Teaching culture through EFL classes in Turkey: a qualitative study of teachers’ conceptualizations and pedagogical orientations

Abstract

ABSTRACT Reconsideration of culture pedagogy, in terms of what culture refers to and whose culture dominates English language teaching is a prevalent issue in language teaching. Therefore, in this study, we conducted one-on-one interviews with 17 in-service teachers of English language at three private K-12 schools in a northwestern city of Turkey to examine their conceptualizations of culture and pedagogical orientations towards teaching culture. We analysed the data by using Jackson’s seven facets of culture and Larzén-Östermark’s classification of teachers’ three orientations towards teaching culture. Our findings revealed “culture as learned” as the dominant facet and “cognitive orientation” as the dominant orientation towards teaching culture. However, when teaching culture in a private school, the teachers seemed to experience tensions between the goal of authenticity and the scripted curriculum from the selected textbooks. Few teachers reported parental pressure and resistance regarding the teaching of English culture. Our findings suggest implications for EFL teacher education.