The Global Imperative and Its Metalanguage

Bragaw, Donald H.

doi:10.1111/j.1944-9720.1991.tb00452.x

Cited by 9 publications

(9 citation statements)

References 2 publications

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“…Language is inextricably connected to culture and the importance of culture teaching and learning in ELT field has received many scholars' attention in the last four decades (Baker, 2011;Bragaw, 1991;Byram & Morgan, 1994;Moore, 1992). Cultural learning, as Paige et al (2003) defined, is the "process of acquiring the culture-specific and culture-general 1 knowledge, skills, and attitudes" (p. 177) for efficient human communication between individuals from diverse cultures.…”

Section: Literature Review From Cultural To Intercultural Teaching Anmentioning

confidence: 99%

Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Bei-bei¹

2019

The Journal of AsiaTEFL

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In EFL contexts like mainland China, many researchers made efforts to investigate the cultural content of Chinese government-authorized textbooks used in both public secondary schools and universities. However, few people pay attention to textbooks used in cram schools. This study aims to explore the cultural content in New Concept English (NCE), an extensively used textbook in Chinese cram schools for nearly 30 years. Meanwhile, it attempts to analyze its strengths and weaknesses of the cultural content from intercultural perspectives. Adopting content analysis under the guidance of two coding schemes, the results reveal that general culture (68%) has the largest percentage while source culture (2%) is significantly ignored in stark contrast to target culture (46%). Based on the findings, the prominent strength lies in the great deal of general culture (68%), which helps student understand culture from an etic view and makes them realize the cultural differences for cross-cultural comparison. The two weaknesses are the severely neglected source culture (2%) compared to target culture (46%) and the unbalanced distribution in international cultures. Findings of this study intend to raise teachers' awareness of the intercultural teaching and learning in cram schools.

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Section: Literature Review From Cultural To Intercultural Teaching Anmentioning

confidence: 99%

Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Bei-bei¹

2019

The Journal of AsiaTEFL

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“…Nevertheless, the use of literature as a medium of acculturation or integrating culture education into foreign language teaching in Arab universities is not easy to adjust in EFL contexts. In this line, teacher training in foreign acculturation experience, limited knowledge of the target culture, lack of appropriate pedagogical methods and apposite cultural content, lack of time and fear of teaching disputes on world views as a barrier to cultural and literature education are examples of impediments to acculturation [23][24][25][26][27]. Problems pointed out in relevant literature of relevance to cultural teaching indicates that acculturation or cultural education is a very broad pedagogy and that many methods are used to bring about changes in the concept of "culture" [28].…”

Section: Context Of the Problem Of The Studymentioning

confidence: 99%

Exploring the Role of Cultural Teaching in EFL College Programs: An Introspective Study

Aldosari¹,

Alrefai²

2020

IJLL

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Culture-embedded teaching is integral to teaching foreign languages. In Saudi higher education, the cultural aspects of the target language is poorly integrated in foreign language education due to rigid doctrinaire ideologies. This study, using a survey research design, aimed to introspect the perceptions of EFL instructors about culture and literature teaching in EFL college programs, particularly in Saudi Arabia. The study also explored the perceptions and attitudes of EFL college English language instructors concerning the integration of culture in English language education programs. Utilizing a descriptive research methodology, the researchers made use of questionnaires and interviews to tap into the perceptions of faculty responsible for teaching English as a foreign language courses in the EFL program of the College of Languages and Translation, King Khalid University. The survey and interviews also examined the EFL teachers' attitudes towards the integration of literature teaching in English education. The findings showed that EFL instructors were concerned with explicit teaching of cultural issues through literature as an excellent source of culture-laden material for foreign language learning. However, due to meagre literature teaching, the current program is short of presenting adequate culture content integration. Barriers perceived include over-use of indigenous cultural and Islamic themes that interfere with proper teaching of the target language. Findings also revealed that teachers entertained positive attitudes toward integrating culture in language education through using a variety of methods and techniques. Pedagogical implications advocate the importance of integrating culture into foreign language teaching courses, especially in the literature curriculum stream as well as integrating real-life conversational excerpts for teaching culturally-laden content in listening and speaking courses. Suggestions for further research topics on culture integration in ELT are presented eventually.

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“…Paige, Jorstad, Siaya, Klein, and Colby (2003) offer an exhaustive overview of the theoretical and empirical research pertaining to learning culture, together with the role of culture in foreign language teaching. Combined with an emphasis on key research conducted during the last decade of the twentieth century (e.g., Bragaw, 1991;Grittner, 1990;Moore 1991), the current study makes reference to how the objectives of learning culture in the English language can be fulfilled in order to attain social, linguistic, and communicative competence in interactional settings. In addition, a team of experts in intercultural studies at the Centre for Advanced Research on Language Acquisition, with the support of the Department of Education at the University of Minnesota, began work on the Intercultural Studies Project aimed at funding conferences and research regarding fostering the teaching of culture (see Paige, Jorstad, Siaya, Klein, & Colby, 2003).…”

Section: Culture Versus Interculturementioning

confidence: 99%