Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom (original) (raw)
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Integrating culture into the language teaching programs has a motivating effect on the language learner and learning processes in an EFL/ESL classroom. Moreover, globalization and internationalization of language teaching and learning (e.g. TESOL, TEFL/ELT, TOEFL/IELTS, etc) creates new challenges and diversities that impact on classroom practices and modes of pedagogy. These new challenges and diversities underscore an urgent need to acknowledge and understand these diversities because effective teaching-learning is built on cultural and linguistic backgrounds.With the globalization of life and learning, it is sometimes perilous to be caged in a mono-cultural milieu without having any sound information about cultures of others. Learning cultures of other people doesn't mean losing one's own cultural identity and values, rather cultural knowledge leads to a successful communication in Foreign Language (FL). Under the tutelage of such backdrop, this study addresses the issues related to integration of culture into ESL/EFL classroom from pedagogical perspective based on observation as well as primary and secondary sources. This study also maintains both qualitative and quantitative research methodology. The study shows that teaching and integrating culture into EFL/ESL classroom is a highly contributing /motivating factor in FL acquisition and it also develops students' intercultural competence and effective cross-cultural communication skill which is a must in this era of globalization. This paper also comes across that familiarization with other cultures leads learners to come in terms with a perspective of experiencing and learning the crux of effective communication in FL. . (2013) Integration of Culture into ESL/EFL Classroom: A Pedagogical Perspective. . English for Specific Purposes World, 14(39). Very often, it is observed the EFL learners commit cultural faux pas while communicating with people of other cultures due to their grammar based language learning. Consequently, it develops misunderstandings or misconceptions let alone bridging a healthy and fruitful communication. In addition, in recent times culture has been a significant issue across the globe due to borderless communication via Information Communication Technology (ICT) as well as mass migration in search of a better life, better education, better future, better works and the like. So, immigrants of different races need to develop intercultural communication in multicultural milieu for their survival in the new world. Here in such a situation, EFL learners need to know extra linguistic factors like culture of the target language for effective cross-cultural communication. Regarding this context, the following quote rightly implicates why culture to be integrated and taught in ESL/EFL classroom:
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This study describes the inseparable entities of language and culture. Mastering the cultural element is crucial in the EFL/ESL language learning process. Furthermore, the study investigates the role of culture in the EFL/ESL curriculum since the 1970s. The thesis examines the integration of culture into the EFL/ESL classroom. The importance of culture has increased in the last thirty years. However, this awareness has not been fully adopted in Russia. Most Russian EFL classrooms continue to simply focus on the grammar-translation approach, where students have to memorize significant and non-significant grammar points and then do dozens of exercises drilling the newly learned grammatical form(s). Moreover, there is no specific requirement in Russia for cultural communication to be taught in EFL classes. Based on this need, the question of how to implement culture into Russian EFL classrooms comes to the forefront. The foundation for teaching culture language learning include the 5 Cs, the Five Dimensions vii of Culture, language learning authentic materials, and the Cultural Experiential Learning Cycle. Moreover, the incorporation of role-playing in the language learning process is emphasized as it not only enhances language ability but cultural awareness as well. Through experiencing role-playing situations and distinguishing similarities and differences between cultures, students are culturally prepared with appropriate behaviors and responses when they encounter a similar situation in the target culture. The recommendations provided should enable Russian educators and administrators to effectively integrate culture into EFL curricula.