The Place of Culture in EFL Classes: Perceptions and Challenges of Pre-Service and In-Service English Teachers

Baltaci, Hasan Serif

doi:10.18298/ijlet.2975

Cited by 4 publications

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“…The inclusion of such contents is the key to increase the students' intercultural awareness. Baltaci & Tanis (2018), among others, found that teachers rely on the use of textbooks to do most of their teaching of culture. However, in a changing world, there has also been an ideological, probably unintended, disregard of certain controversial nationalities which are not generally included in educational materials (Meadows, 2020).…”

Section: Introductionmentioning

confidence: 99%

American Culture presence in EFL Textbooks used in Baccalaureate in Spain

Laborda

Robles²

2022

PortaLin

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Learning a foreign language implies a lot more than learning grammar and vocabulary. Language learners should also acquire the necessary social and cultural skills that would allow them to interact within the context where the target language is expected to be used. As a result, EFL teachers face the challenge of selecting and explaining the cultural contents that their students could employ when communicating with other English speakers. Especially the speakers from those countries where EFL learners would more likely travel to either for academic or working purposes. In the case of Spanish EFL learners, the United States of America is among the most popular destinations in this regard. Therefore, exploring to what extend the American Culture is being addressed in EFL textbooks might help educators to improve their own teaching approach. This paper addresses research into the presence of American culture in textbooks used in Spain. The results indicate the limited importance of American Culture in the ELT books used in Spain.. The paper concludes by including some suggestions to address American Culture in the teaching of English as a Foreign Language in Spanish EFL Classrooms.

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Section: Introductionmentioning

confidence: 99%

American Culture presence in EFL Textbooks used in Baccalaureate in Spain

Laborda

Robles²

2022

PortaLin

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“…Additionally, Gonenand Saglam (2012) claim that language and culture are so intertwined that another's importance will be lost by removing one from the other. Similarly, Baltaci and Tanis (2018) describe that culture is language-based, and culture is filled with language. Specifically, McKay (2003) states that language teaching is affected by the culture in two major ways: linguistically and pedagogically.…”

Section: Introductionmentioning

confidence: 99%

“…In the background of English Language Teaching ( ELT), studies on the vitality of culture in English language learning and teaching have gained growing prominence for a decade (Baltaci and Tanis, 2018;Choudhury, 2013;Kahraman, 2016;Lee and Li, 2019;Luk, 2012;Rodríguez, 2017;Sarıçoban and Çalışkan, 2011). The body of the research is mostly situated in the Middle East (Turkey and Saudi Arabia), Asia (Hong Kong and China), and South America (Colombia).…”

Section: Introductionmentioning

confidence: 99%

“…The body of the research is mostly situated in the Middle East (Turkey and Saudi Arabia), Asia (Hong Kong and China), and South America (Colombia). The role of culture in the ELT in various contexts was correspondingly recorded in the samples of the research, such as the teachers' perception (Luk, 2012;Choudhury, 2013;Baltaci and Tanis, 2018), the students' views (Sarıçoban and Çalışkan, 2011;Kahraman, 2016), and the cultural representations in English language textbooks (Lee and Li, 2019;Rodríguez, 2017). There have been myriads of research concerning to the insertion of culture in the ELT classroom.…”

Section: Introductionmentioning

confidence: 99%

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Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives

Novita

Purwati

2021

jees

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It is currently accepted that language and culture are inseparable since culture becomes an essential aspect of learning a foreign language. In the Indonesian context, this broad understanding of the crucial role of culture in English teaching has raised challenges in different contexts for EFL teachers. The recent study focuses on Indonesian Junior High School teachers’ views on integrating culture in ELT and practices of textbook adaptation to help students build intercultural competence. Therefore, to meet these aims, a questionnaire and an open-ended question were employed to collect the data from fifteen participants teaching English at public and private schools in Indonesia. The study results reveal that Indonesian EFL teachers have positive attitudes on integrating intercultural competence in ELT. Still, some of the difficulties confronted by their implementation of textbook adaptation have been highlighted in promoting intercultural competence. This study suggests that EFL teachers in Indonesia should be provided with teacher training relating to textbooks adaptation and teaching culture. The implementation of ICT in ELT classrooms is also recommended. Finally, the redesign of the curriculum with more integrated intercultural competency materials should be taken into account. HIGHLIGHTS: The EFL teachers’ practices deal with textbook adaptation are not well implemented, although they believe that cultural competence in their teaching activities is crucial. The English curriculum should give more room for teachers in serving the students based on their needs, preferences, and skills, especially for enhancing students’ mastery on the target language.

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Chinese EFL university teachers’ perceptions of culture teaching and their pedagogical practices

Qian

2023

Language and Intercultural Communication

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The Place of Culture in EFL Classes: Perceptions and Challenges of Pre-Service and In-Service English Teachers

Cited by 4 publications

References 0 publications

American Culture presence in EFL Textbooks used in Baccalaureate in Spain

American Culture presence in EFL Textbooks used in Baccalaureate in Spain

Incorporating culture and textbook adaptation practice for promoting intercultural competence in ELT: Teachers’ perspectives

Chinese EFL university teachers’ perceptions of culture teaching and their pedagogical practices

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