Abstract
Which aspects of culture should be taught in a language class? Facts of geography and history, national symbols, small cultures, or ways of life, myths, and ideologies? Which kinds of culture? National, regional, or professional culture; high culture or popular culture? And whose culture should be taught? The culture of one or more target countries, or the hybrid culture of multilingual individuals who straddle various national cultures? The best responses to these questions vary across language teaching contexts where course objectives vary to meet students' needs. Culture in language teaching can be viewed from modernist or postmodernist perspectives depending on one's disciplinary and political orientation, and on whose interests are being served. These two perspectives on culture coexist today in the theory and practice of language learning and teaching and are useful for conceptualizing how and why culture is so important in language teaching.
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