Abstract
I am exceedingly glad to see Courchene's comprehensive and courageous attempt to deal with a most difficult topic: the place of culture in the ESL classroom. A great deal of thought and work went into the preparation of his article, and I am personally grateful, for it has raised a number of productive and important questions for all of us to consider. In addition, he has pro vided us with some theoretical models that, regardless of our agreement or disagreement thereon, at least give us some starting places for discussion. Although I agree with the need to attend to culture in our ESL curricula, like Courchene I find it highly problematic in a number of ways. Some of these problems the author has addressed; others he did not. Rather than critique the document from start to finish, I prefer to write in a manner that adds to the discussion Courchene has opened in the hope that it will stimu late the reader to do likewise, for the topic is an important one for any educator who is serious about viewing our work in a critical manner. I see the problems with teaching culture in the Canadian ESL classroom as follows.
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