CULTURE IN TEACHING ENGLISH

Applied Linguistics for BA Students Chapter 9 : Culture In Teaching English

1. Culture in Teaching English Group 6: Muvida Aulia R. Nur Wahyuni Hartini

2. 9. Culture in Teaching English Communicative language teaching must be intercultural. The growing globalization of the world’s economic markets created a situation in which people from different linguistic and cultural backgrounds need to communicate with each other more often than ever. The teachers of English as a foreign language have to teach language with a strong wish of education by changing their students’ attitude towards different cultures and different nations.

3. 9.1 T he definition of culture Hammerly (2001) has designed a scheme in which there are three categories of culture: Information or factual culture, Behavioral culture, Achievement or accomplishment culture.

4. from Hammerly definitions cited above, we can see that: Culture is what people created or achieved: art, music, literature, history and on the other hand it means the way we develop our percept by which we mean our belief, value, attitude system, our world view and our social organizations.

5. 9.2 The domains of culture The cognitive domain The pragmatic domain The attitudinal domain

6. 9.3 What culture do we teach? In Europe and America only emphasized in ‘big C’. The ‘big C’ (achievement culture) contain s a lot of pieces of information and facts about history, geography, institutions, literature, art and music. Meanwhile the ‘little C’ (behavior culture) has been broadened to include culturally-influenced beliefs and perceptions.

7. The Areas of Culture

8. The objectives of teaching ‘Big C’ (achievement culture) Recognise and explain major geographical monuments. Recognise and explain major historical events. Recognise and explain major institutions (political, administrative, religious, etc .). Recognise and explain major ‘artistic monuments’ (architecture, arts, literature, etc.).

9. The importance of teaching behaviour culture (‘small c’) It is ‘small c’ that students meet in the target country every minute and that is why we have to provide them with a taste of the lifestyle of the target nation. To help them how to survive in a foreign country.

10. The concepts of the third area of culture Religious beliefs will be reflected in pieces of music, in literature and in music. The same religious belief will give explanation to the eating habits of a nation, e.g. Muslims and Jews do not eat pork.

11. Why to teach culture? We have to teach culture so that students can have information above cultural facts and this way they can get familiar with the cognitive domain of culture. S tudents can understand the behavior of the people living in the target country. This is the way how students learn the pragmatic domain of culture .

12. 9.5. Goals of teaching culture According to Seelye the seven goals of teaching culture are: to help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviours, to help students to develop an understanding that social variables such as age , sex, social class , and place of residence influence the ways in which people speak and behave,

13. to help students to become more aware of conventional behaviour in common situations in the target culture, to help students to increase their awareness of the cultural connotations of words and phrases in the target language to help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence ,

14. to help students to develop the necessary skills to locate and organize information about the target culture, to stimulate students’ intellectual curiosity about the target culture, and to encourage empathy towards its people.

15. Practical teaching principles: Access the culture through the language being taught . Make the study of cultural behaviors an integral part of each lesson . Aim for students to achieve the socioeconomic competence which they feel they need. Aim for all levels to achieve cross-cultural understanding awareness of their own culture, as well as that of the target language. Recognize that not all teaching about culture implies behavior change, but merely an awareness and tolerance of the cultural influences affecting one’s own and others’ behaviour .

16. THANK YOU 