Abstract
The importance of teaching culture within English for Specific Purposes (ESP) programs is underscored by the necessity for cultural competence and linguistic proficiency, particularly in professional communication. ESP differs from General English education by tailoring instruction to the specific linguistic needs within various professional and technical domains. As the globalised professional world increasingly demands effective intercultural communication, ESP programs must integrate cultural education to prepare learners for authentic interactions across cultural boundaries. This paper examines the importance of cultural aspects in professional communication and the integration of cultural education into ESP curricula, supported by the theoretical frameworks of Byram, Morgan et al. (1994), constructivist perspectives (Hughes & Sears, 2004), intercultural competence (Fantini, 1997), culturally relevant pedagogy (Ladson-Billings, 1995), multicultural education (Parker, 2019), and cultural intelligence (Earley & Ang, 2003). By delving into these pedagogical models and theories, the paper aims to demonstrate that cultural competence is not just an additive element but a core component of ESP curricula, essential for fostering professional, communicative competence among learners. Keywords: English for Specific Purposes (ESP); cultural competence; linguistic proficiency; intercultural communication; cultural education.
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