Abstract
This study deals with the cultural dimensions of EIL, which are analysed based on the following domains: (a) subjects’ attitudes toward teaching about specific cultures (native and non-native); and (b) subjects’ attitudes toward teaching about culture in general. In essence, a view of culture based on native cultures can emerge from three different approaches: it may promote British culture only, it may focus on both the UK and the US, or it may incorporate other English native cultures. Likewise, a more international viewpoint can also be offered from three perspectives: it may refer to ESL contexts only, it may present both ESL and EFL communities – including the local culture – or it may introduce international aspects not specific to any culture. However, the analysis of data in this study indicates that the subjects’ attitudes toward teaching culture do not usually correspond to just one of these perspectives; rather, teachers display a manifold set of beliefs which may at times be closer or more distant to an international approach to teaching culture.
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