Culture Teaching Research Articles

L’ENSEIGNEMENT INTEGRÉ DE LA LANGUE ET DE LA CULTURE DES FUTURS ENSEIGNANTS DE FLE AVEC SUPPORT SUR LE DESSIN D’HUMOUR

The article discusses the issue of using a humorous drawing as a support for the integrated developing of students' linguistic, sociocultural and communicative competencies. The features of French humor as an elementof a culture, its role and place in the process of concurrent teaching the language and culture to prospective teachers in the classroom are described. Different types of humorous drawings are distinguished, including a cartoonportrait, a humorous drawing, a series of drawings and a humorous comic strip. Various humorous drawings are analyzed, which reflect the real communicative situations of their life in modern France. The sociolinguistic,sociocultural and sociopragmatic aspects of humorous drawings, which allow you to combine the teaching of culture with teaching grammar, vocabulary, oral / written speech, have been described. It is suggested to usea semiotic approach, which involves the analysis of the image at the iconic, linguistic and symbolic levels in the process of studying humorous drawing. This technique contributes to a better understanding of the linguisticand sociocultural information of a humorous drawing, as well as the students' critical thinking development.

An evaluation of culture teaching and learning in a Uniwide Language Program: Teachers and students’ perspectives

Abstract It is generally accepted that culture is inseparable from language. However, the provision of culture in FL courses takes different forms. At Manchester Metropolitan University (MMU), minor route/30 credit language students in the Uniwide Language Programme are allocated 1 h for cultural studies (known as the project hour) in addition to a weekly 2 h language class. This study surveys teachers’ and students’ perceptions of the teaching of culture in MMU Uniwide language courses with the aim of discovering to what extent this promotes students’ intercultural competence (IC) based on Byram, Michael, Bella Gribkova & Hugh Starkey. 2002. Developing the intercultural dimension in language teaching: A practical introduction for teachers. Strasbourg: Council of Europe, model. Byram et al.’s model of IC involves three components: knowledge, skills and attitudes. Teachers and students’ questionnaires were used to collect their views about the project hour and were analyzed both qualitatively and quantitatively. The qualitative data, using thematic analysis showed that teachers and students’ perceptions of culture learning and teaching, in general, were in line with the recent literature on IC. However, the quantitative data did not prove that the project hour fully attends to the components of IC, even though the methods and activities used matched its requirements.

A сoursebook on linguocultural studies for foreigners studying the Russian language: concept and content

The article continues studying interconnected teaching of Russian language and culture in linguistic and сultural aspect of the methodology of teaching Russian as a foreign language (RFL) from the perspective of communicative and active learning. The relevance of this study is associated with the need to develop a system of theoretical and practical recommendations on using cultural potential of language environment in teaching and learning RFL as part of communicative and active approach to teaching. The research attempts to develop the concept and content of a coursebook on linguocultural studies, aimed at extending knowledge of Russian culture and developing communicative competence of foreigners studying the Russian language. This is an important condition for linguocultural adaptation. The research was carried out on the basis of traditional folk culture realities, which most vividly reflect the peculiarities of national mentality and provide opportunities for both theoretical and practical cultural activities in teaching/learning RFL: decorative and applied art and folk crafts, traditional folk dolls, and cuisine. The methods of the research are analysis, generalization and forecasting. The research resulted in developing the concept of a coursebook on linguocultural studies and determining its content. The author makes conclusion about effectiveness of the communicative-activity approach in teaching and learning aimed at extending foreigners knowledge about Russian culture and Russian national mentality, forming their communicative competence and providing successful linguistic and cultural adaptation. The conclusion is based on the materials of a coursebook on linguistic and cultural studies for foreigners learning Russian.

Ensino de história e cultura afro-brasileira e a desconstrução do racismo na educação

A lei 10.639/03 foi implantada a partir de intensa mobilização dos movimentos negros no decorrer de muitos anos de luta, colocou como obrigatório o ensino de história e cultura afro-brasileira em escolas públicas e particulares do Ensino Fundamental ao Médio. Sendo a educação um suporte social e político para a sociedade. Cabe indagar: de que modo a educação se faz contribuinte para a desconstrução do racismo na sociedade? Para o desenvolvimento da proposta foi realizada uma pesquisa qualitativa bibliográfica, com abordagens relacionadas a instituição da lei 10.639/03 com base nas responsabilidades da educação e dos professores. Foi realizado um estudo de campo com uma turma de quinto ano, de uma escola de Ensino Fundamental I, para que possa ser verificado em aulas de história, o desenvolvimento da temática. Para obtenção dos resultados do trabalho, foram realizadas análises de desenhos dos alunos, questionários com professores e alunos e observações das práticas. Recebido: 14/09/2020Aceito: 15/09/2020

Teachers’ Attitudes and Practices Concerning the Development of Students’ Cultural Diversity Awareness and Intercultural Communicative Competence: A Pilot Study in an International School in Hungary

As a result of globalization and mobility around the world, the need for effective communication in multicultural contexts has brought the recognition of culture teaching into the field of foreign language teaching. On top of teaching language skills, teachers are now expected to develop students’ cultural diversity awareness (CDA) and intercultural communicative competence (ICC). This study describes a study aimed to pilot a research instrument designed to be used later in the author’s larger-scale research on the development of students’ CDA and ICC. The pilot study is based on in-depth interviews with three teachers. The interview study aimed to investigate how teachers perceive the concept of culture, what they think about culture teaching and how they develop CDA and ICC in their practices of teaching English. Findings indicate that teachers are aware of cultural diversity and they have positive attitudes towards learning and teaching different cultures. However, they need to be encouraged to teach cultures more explicitly in various ways recommended in the theoretical background. In terms of piloting the research instrument, findings also show that the interview schedule successfully probes teachers’ attitudes and practices about the development of CDA and ICC.

Culturalist to Interculturalist Orientations in Language Education: One Professional and Personal Journey from Student, to Teacher, to Teacher Educator

The purpose of this paper is to chronicle the shift in how language educators are thinking about culture teaching between culturalist and interculturalist orientations. This transformation is intertwined with my own personal and professional journey from language student to language teacher and to teacher educator. I detail specific classroom practices consistent with the interculturalist orientation. In reading this journey, junior educators can reflect on how one’s ideology of teaching is closely linked with one’s personal and professional trajectory. That is, life experiences outside of language teaching intersect with our teacher formation to make us the teachers we are at present.

Analysis of the Ways to Infiltrate Basketball Culture in Sports Basketball Training in Higher Vocational Colleges

Cultural inheritance is one of the basic goals of education. In the physical education of higher vocational colleges, basketball culture, as an important part of culture, is also a part of education that should be inherited. At present, sports basketball training in higher vocational colleges is more of a single basketball skill teaching, focusing on the training of students' basketball skills and tactics. However, the teaching penetration of basketball culture is seriously insufficient, which is not conducive to the inheritance of basketball culture. It cannot play an active role in improving the basketball literacy of students in higher vocational colleges. In this regard, this article analyzes the connotation of basketball culture, combined with the current situation of basketball culture teaching in sports basketball training in higher vocational colleges, and explores the infiltration and development of basketball culture in sports basketball training in higher vocational colleges.

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

We propose to researchers, educators and professionals a discussion which contributes to a growing body of research questioning how dyslexia and reading challenges have been researched, diagnosed and remedied. Also included is a discussion for educators and researchers including questioning the definitions of dyslexia, how educators could view dyslexia against mainstream opinions, the place of culture, language, and multisensory teaching. Two literature reviews and a pilot study are briefly described to provide the initial grounds and design to propose an alternative approach to growing our understanding and studying the connections between training non-language-based (NLB) skills and the improvement of language-based skills in students with reading disabilities. Scarce data and literature exist that effectively connect the two domains. Yet, there is some evidence that implementing NLB trainings has had transforming effects on language-based (LB) skills and effected broader benefits to students’ cognition. Findings show a lack of studies of NLB skills, study designs that ignore these skills and their developmental trajectories, and a mixed result of training effects. Suggestions are made for educators and researchers to further investigate potential effects of NLB training in reading challenged individuals within this framework.

Research on the Application of Experienced Culture Teaching Method in Chinese International Education

With the acceleration of economic globalization, my country’s economic status is rapidly improving, more and more foreigners come to China to seek development, and the corresponding Chinese learning is becoming more and more popular. In order to better promote Chinese international education, the teaching methods of experiencing traditional Chinese culture have received very good feedback. This article mainly analyzes the application of experience culture teaching methods in Chinese international education, in order to better promote Chinese international education the teaching process.

A Study of Some Cultural Differences between China and English-Speaking Countries

This paper emphasizes the importance of cultural teaching in English teaching, and discusses some cultural differences between Chinese and English from the perspective of colors, numbers, table manner, the most important festival and animal connotation for our English teaching purposes.

Evaluation Cultural Content on English Textbook Used by EFL Students in Indonesia

Choosing an acceptable textbook is not a simple task since it may be a key component in most language program. It serves as language input and language practice for learners. It also provides the premise for content lesson, the variety of language practice for learner, and serves as a supplement for teacher’s instruction. Teaching and learning a language without knowing its culture are useless. Culture should be taught to the students so as to dig deeper their language potential in learning English. Therefore, a textbook which is often utilized by teachers as a medium to show and help them within the process of teaching and learning should have a significant part in disseminating cultures. Culture is split into three categories: source culture, target culture, and international target culture. Some problems arise whether to keep up the source culture because the dominant part or to clarify more about the target culture. Also, the ignorance of cultural teaching commonly happens in language classroom. Thus, this paper will evaluate and explore how important cultural literacy in EFL teaching is and discuss which culture should be taught in EFL.

Da ausência na formação inicial ao chão da sala: as dificuldades enfrentadas pelos professores da educação básica em Caxias/Ma na aplicabilidade da lei 10.639/2003 no ensino de História

A partir da promulgação da Lei 10.639/2013, tornou-se obrigatória a inclusão do ensino sobre a História e Cultura Afro-brasileira e Africana nas instituições escolares brasileiras, tanto no ensino fundamental como no médio, sendo um marco político e pedagógico para a educação do Brasil. Assim, o presente artigo busca refletir a partir das experiências dos professores de História da Educação Básica, em Caxias/MA, quais as dificuldades enfrentadas diante da aplicabilidade da lei acima mencionada, no que tange o ensino de História e Cultura Afro-brasileira e Africana em sala de aula. Desse modo, os dados coletados foram adquiridos a partir do uso de questionário eletrônico, com a população de 20 professores da disciplina História, atuantes na Rede Municipal da Cidade de Caxias/MA. Diante dos dados coletados, verificamos que os docentes sentem dificuldades de realizar uma inserção mais representativa das questões relacionadas a História e Cultura Afro-brasileira na sala aula, visto a ausência no processo de formação inicial e continuada, além disso o próprio ambiente escolar não contribui para auxiliar na efetivação da lei, pois as instituições escolares ainda possuem uma visão restrita das diversas possibilidades de inserção ao que aduz a lei.

THE PRINCIPAL’S TRANSFORMATIONAL LEADERSHIP APPROACH BASED ON LOCAL WISDOM IN STRENGTHENING THE CHARACTER OF STUDENTS

This study aims to describe the process of applying local cultural moral values (LCMV) that have not been prioritized by the Indonesian Ministry of Education, as the values of the primary character standards in schools. Besides, this study also describes the principal's transformational leadership behavior (TLB), based on the local culture teaching dimension approach. This research used a qualitative approach, case study design. The data collection was carried out through in-depth interviews, participant observation, and documentation studies to achieve the research objectives. Data analysis used a modified analytic analysis method. Meanwhile, the data validity was used to reveal the credibility, transferability, dependability, and confirmability. The results of the study demonstrate that LCMV supports strengthening the character of students, and the application of TLB based on the local culture teaching dimension approach is severely useful in optimizing the implementation of character education strengthening programs (CESP). This research was conducted in 2018 – 2019, at the State Junior High School 1, Private Catholic Junior High School, and Private Islamic Junior High School in the West Flores region, Indonesia. The contribution of this research is to position the moral values of the "Lonto Leok" culture of the Manggarai community as local cultural assets that support the formation of student character. Also, the dimensions of teaching lonto leok culture affect effectively supporting the principal's transformational leadership behavior, so that the program to strengthen character education is optimally implemented.

Design of College English Culture Teaching Network Platform under the Background of the Differences between Chinese and Western Tea Culture

Chinese tea culture spread from the east to the west through the Western caravan in the early sixteenth century, and improved by the westerners for countless generations, forming a Western tea culture which is completely different from traditional Chinese tea culture today. Although there are great differences between the two cultures, each has its own irresistible charm. Based on the differences between Chinese and Western tea cultures, this article aims to study the design of a network platform for college English culture teaching under the background of the differences between Chinese and Western tea cultures. It aims to integrate the two into daily teaching so as to truly help students better understand the charm of English. On this basis, students can truly learn college English courses well. At the same time, they can appreciate the charm brought by the impact of the differences between Chinese and Western cultures and form their own positive cognition.

The Project of “Chinese Culture Going Global” and Its Implications for College English Teaching in China

With the rapid development of China, the project of “Chinese culture going global” came into being in order to make people from other countries have a better understanding of China. However, both college English teachers and students in China suffer from “Chinese cultural aphasia”, and the majority of them are incapable of introducing Chinese culture to foreign friends due to the insufficient attention to Chinese culture teaching, the lack of Chinese cultural knowledge in most college English textbooks, college teachers’ shortage of Chinese cultural knowledge and the strong influence of the western culture on college students, etc. The project of “Chinese culture going global” has three implications for college English teaching: enhancing Chinese cultural consciousness and confidence of college teachers and students in China, enlarging English vocabulary concerning Chinese culture and enriching college students’ Chinese cultural knowledge; and improving Chinese college students' intercultural communication competence.

Analysis of Cultural Content and Extent of Reflection of Core Competencies in Culture Activities in Secondary English Textbooks

The 2015 Revised National English Curriculum (Ministry of Education, 2015) directs learners to understand both their own and other cultures. Accordingly, this study examines the types of cultural content in 11 8th grade textbooks using Hong and Sohn’s modified category (2018) of Bierstedt’s material, norms, and ideas (1997). The background of cultural content was analyzed with Chao’s classifications (2011). The extent of reflection of the four core competencies in cultural activities was examined with a five-point Likert scale checklist. The results showed that all the textbooks present culture on ‘norms,’ whereas one textbook does not include content on ‘material’ and two textbooks on ‘ideas.’ There were more contents from international and universal culture compared to target and source culture. Accordingly, it is necessary to present diverse culture contents in a balanced manner to enhance learners’ pride in their own culture. More helpful instructional guidelines are also needed to help teachers enhance learners’ core competencies through culture teaching as intended in the curriculum.

Investigating the Role of Foreign and Local Socio-Cultural Value Orientations Present in 5th Grade Pakistani and Oxford English Textbooks

Abstract: The existing study is an attempt to observe and compare the results of foreign and local socio-cultural value orientations present in selected Pakistani and Oxford English textbooks prescribed for students of Punjab (Pakistan). The content analysis was employed to find out the percentages of categories and subcategories of reading passages and exercises of the prescribed English textbooks in this research. For relevant data collection, an eclectic model was devised as some of the major categories with slight modification were taken from Stern's (1983) model in which he proposed six aspects of culture teaching. While in the formation of subcategories, the researcher has employed his own teaching experience. Socio-cultural value orientations were divided into three sub-themes such as individualism, collective action and material possessiveness for data analysis. The analyzed data from the textbooks indicated that individualism tends to be encouraged. Results exhibited that the Oxford textbook focused more on individualism as compare to PTB textbook.

Investigating the Role of the Text by which Religious Practices are Projected in the Local and Imported Textbooks

The current study is an attempt to notice and compare the results of foreign and local religious practices present in selected Pakistani and imported English textbooks prescribed for students of Punjab (Pakistan). The content analysis was employed to find out the percentages of categories and subcategories of reading passages and exercises of the prescribed English textbooks in this research. For relevant data collection, an eclectic model was devised as some of the major categories with slight modification were taken from Stern, H.H. (1983) model in which he proposed six aspects of culture teaching. While in the formation of sub-categories the researcher has employed his own teaching experience. Religious performances are separated into five subcategories equally in the two textbooks such as religious beliefs and rewards, politeness/courtesy/good manners, sacrifice, rituals/festivals and moral ethics. Results and findings of the study indicate that the Oxford textbook has not included a single text reference to a primary or secondary religious action occurring in contemporary target or native life and society.

Reconnoitering the Impact of Hegemonic Practices used in 5th Grade Pakistani and Oxford English Textbooks

The present study is an endeavor to reconnoiter and compare the hegemonic practices used in selected Pakistani and imported English textbooks recommended for students of Punjab (Pakistan). Throughout the research, the subject matter was examined with reference to the relevant theoretical background. The content analysis was employed to find out the percentages of categories and sub-categories of reading passages and exercises of the prescribed English textbooks. For relevant data collection, an eclectic model was devised as some of the major categories with slight modification were taken from Stern, H.H. (1983) model in which he proposed six aspects of culture teaching. While in the formation of sub-categories, the researcher has employed his own teaching experience. Similarly, to situate countries and nations that use English for different purposes Kachru’s (1997) model, which divided world nations into IC, EC and OC was employed. Statements that depicted IC, EC and OC countries and nations were analyzed in the two textbooks.

Teachers’ perceptions of effective strategies for developing intercultural competence

AbstractHow to effectively integrate culture into second language teaching has long been of concern in foreign language education. Despite advances in theory and practice for intercultural language teaching, there has been little research to investigate factors influencing teachers’ pedagogical beliefs and perceptions. This study addresses this gap by examining teachers’ perceptions of effective strategies that foster students’ intercultural competence in the teaching of Chinese as a foreign language and factors influencing their beliefs. Twenty-nine school and university teachers in Australia completed a survey and a focus group interview. Quantitative analyses revealed that teachers’ perceptions of the effectiveness of the strategies varied despite an overall positive attitude towards the teaching of culture. Their beliefs were significantly influenced by their years of teaching experience, educational setting, and native language, but not by gender, age group and educational backgrounds. Qualitative analyses attribute the inconsistency in teacher perceptions to teachers’ disparate conceptualisations of culture, teaching experiences, and educational contexts associated with different curricular and pedagogical requirements and learner characteristics. The findings reinforce the necessity for providing teachers with professional training, along with pedagogical guidance and resources in order to facilitate their intercultural language teaching practices.