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

Observation of Communicative Language Teaching (CLT) in a Year 3 Primary School in Johor Bahru

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Hazwani Mohd Muhridza ◽  
Linda A/P V. Prapagara ◽  
Aminabibi Satanihpy@Saidalvi
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Communicative Skills ◽  
Language Classroom ◽  
Lesson Development ◽  
Meaningful Context ◽  
Field Notes ◽  
Implementation Data

Communicative Language Teaching (CLT) has a long history in an English as a Second Language (ESL) classroom. It is an approach which focuses on developing learners’ communicative skills in a meaningful context. However, the application of communicative language teaching (CLT) in an English language classroom has recently been debated extensively. Teachers still find it difficult and challenging to adopt CLT effectively in the classroom. This paper aims to report the application of CLT in a Year 3 English language classroom during a 90-minute lesson. Specifically, the study intended to observe and describe whether or not the teacher focused on CLT in terms of lesson development and implementation. Data was collected using an observation checklist and field notes in accordance with the objective of the study. The collected data was analysed using content analysis and validated by interrater reliability. The findings have indicated strengths and weaknesses in the lesson conducted. This can be seen in certain features of the observation towards CLT such as pair or group work activities, fluency of the language, error correction implemented by the teacher and the role of the teacher. It can be concluded that CLT approach should be given importance in the classroom by teachers in the learning process.

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 THE ROLE OF ENGLISH AS LINGUA FRANCA – INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY

2019 ◽  
Vol 4 (1) ◽  
pp. 79
Author(s):  
Simon Petrus Kita Ngatu ◽  
Basikin Basikin
Keyword(s):  
Cultural Identity ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Language Teaching ◽  
Local Culture ◽  
Lingua Franca ◽  
Whole Process ◽  
English As Lingua Franca

<p>The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to students’ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) – Informed Approach in ELT in terms of preserving students’ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.  The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving students’ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing. </p>

scholarly journals Modul Perkuliahan RESEARCH ON ENGLISH LANGUAGE TEACHING

2021 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Teaching Methods ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
University Teachers ◽  
Language Functions ◽  
Language Classroom ◽  
Fundamental Research

We still try 1) to find out how something works, 2) why something went wrong, or 3) what could happen in other ways. It's in our DNA, and we couldn't assist! Our inquisitive nature is manifested in teaching a language every day, as we explore how language functions, how to use the best teaching methods, or why we have not done stuff in class. We all have learned something valuable in our language teaching classrooms and had something worth sharing with our colleagues. This is pure and fundamental research and in essence, we are "researchers." It's often a problem when teachers hear 'study,' and they reply 'No, it's too complicated for me.' 'For university teachers, that's too complicated.' I heard some of them through my own ears and just isn't real! All can access science. This post will generally describe the role of research in a language classroom, how our research can inform our teaching practices and finally, the ways in which teachers share their work.

scholarly journals REPOSITIONING CULTURE IN TEACHING TARGET LANGUAGE: LOCAL CULTURE OR TARGET CULTURE?

2021 ◽  
Vol 10 (2) ◽  
pp. 250
Author(s):  
Hieronimus Canggung Darong ◽  
Sebastianus Menggo
Keyword(s):  
Literature Review ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Local Culture ◽  
Future Research ◽  
Culture Integration ◽  
Target Culture

The role of culture in teaching target language is undeniable. This article belongs to a literature review. As such, it deals with the reviews of culture integration in English Language Teaching. The article provides the conflicting findings of teaching target language with local culture or target culture along with the reasonable reasons for each. The writers adopt the systematic way of doing literature review consisting of four steps namely designing the review, conducting the review, analyzing, and writing the review. Drawing from the review of the progress reports in the field, the writer recommends an intermediary for prospective English Language Teaching accommodating both local and target culture in question. Recommendations for future research studies are highlighted at the end.

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.

Teaching oral requests

Pragmatics ◽  
2013 ◽  
Vol 23 (3) ◽  
pp. 499-517 ◽  
Author(s):  
Eleni Petraki ◽  
Sarah Bayes
Keyword(s):  
Conversation Analysis ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Cultural Appropriateness ◽  
Language Classroom ◽  
The Subject ◽  
Relationship Of ◽  
The Relationship ◽  
Everyday Communication

Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and the extent to which the textbooks discussed the cultural appropriateness of requests, discussed the relationship of requests and other contextual factors, explained pre-sequences and re-requests and provided adequate practice activities. This study found that none of the coursebooks covered all of the criteria and that some coursebooks actually had very inadequate lessons. The results of the textbook analysis demonstrate that teachers using these five coursebooks and designers of future coursebooks must improve their lessons on requests by using pragmatics research and authentic examples as a guide.

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