Intersecting culture and pedagogy: Unveiling insights from the MagyarOK textbook series in Hungarian language teaching

BOOK REVIEW Paul Nanu and Emilia Ivancu (Eds.) Limba română ca limbă străină. Metodologie și aplicabilitate culturală. Turun yliopisto, 2018. Pp. 1-169. ISBN: 978-951-29-7035-3 (Print) ISBN: 978-951-29-7036-0 (PDF).

Teaching Korean as a Foreign Language: Theories and Practices

The discussion of traditional regional studies in the subject of German as a foreign language has clearly shifted in recent years along several planes. On the one hand, the field has been much better represented at the institutional level for some years now than it was; professorships with appropriate titles have been established at some universities, and the topic is increasingly addressed by various professional journals and associations. On the other hand, the academic debate on the aims, content and tasks of regional studies in German as a foreign language has recently taken on a new quality, as there are now a number of viable concepts for the further development of regional studies from a mere 'applied subject' into an independent (cultural) science, which have been called for some time and which have already been implemented with some success. Here, however, further development will depend in particular on whether the scientific competitiveness and compatibility of the field can be ensured in synergy with neighboring and related research disciplines. The debate on German as a foreign language has for a long time been primarily concerned with different conceptions and approaches to teaching German as a foreign language in the context of culture or 'intercultural' teaching, which have been oriented towards goals such as 'intercultural communication skills', 'intercultural competence' or 'understanding foreigners'. This article proposes both a theoretical and a methodological study in which the discipline of regional studies is analyzed as a motivating factor for DaF students at Primary school. The cultural approach is an area of teaching a foreign language that offers many new methodological and thematic possibilities to better understand how dealing with the culture can positively influence the acquisition of a foreign language.

Any language teaching and learning process should include language etiquette. The learning of foreign languages during any stage is characterised by the interaction of many factors such as mother tongue, culture, educational background, and psychological characteristics, among others. The development of socio-cultural competency in teaching a foreign language is a challenging undertaking for teachers. Foreign students from Sudan, Egypt, Indonesia, the Philippines, and other countries can learn Malay in one semester at Multimedia University, Malaysia. This study aims to discuss the importance for international students to learn language etiquette, and to explore the components of language etiquette that international students acquired. This study used a field research method, i.e. the language method in its context, for data analysis. Observations in class and conversations from the Google Meet chat box were used to collect data for this study. It was discovered through data analysis that instructors should be aware of and appreciate the students' native culture as well as their cultural differences in the classroom. It helps all participants/students to pick up the foreign language and its culture as well. In terms of cultural aspects, if the learner's socio-cultural competence is well defined and built during the language teaching process, he or she can be almost on par with native speakers. However, it should be noted that, while etiquette is a fixed part of the culture, norms are constantly evolving. This research focuses on foreign students' language etiquette in Malay language classes. However, future research could focus on other courses or on students' everyday lives. The primary goal of foreign language teaching and learning is for students to be able to speak and comprehend the foreign language. The education of culture and linguistic etiquette is critical to achieving these goals.

In intercultural and transcultural communication contexts within multilingual education, English learners should be able to communicate and interact with other people who have different linguistic and cultural background. For this reason, intercultural contents should be incorporated in EFL textbooks to promote learners’ intercultural competences and communication skills. The contents are designed with containing not only Anglo-American and British cultural dimensions but also learners’ home and foreign cultures. It is to prepare learners to become global citizens. The principal aim of this study is to investigate how teachers apply English textbooks to promote learners’ intercultural competences and intercultural communicative skills within multilingual education. This article argues that intercultural representations incorporated in EFL textbooks are used as useful resources for helping learners develop their intercultural competences and communication skills. also, the ways teachers carry out their teaching in the classes are measured. The results of this study show that the teachers employ EFL textbooks effectively with utilizing potential teaching materials containing cultural values to promote learners’ intercultural competences and communicative skills within multilingual education. This study also suggests that English teachers needs reinforcement in multilingual education.

Building Empathy and Intercultural Citizenship through a Virtual Exchange Project

1 IntroductionAn increase in interest in an early start of foreign language education is a great opportunity to rethink the place of the intercultural approach in language teaching. In 2014, Polish Ministry of National Education (Ministerstwo Edukacji Narodowej or MEN) introduced changes to the Core Curriculum of Kindergarten Education (MEN 2014) according to which as of September 2015 all five-year-olds start a compulsory foreign language education. From 2017 foreign languages will be compulsory for all pre-schoolers that is for 3-, 4-, and 5-year-old children. The Curriculum states, as one of its aims, the need to prepare very young learners to use a foreign language through awakening their language awareness and intercultural sensitivity as well as the need to develop a positive motivation towards language learning at further levels of their future education.In order to teach languages at a pre-school level in Poland, teachers need to be qualified kindergarten educators, have a certified knowledge of the language at B2 level and hold a diploma in teaching foreign languages at a pre-school level. Since the Polish reality is that not many teachers fulfil these requirements, the Ministry of National Education introduced an interim until 2020 for teachers to obtain the above-mentioned qualifications. For this reason, higher education institutions in Poland offer an increasing number of kindergarten teacher training courses (more data is provided in the empirical part of this paper).The aim of this article is not to discuss whether the decision to introduce foreign language education at a pre-school level is the right one, or whether there are enough qualified kindergarten teachers to work with very young language learners. Instead, it focuses on one particular aspect of Polish kindergarten teachers' education, namely their readiness for teaching about foreign cultures and developing the children's intercultural competence. Furthermore, it will explore the state of kindergarten teaching programmes, also the ones devoted in particular to teaching English as a foreign language, with recourse to the presence or absence of intercultural education.The problem addressed in the present study is poorly investigated in SLA research, not only in Poland but also internationally. The choice of the scope of this study is based, on the one hand, on the present author's ongoing interest in the development of intercultural communicative competence in the realm of foreign language education, and, on the other hand, on his experience of being a lecturer in teaching foreign languages to pre-school children. The importance of intercultural education has been supported in numerous studies (Gundra 2003, Fowler, & Pusch 2010, Amosa, & Gorski 2012, Baker, & Clark 2012) stressing its value in challenging racism, promoting human rights and equality, celebrating human diversity, developing citizenship responsibilities and leading to a person's emotional growth. Relatively little attention, however, has been given to developing intercultural education in very young learners.Foreign language classes seem to be the most natural environment for introducing the concept of culture and cultural diversity. The intercultural approach to teaching foreign languages (Corbett 2003) implies that language is more than a tool for exchanging information, it is also a tool for constructing personal and social identities. In the context of kindergarten education, the inclusion of the intercultural approach may help shape future societies and prepare students for functioning in diverse conditions. Yet, while intercultural education has been shown to be an effective strategy for promoting tolerance and harmony among people, it remains a very complex pedagogical challenge.Further below the present author reviews literature pertaining to the psychology of a child's prejudice (McKown, & Weinstein 2003, Aina, & Cameron 2011, Moore 2012, Rhodes et al. …

Introduction: Students of English as a foreign language must possess intercultural communicative skills in order to be able to interpret and discuss the cultural diversity that surrounds them when they use English for communicational purposes. This paper claims, and is based on the conviction, that the development of these skills takes place primarily through teaching English as a foreign language (EFL) in most educational contexts. This approach is facilitated by the fact that the English language functions as the most widely used foreign language in the context of culture teaching. Methods: Based on these considerations and with a view to theoretical and practical aspects concerning teaching material development, the presented study discusses some fundamental concepts associated with the relationship between teaching EFL, teaching cultural information and developing students’ intercultural skills. After reviewing potential theories, it adopts Byram’s (1997, 2008) Intercultural Communicative Competence model as a theoretical foundation for creating teaching materials for the purpose of developing students’ intercultural communicative skills. Results: The study presents the results of this endeavour through the example of author-designed worksheets focusing on Canadian content, and analyses a worksheet that covers Korean immigrant culture in Canada in order to demonstrate, with the help of this example, how theoretical considerations can be put into practice in the scope of developing teaching materials with Canadian content focusing on the development of intercultural communicative skills. Discussion: Within the scope of English as a foreign language, Byram’s (1997, 2008) Intercultural Communicative Competence model proves a very practical model to be used for the purpose of designing worksheets that develop students’ intercultural communicative skills: this is proved on the basis of the analysis of the above-mentioned worksheet. It is also demonstrated that teaching intercultural communicative skills through Canadian contents is a feasible and practicable way of introducing students to the concept of interculturality through the cultural heritage of an English-speaking country. Limitations: The theoretical background and the teaching material development project described below can serve as a potential model for designing similar worksheets, but the actual use and efficiency of this and similar worksheets depends on the applicable national curriculum and the specificities (primarily the language and motivational levels) of the class where such materials are intended for use. This also means that some aspects of the project are worth reconsidering when one intends to design their own teaching materials. Conclusion: For the design of worksheets developing intercultural communicative skills, this study provides a tried and tested methodological model to follow and presents a worksheet that can function as a potential model. In addition, this paper hopes to generate further research in the field of developing teaching materials focusing either on the development of intercultural communicative skills or on Canadian culture, and, through setting an example, it encourages the creation of worksheets of a comparable design or topic.

Teaching French as a second foreign language in Chinese universities has a long history of more than 160 years. Despite this historical legacy, there is still a need to strengthen the integration of French culture into language teaching in order to improve students’ language proficiency and intercultural competence. This essay examines the current situation of French language teaching, the impact of cultural learning on language proficiency and intercultural competence, and effective ways of integrating culture into language teaching. Through an analysis of existing literature and empirical studies, this study examines the challenges and opportunities of cultural integration and makes practical recommendations for educators and policymakers. The findings suggest that although French language teaching in Chinese universities emphasizes grammatical aspects, more attention must be paid to cultural learning to improve language proficiency and intercultural communicative competence. Universities can enrich students’ cultural understanding and language competence by encouraging interdisciplinary collaboration, using multimedia resources, and promoting experiential learning. In addition, teacher training and clear assessment criteria are essential to ensure the effective implementation of cultural teaching and learning activities. Ultimately, this essay contributes to the development of language education by advocating a holistic approach that prioritizes cultural immersion and experiential learning. Educators can empower students to become proficient French speakers and culturally sensitive learners through collaborative efforts and innovative pedagogical practices, contributing to a more inclusive and interconnected society.

The purpose of learning a foreign language is to learn to communicate in the target language. For foreign language educators, to develop the learner’s intercultural communication competence is to know how to teach foreign culture. Culture teaching in foreign language education is a problem countered by language teachers throughout all universities and colleges in the world. Language is one of the most important carriers of culture and reflects the latter. Without language, culture would not be possible. The basic goal of learning a foreign language is to acquire the communicative competence, while the development and improvement of such competence is to some extent dependent of efficient and scientific teaching approach. Byram has defined the notion of cultural studies in foreign language education and put forward a model for teaching foreign language and culture. Shen Chen has put forward a proposal for developing Chinese foreign language learning learners culture creativity as an attempt to search for away through the difficulties. His cultural creativity refers to a kind of ability that only can be gotten by knowledge acquiring in foreign culture, existed in language and more than language itself, in the process of using such knowledge inter-cultural communication with others and creating new way of thinking for a new way of action. The students can get a further understanding of the target culture which will without doubt promote their understanding and command of competent communication in the target language.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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Testing competence of a future teacher of foreign languages and cultures is the ability to select, independently create and effectively use testing technologies to implement foreign-language communicative competence formation monitoring along with its individual constituents. An important prerequisite for its formation is a scientifically substantiated model, which is implemented within the framework of the discipline «Modern approaches to testing in teaching foreign languages at schools». In the given article, the model of testing competence formation in future teachers of foreign languages and cultures is presented as a systematic schematic representation of the constituents that ensure the efficiency of its formation and are implemented as organic unity. These constituents include among others purpose; approaches and principles of testing competence formation; educational process organization forms; teaching methods and technologies; testing competence formation means and monitoring methods as well as outcomes. The methodological basis of the model of testing competence formation in future teachers of foreign languages and cultures includes the approaches (competence-based, differenciated approach, project, and reflexive approaches), principles of their implementation; methods and technologies (problematic, game, computer based methods, portfolio method, project technology), textbooks (“A textbook of preservice language and culture teachers testing competency”), as well as monitoring methods (survey, presentation of creative professional and methodological tasks, electronic testing, presentation of individual project tasks, interviewing, written assignments). Crucial factors for the effeciency of the proposed model implementation are quasi-professional activities carried out by the future teachers of foreign languages and cultures on designing, compiling and implementing of tests to monitor students’ foreign language communicative competence formation.

It is a platitude that language teaching is nothing but teaching culture. This study is also another evidence for this saying. In other words, the aim of this study is, in fact, to highlight the role of teaching foreign language culture in language learning and teaching. To achieve this aim, two questionnaires were distributed among the students and teachers who participated in the study in Shiraz, Iran. The purpose of using the two questionnaires was to find out first, to what extent teachers and students are aware of the role of foreign culture in language learning and teaching; second, to what extent are teachers aware of the strategies and techniques of teaching foreign language culture and how do students benefit from it? The study revealed that first, both students and teachers do believe that culture and language are inseparable; second, teachers are able to utilize the strategies and techniques for teaching foreign language culture in teaching language in classes. The study also provided a few implications regarding culture and language teaching. Key words: Culture teaching, English as a foreign language (EFL) learners, EFL teachers.

This study aims to prove the necessity of introducing pragmatics and culture in second and foreign language acquisition, and more precisely in teaching Spanish as a foreign language in Spain. This study tries to prove that the intercultural competence is crucial in order to prevent misunderstandings or conflicts when teaching second languages, where cultural diversity is the norm. It also highlights the necessity of conceding the importance to the extralinguistic communication in foreign languages. Therefore, it looks back on the conception of culture and the necessity of “unlearning” the basis of one’s culture, in order to properly understand the rules of the new language. Finally, this study conceives the second language teacher as a mediator in intercultural teaching and concludes that pragmatics is essential to ensure a full competence in any foreign or second language.

This paper presents a critical review of research on the use of code-switching as an instructional strategy in the teaching and learning of foreign or second language in bilingual contexts. Necessitated by the emerging and existing body of negative criticisms about its interference with the target language acquisition, this library-based paper sets out to critically review the use of code-switching to fathom its support as a crucial teaching and learning tool for language instruction, particularly in English language teaching and learning environments. This paper takes a qualitative inquiry that draws arguments primarily from library documentation. It particularly draws inferences from various theoretical orientations and empirical evidence within the confines of second or foreign language acquisition underpinning the fundamental use of code-switching in foreign or second language classrooms. Specifically, the paper attempts to theoretically justify the utilization of code-switching particularly in relation to its rationales and functions and, most significantly, its pedagogical implications to the process of second or foreign language teaching and learning. It ends with some suggestions on how teachers should take advantage of its availability and consistently maximize its use in bilingual classrooms.