scholarly journals Learning a New Language, Taking up a New Culture: Language and Culture Differences between Scottish Highland and Lowland in the 18th Century Reflected in R. L. Stevenson’s Kidnapped

2016 ◽  
Vol 4 (4) ◽  
pp. 573
Author(s):  
Zhenyu Niu
Keyword(s):  
Cultural Values ◽  
Cultural Awareness ◽  
English Language ◽  
18Th Century ◽  
English Language Teaching ◽  
Binary Opposition ◽  
Language And Culture ◽  
Native Culture ◽  
Culture Differences ◽  
Culture And Language

<p><em>R. L. Stevenson’s novel Kidnapped takes Scottish Jacobite rebellions as its background and reflects resistance of Scottish people under British rule in the first half of the 18th century. Though within the same Scottish nation, the two heroes, Lowland boy David and Highland rebel Alan, have shown sharp contrasts in languages, political stands, moral standards and cultural values. Their contrasts reveal the binary opposition of Lowland and Highland cultures in the 18th century and can be explained by Fanon’s theory about language and culture differences within the same nation. In Kidnapped, the Lowland characters despise their own native culture, and regard the Highlanders who still keep traditional Scottish culture and language as “savage”. Therefore, they reject their own native culture and language, and have to completely depend on the English language and culture. The main goal of this article is to illustrate that learning a language also means taking up a culture, and it is essential to cultivate cultural awareness for English language teaching and culture teaching for foreign languages learners.</em></p>

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

scholarly journals Culture and complexity through English as a lingua franca: rethinking competences and pedagogy in ELT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Will Baker
Keyword(s):  
Intercultural Communication ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Lingua Franca ◽  
Language And Culture ◽  
Language Pedagogy ◽  
Nation States ◽  
Meaningful Category

AbstractEnglish as a lingua franca (ELF) research highlights the complexity and fluidity of culture in intercultural communication through English. ELF users draw on, construct, and move between global, national, and local orientations towards cultural characterisations. Thus, the relationship between language and culture is best approached as situated and emergent. However, this has challenged previous representations of culture, particularly those centred predominantly on nation states, which are prevalent in English language teaching (ELT) practices and the associated conceptions of communicative and intercultural communicative competence. Two key questions which are then brought to the fore are: how are we to best understand such multifarious characterisations of culture in intercultural communication through ELF and what implications, if any, does this have for ELT and the teaching of culture in language teaching? In relation to the first question, this paper will discuss how complexity theory offers a framework for understanding culture as a constantly changing but nonetheless meaningful category in ELF research, whilst avoiding essentialism and reductionism. This underpins the response to the second question, whereby any formulations of intercultural competence offered as an aim in language pedagogy must also eschew these simplistic and essentialist cultural characterisations. Furthermore, the manner of simplification prevalent in approaches to culture in the ELT language classroom will be critically questioned. It will be argued that such simplification easily leads into essentialist representations of language and culture in ELT and an over representation of “Anglophone cultures.” The paper will conclude with a number of suggestions and examples for how such complex understandings of culture and language through ELF can be meaningfully incorporated into pedagogic practice.

scholarly journals Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

2014 ◽  
Vol 18 (1-2) ◽  
pp. 18-30
Author(s):  
Neil Addison
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Student Response ◽  
Response Data ◽  
Product Placements ◽  
Western Values ◽  
Market Driven ◽  
Conversation Class

This paper contends that the English language teaching industry is implicitly imbued with Western cultural values which, whilst emanating from the ideological discourse of colonialism, have now evolved into an aggressive corporate colonialism. An examination of various materials employed in ELT finds that they are saturated with market driven Western values and product placements, which, if not explicated properly, can confuse students who may come from very different schematic backgrounds (Widdowson, 1990). A more critical classroom approach is therefore advocated, where foreign English language students are encouraged to use vocabulary to critique cultural contents encountered in ELT materials, affording them the chance to engage with English more dynamically. A 2012 teaching approach is described, which sought to achieve this aim within the context of a Japanese university English conversation class. The effectiveness of this approach is then assessed and discussed through the examination of quantitative and qualitative student response data. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10327   Journal of NELTA, Vol 18 No. 1-2, December 2013; 18-30

On cultivation of intercultural communication awareness in english vocabulary teaching

2015 ◽  
Vol 3 (9) ◽  
pp. 69-73
Author(s):  
Xiaochi Zhang
Keyword(s):  
English Language Learners ◽  
Intercultural Communication ◽  
Language Learners ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Elements ◽  
Language And Culture ◽  
Intercultural Communication Competence ◽  
Close Relationship

Language And Culture Keep A Very Close Relationship And Are Inseparable. English Language Teaching Is Not Only To Cultivate English Language Learners’ Linguistic Competence, But Also To Promote Their Intercultural Communication Competence. In Fact, English Vocabulary Teaching Is One Part Of Vital Integration In English Language Teaching. Meantime, English Vocabulary Teaching Plays An Important Role In The Cultivation Of English Language Learners’ Intercultural Communication Awareness. Therefore, The Author Attempts To Expound The Significance Of Cultural Elements In English Vocabulary Teaching, Discusses About The Relationship Between Language And Culture, Stresses On The Cultural Connotations Of English Vocabulary Through The Formation Of English Language, Especially In Some Specific Words And Focuses On Some Typical Cases And Analyzes The Functions Of English Vocabulary Teaching For English Language Learners’ Intercultural Communication Awareness Finally, The Author Puts Forward Some Useful Suggestions To Cultivate The English Language Learners’ Intercultural Communication Awareness Through English Vocabulary Teaching.

scholarly journals A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

2015 ◽  
Vol 12 (1) ◽  
pp. 22-28
Author(s):  
Amjjad Sulaimani ◽  
Tariq Elyas
Keyword(s):  
Saudi Arabia ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Aspects ◽  
Practical Suggestion ◽  
Pedagogical Competence ◽  
Main Components ◽  
International Teacher

Abstract The focus of this paper is on the cultural aspects of the internationally, well-recognised and accepted international teacher training course known as Certificate in English Language Teaching to Adults (CELTA), or rather, the lack of it. In what follows, we will first discuss the various aspects related to the importance of culture and its inclusion in the field of English Language Teaching (ELT). Next, we will discuss the main highlights of the CELTA course and its main components and present a practical suggestion for implementing a short ‘culture’ component that can be easily integrated into the course where it will increase cultural awareness amongst new teachers embarking on a career abroad in a foreign country and hopefully achieve pedagogical competence when working abroad.

Effect Of Bringing Local Culture In English Language Teaching On Students’ Writing Achievement

2017 ◽  
Vol 1 (3) ◽  
pp. 187
Author(s):  
Ratna Nurlia ◽  
Fitri Arini
Keyword(s):  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Local Culture ◽  
Control Group ◽  
Writing Achievement ◽  
Language And Culture ◽  
Class B ◽  
Quasi Experimental ◽  
Culture Strategy

<p>The use of local culture in the teaching of English as a foreign language in Indonesia may lead into consideration since language and culture are interrelated. Local culture in English language teaching enables students to learn English skills well because students are asked to discuss or describe something they know very well. This paper reports the results of an experimental study which was concerned with how well bringing local culture in English Language Teaching could affect students’ writing achievement. Quasi-experimental research applying non-randomized pretest-posttest design was used in this study. The subjects of the study were the students of English Department of College of Teacher Training and Education in Blitar. Class A, which consisted of 23 students, was taught using local culture strategy, and was the experimental group, while class B, which consisted of 25 students was taught without using local culture, and was the control group. The results showed that bringing local culture in English language teaching produced better achievement of the students’ writing skill.</p><p> </p><p><strong>Keywords: </strong><em>local culture; writing achievement, English language teaching<strong></strong></em></p>

scholarly journals Teaching Culture through Reading Literature in English Language Teaching

2021 ◽  
Vol 18 (2) ◽  
pp. 185-203
Author(s):  
Leonarda Lovrović ◽  
Cathy-Theresa Kolega
Keyword(s):  
English Language Learners ◽  
Social Relations ◽  
Intercultural Competence ◽  
Cultural Awareness ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
University Education ◽  
Literary Texts ◽  
Teaching Culture

English as a lingua franca (ELF) has become a standardized mode of communication between diverse sociocultural groups. Besides linguistic competence, English language learners should possess adequate intercultural competence to establish successful social relations worldwide. Therefore, one of the main objectives of English language teaching (ELT) has become the development of intercultural speakers (Byram 1997; Kramsch 1998). One way of achieving this is by using literature in the classroom because learners interpret literary texts from their personal experience and are thus engaged both at a cognitive and an emotional level. Their individual interpretations can nevertheless also lead to generalizations and enforcement of stereotypes about foreign cultures. Hanauer (2001) has developed a method called focus-on-cultural understanding to expose learners to different interpretations. The study explores whether his method can be successfully applied in the context of Croatian university education. The method has proven to be effective for raising learners’ cultural awareness, which could lead to further development of their intercultural competence.

scholarly journals Attitudes towards the Efficiency of English Culture Treatment at Schools: A Case of Iranian Kurdish EFL Learners

2019 ◽  
Vol 9 (5) ◽  
pp. 562
Author(s):  
Sahar Ahamdpour ◽  
Davud Kuhi
Keyword(s):  
High Schools ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Efl Learners ◽  
Cultural Aspects ◽  
West Azerbaijan ◽  
Culture And Language ◽  
The Way

Language is used for communication and it is a carrier of culture. Culture and language are inseparable. If learners are successful in understanding and use of the target language, they need to have good knowledge of cultural aspects of the foreign language as well. Therefore it is essential to teach culture and language simultaneously. The present study aims to understand Iranian Kurdish EFL learners’ attitude towards the way culture is addressed and treated in English language course at high schools. To this end, two hundred and fifty female EFL learners were selected based on availability sampling from two high schools in Boukan, West Azerbaijan and were asked to complete the attitude questionnaire. The results indicated that Iranian Kurdish EFL learners hold negative attitudes towards the way culture is treated at English course in Iranian high schools. At the end, the paper provides some recommendations for policy makers, textbook designers, and teachers in order to foster cultural awareness in teaching and learning process.

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