Language and culture are perhaps inseparable; however, foreign language and local culture may not be compatible with each other. Therefore, integration of local culture (Arab) in foreign (English) language teaching is cynically questioned. Studies support the notion that foreign language teaching can be boosted by the incorporation of foreign (British) culture in the target language (English) classroom. But, the application of local culture in the target language classroom poses great challenges as many factors affect the process such as: teachers' native background, L2 teachers' experience in native countries, L2 teachers' preferences, teachers' lack of local culture's perception, lack of bilingual or multicultural awareness, administrators' attitude towards local culture integration, students' liking for native teacher and native contents, and traditional method of teaching English. Integration of local culture is required if the current books don't have enough local material, and books are written by foreign authors. In short, the paper explores factors affecting integration of local culture apart from initially eliciting some advantages of Arab culture in English classrooms, and teachers' preparedness to incorporate local culture. The study is of descriptive type which includes 2 samples: 3 types of teacher-group, and a group of students. The findings of the study lead to innovation of a teaching strategy by incorporating local culture in L2 class for motivating the students further.

Language learning needs a favourable setting. Cultural factors are among those that affect the outcomes. English language learning is not an easy task especially when the learning environment is not conducive. Learning of any language can’t take place without a conducive teaching-learning environment. An environment includes the very culture in which the learning is to take place. Studies support the notion that foreign language teaching can be boosted by the incorporation of the foreign (British) culture in the target language classroom. But, the question if the local culture is also crucial in the target language classroom is quite of a new origin, and pedagogues have started investigating into the process. The present study is a modest attempt towards answering some such questions formulating the basis and the research hypotheses: advantages of Arabic culture in a foreign language classroom, why and how to integrate the local culture and teachers’ preparedness in this direction. The study is of descriptive type which includes 2 main samples: three types of teachers and two groups of students. The findings of the study will be useful in offering recommendations for local culture based teaching for motivating the students further.

Investigating the Integration of Culture Teaching in Foreign Language Classroom: A Case Study Dr. Samah Benzerroug (Department of English) & Dr. Souhila Benzerroug (Department of French), Teacher Training College of Bouzareah, Algiers, Algeria Many scholars argue that language and culture are closely related to each other and hence the teaching of a foreign language cannot take place without the teaching of its corresponding culture which helps promoting language learning and enhancing learners’ motivation and performance (Corbett, J. (2003); (1996); Hinkel, E. (1999); Kramsch, C. (2006)). This being the case, the present study aims at putting emphasis on the importance and significance of integrating culture teaching in foreign language classroom in the Algerian school. It seeks to investigate whether foreign language teachers grant significant value and interest to the foreign language culture. Therefore, a descriptive analysis of the English and French textbooks of the secondary education was carried out to identify and examine the way the cultural dimensions are being dealt with. In addition, a survey was conducted by addressing a questionnaire to a number of secondary school teachers of English and French to investigate to what extent they consider culture teaching in their classroom. The research results revealed that despite the fact that there is a move towards fostering culture teaching, the textbooks still offer few tasks that deal with cultural aspects and teachers are still unfamiliar with the techniques to promote it in the classroom, thus they neglect culture teaching and prefer to focus on other aspects in the class like accuracy, fluency and language skills development. In light of these findings, a number of considerable implications and recommendation are presented to foreign language teachers and language policy decision-makers to stress the importance of integrating culture teaching and adequately implement it in the classroom. Keywords: Foreign Language, Culture, Teaching, Integrating, Classroom The Sixth International Conference on Languages, Linguistics, Translation and Literature 9-10 October 2021 , Ahwaz For more information, please visit the conference website: WWW.LLLD.IR

The issue that the current study addresses is the attitudes of Moroccan high school teachers toward the integration of culture into EFL classrooms. The study strives to find out whether or not foreign language teaching, English in this context, should be taught along with the culture with which it is associated. we have adopted a mixed-method approach to gather data from 30 teachers of English across Morocco. The data obtained is analyzed accordingly and reveals that almost all the teachers of English approve of the integration of culture into EFL classrooms as it occupies a significant place in FL teaching. Keywords: Foreign Language teaching, Culture teaching, Intercultural competence, culture, teaching methods, intercultural encounter