining basic definitions and foundations, and offering some techniques for the assessment of culture learning in FL and L2 classrooms. It is argued that culture is crucial in developing communicative competence; thus suggestions are offered for assessing three aspects of culture learning outlined in this article. In concluding, the author makes three important observations and challenges readers to obey the command not to teach culture without assessing culture learning.

REGISTER JOURNAL IAIN Salatiga

ENGLISH ABSTRACT Culture is an integral part of language study, but the field has yet to put forward a coherent theoretical argument for how culture can or should be incorporated in language education. In an effort to remedy this situation, this paper reviews literature on the teaching of culture, drawing on Larzén's (2005) identification of three pedagogies used to teach about culture within the language classroom: through a pedagogy of information, a pedagogy of preparation, and a pedagogy of encounter. The pedagogy of information takes a cognitive orientation, framing culture as factual knowledge, with a focus on the teacher as the transmitter of knowledge. The pedagogy of preparation portrays culture as skills, and aims to help students develop the sociocultural, pragmatic, and strategic competence necessary for interactions with native speakers. The pedagogy of encounter takes an intercultural approach, with an affective orientation, and aims to help students develop tolerance, empathy, and an awareness of their own and others' perspectives, and the emergent nature of culture. Using these three pedagogies as

Jelena Ranisavljevic

The Journal of Language Teaching and Learning (JLTL) , Rebecca Dr. Galeano

Adelante- Ahead 2018

REVISTA UNICOLOMBO ADELANTE-AHEAD , Liz Karina Ramirez Barrios

Abstract: Language plays a crucial role not only in the construction of culture but also in the emergence of cultural changes. The possibility of changing the attitudes of people by giving them a new vocabulary to build social realities whether national, gender or racial realities that allow them to access to opportunities to develop and use language to communicate and create relationships. This article presents a literature review about the role of culture in teaching a foreign language taking into account some pedagogical and didactic aspects involved in the teaching process. As the main result, it is concluded that it is impossible to teach a language without teaching the culture; the teacher becomes a mediator between foreign languages and culture, that is why certain aspects of teaching can influence the inclusion or exclusion of that elements in a foreign language classroom. Keywords: culture, foreign language teaching, intercultural teaching resources

Language Teaching

This review of work on the cultural dimension of language teaching updates one from 1986 and shows that there has been a considerable growth in interest since then. The focus has been largely on the elaboration of conceptual models and theories and the development of teaching and training approaches; much less effort has been devoted to empirical research investigating the impact of such developments and building up a body of knowledge.

Aportaciones para una educación lingüística y literaria en el siglo XXI

Isabel Negro

The Journal of Language Teaching and Learning

kelly torres

Revue Sciences Humaines

sarah merrouche

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The 8 Main Ways Language and Culture Are Related

Learning about different cultures helps us approach languages with new insight. It allows us to delve deeper into the meaning of  words and expressions  and helps us feel more connected to each other.

Read on to explore the relationship between language and culture more deeply. Hopefully, when you’re done, you’ll have a new appreciation for the language you’re currently studying as well as the culture it comes from. 

What Does Language Have to Do with Culture?

1. language reflects the values and beliefs of a culture, 2. language reflects our perception of the world, 3. language gives us a away to express our culture, 4. language allows for transmission of culture, 5. language shapes perceptions, 6. language gives us identity and belonging, 7. language holds cultural norms and etiquette, 8. language reflects cultural innovation and change, historical perspective: the link between the history of a culture and its language, use ancient terms as cultural examples, look for footprints left by other cultures on a language, note the ever-evolving meaning of words, how this understanding affects your language learning journey, and one more thing....

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To answer this question, let’s think about the purpose of language .

Language allows us to express our thoughts and feelings as well as communicate and share knowledge with one another.

You won’t fully master a language unless you understand the culture, just like you’ll never fully understand a culture until you’ve immersed yourself in a study of their language. This is because language is constantly in flux and largely dependent on the ever-evolving views, values and customs of its speakers.

Let’s look at just how connected they really are.

The differences between two cultures are reflected in their languages . Mastering the nuances of a language means really being able to understand people who (more than likely) grew up with an entirely different set of values and beliefs. 

Taking a look at common expressions and idioms gives you a glimpse into what a society deems important.

For example, the vast number of Chinese idioms relating to family demonstrates the value they place on this relationship and tells us a little about the family construct.

You can find lots of examples of the historical and cultural values reflected in typical English expressions and idioms by just listening to an episode of NPR’s radio program “A Way with Words.”

Have you ever heard the phrase “A Whistle in the Dark” or noticed any of the other words and expressions for the word courage ? Such observations would lead an English learner to believe that bravery is a highly coveted attribute in English-speaking societies.

But that’s not the only connection between language and culture.

Language affects the way we perceive the world and therefore, how we choose to interact with it.

When discussing language and perception, most linguists will probably point you to the Sapir-Whorf hypothesis , which states that the limits and structure of language determines their user’s thoughts and actions. This hypothesis is supported by professor Lera Boroditsky who wrote a whole paper on the topic of linguistic relativity .

Those who study linguistic relativity often explore the concept of time and space between languages. Boroditsky found that while English speakers view time horizontally (i.e., the past is behind us or to the left and the future is ahead or to the right), Mandarin speakers are more likely to view time vertically (i.e. the order of events is viewed from top to bottom).

Others have studied the connection between  bilingualism and personality , finding that when people switch languages they also seem to “switch” their personality to fit the language, shifting their way of thinking to reflect that of the people who speak the respective language. 

Language reflects perception, but also the history of a culture and explains why certain ideas and beliefs are so prominent and profound.

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Language is a medium for artistic expression, including literature, poetry, music and theater, so it’s not a stretch to say that language literally allows us to express our culture in all its forms.

These forms of cultural expression not only enrich the language but also provide insights into the values, aesthetics and creativity of a culture.

Language is the primary vehicle for transmitting culture from one generation to the next.

Through language, traditions, stories, rituals and historical accounts are passed down , helping to maintain cultural identity and cohesion.

Think of the lessons, morals and stories that your grandparents and parents gave to you through language, and soon you’ll realize that language is a delivery device for all things culture.

The language we speak shapes our perceptions and worldview.

Different languages have unique ways of expressing concepts and experiences , influencing how speakers perceive and interpret the world around them.

For example, in Turkish, the past tense changes depending on whether the speaker has actually seen the action with their own eyes, or if they merely heard about the action taking place.

Language is a fundamental aspect of personal and group identity.

Speaking a particular language can foster a sense of belonging to a specific cultural community, while language loss or suppression can lead to feelings of alienation and cultural disconnection.

Just think of the Native American tribes that have lost their languages through various processes including the introduction of English and Spanish. These tribes, on average, have higher rates of poverty and shorter lifespans, compared with tribes whose language is prospering.

Language often contains implicit cultural norms and etiquette.

Understanding the nuances of language usage, such as appropriate forms of address, greetings and expressions of politeness , is essential for effective communication within a cultural context.

For example, if you walked up to a Japanese person you never met, said hello, told them about your day and then kissed them, they might be totally freaked out. If you did the same to a French person, they’d accept it as normal.

Language is dynamic and continually evolves, often influenced by cultural changes and interactions.

New words, expressions and linguistic conventions emerge as cultures evolve, reflecting shifts in societal values, technology, and global influences.

This also tells us a lot about cultural power dynamics. Think of the word “internet” for example. Many languages use this word even though it originated in English, where much of the internet-related businesses were founded.

Understanding a culture’s history allows you to form some idea of how and why certain words came to mean what they do. For example, in Mandarin, 心 (Xīn)  is often directly translated to “heart” in English. However, the word also refers to the mind and one’s emotions.

The meaning of the word is an important concept in Daoist teachings and makes those teachings much more accessible to Mandarin speakers.

The history of a culture explains the power a term or idea can carry in a language, but it also explains the existence of certain linguistic elements.

To really understand a language, you also have to ask yourself about the influence of other cultures on it.

The English language is a perfect example of mixing cultures and language. The Germanic Anglo-Normans and Latin-based French essentially planted the seed for English as we know it to grow.

Learning all about its history will help you understand the meaning behind certain words and phrases with Latin roots , as well as other words of foreign language descent .

English isn’t the only example of a language with a rich history. If you’re studying one of the Romance languages, it helps to learn about European history and the spread of Latin.

Maybe you’re learning Spanish and wondering why there are so many words that start with  al ? Spanish has many words of Arabic origin due to the  Islamic conquest of Spain , such as al fombra  (rug, carpet),  al mohada  (pillow) and  al godón (cotton).

Knowing the history of a culture is not just a way to get clarification, it also shows how words have evolved to reflect the current cultural climate.

When looking at etymology (the study of word origins and development), you’ll find that many words once meant one thing but now mean something else entirely.

In the past, it was almost impossible to pinpoint the redefining moments for these words. The broadening or dissolution of their original meanings tended to just happen slowly over time with usage. Nowadays, we can study this much more closely.

Words can evolve in various ways. Sometimes they can start out as harmless phrases but evolve to be quite rude, like the word “bimbo” which has its roots in the Italian word  “bambino” (little child). In English, this originally referred to an unintelligent man, but over time it came to be quite a derogatory term for an attractive, but not very bright, woman.

Another example is the word “awesome.” Its root is “awe” which used to be synonymous with “dread.” The word maintained that connotation until around the late 1970s when people started using it to describe great things.

As you can see, our ever-developing culture forces language to develop alongside it . 

Being able to understand the culture behind a language can help immeasurably in understanding the connotations of a word , especially when there’s no equivalency in your own language. Not doing so can cause some embarrassing or offensive situations.

Take a language like Japanese that has words that are closely tied to the culture. The Japanese don’t just have formal and informal forms, but honorific and humble forms as well. This is referred to as keigo .

When trying to master another language, the best thing to do is to go in without any expectations or preconceived notions and focus on understanding the culture behind it.

Now that you’ve learned about the deep connection between language and culture, you may be interested in watching this super interesting TEDx talk on the subject:

When you take that understanding of culture and apply it as you learn the language, you start to have a whole new appreciation for the language you’re studying.

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Prof. Sarah McCallum Honored with 2024 COH Distinguished Teaching Award

Dr.  Sarah McCallum  is the recipient of the College of Humanities 2024 Distinguished Teaching Award. 

"The department is fortunate indeed to have such a dedicated master teacher among our faculty,” said  Karen Seat, Religious Studies and Classics Department Head. “Few faculty spend as much time as Dr. McCallum outside the classroom with individual students to help them succeed and achieve the learning outcomes in her academically rigorous courses.”

McCallum joined the department in 2017 and she  expertly teaches courses in two different languages—Latin and  Ancient Greek—as well as English-language general education courses in Classics. She has been instrumental in increasing enrollments in both language programs, for which she teaches every level from 101 courses through graduate courses.

“Dr. McCallum has perfected the art of guiding students through complex, unfamiliar concepts from ancient Greek and Roman culture and language, through both clear and beautifully constructed presentation as well as active learning in which students are primed to grapple with the material themselves. While she is definitely a sage, she does not monopolize the  stage; rather she equips students with the tools they need to develop their own mastery of the material,” wrote another faculty nominator.

“Dr. McCallum is an exceptional teacher who shows great empathy toward her students. Her enthusiasm and passion for the study of Latin was contagious, and it inspired me with my studies,” wrote one former student who took four classes with McCallum. “Thanks to her compassionate and attentive teaching style, I pursued advanced Latin levels that I never thought were attainable. From my personal experience, Dr. McCallum is a dedicated professor who strives to provide her students with quality education and learning experiences.”

“Dr. McCallum embodies the qualities that this award aims to honor – she is incredibly passionate about teaching and she works extremely hard to accommodate, support and engage her students,” wrote another student. “Dr. McCallum tirelessly strives to support every student and uses many different methods to make sure that everyone is keeping up and excelling. She recognizes that students learn things in different ways, and isn’t afraid to shake things up to make concepts more understandable or engaging. Her tireless efforts, care and passion have made her the most effective and enjoyable language professor I have ever had.”

“Professor McCallum takes the cake for best professor. If there were two cakes, I’m confident she would take the other one too. Never before have I met an educator as dedicated as her, nor one as inspiring, understanding, innovative, or receptive to her students’ learning needs,” wrote another student. “With her support and enthusiasm, she inspires students to be equally excited about what we’re learning, rather than scared about exams and fearful of being wrong about something. She promotes collaboration and engagement, using group work and class review to reinforce our understanding of content and create a positive learning environment.”

“Throughout my time as a Classics student at three different universities, I have yet to encounter such a unique and effective approach to Latin instruction. She was the first professor I had who provided a tangible model of how to question, challenge and improve upon the way Latin is taught,” wrote a student who completed a master’s degree in Classics. “The successes of Professor McCallum’s teaching are a direct result of her commitment to education and her students. Every detail of each class is carefully thought out and each activity has a purpose directly related to the growth of her students.”

In 2024, Dr. McCallum was promoted to associate professor with tenure.