HOW LIKELY IS IT TO TEACH CULTURE IN EFL COURSES? - THE CASE OF PRIVATE AND STATE SCHOOL TEACHERS IN TURKEY

Mustafa Civelek, Işılay Toplu

Abstract


With the recognition of English as a Lingua Franca, intercultural communication has gained great importance. As a result, culture teaching has become an indispensable component of EFL classrooms. Even though there has been extensive research on the attitudes of EFL teachers towards culture teaching, few studies were found bringing attention to the differences between private and state school teachers to this end. The purpose of this research is therefore to shed light on private and state school EFL teachers’ attitudes towards culture teaching, their classroom practices, and the obstacles they come across upon this. The participants are 72 EFL teachers (32 state, 32 private) working at different institutions in Turkey. The data were collected employing a questionnaire and semi-structured interviews. The results revealed that both private and state school teachers have positive attitudes towards culture incorporation in their lessons. However, private school EFL teachers were proven to have more positive opinions about culture teaching. The findings also indicated that both private and state school EFL teachers integrate culture into their lessons to some extent. However, both groups reported some obstacles that they come across while teaching culture. The details are further discussed and the implications are made in the article.

Article visualizations:

Hit counter


Keywords


culture teaching; intercultural communication; EFL; private school teachers; state school teachers

Full Text:

PDF

References


Ahmed, S. T. S., Qasem, B. T., & Pawar, S. V. (2019). Integrating culture into EFL teaching: A study of Yemeni EFL teachers' perceptions and actual Practices. Language in India, 19(4), 1-16

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

Bayyurt, Y. (2006). Non‐native English language teachers’ perspective on culture in English as a Foreign Language classrooms. Teacher Development, 10(2), 233-247.

Bennett, M. J. (1993). How not to be a fluent fool: Understanding the cultural dimension of language. New Ways in Teaching Culture, 16-21.

Brown, H. D. (1987). Learning a second culture. In J. M. Valdes (Ed.), Culture bound (pp. 33-48). NewYork, NY: Cambridge University Press.

Brown, H. D. (2000). Principles of language learning and teaching. 4th Edition. Pearson Education.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters

Byram, M. (2009). The intercultural speaker and the pedagogy of foreign language education. The SAGE handbook of intercultural competence, 321-332.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1

Choudhury, M. H. (2013). Teaching culture in EFL: Implications, challenges and strategies. IOSR Journal of Humanities and Social Science, 13(1), 20-24.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th Edition). London: Routledge.

Damen, L. (1987). Culture learning: The fifth dimension in the language classroom. Addison-Wesley.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266. doi:10.1177/1028315306287002

Fantini, A. E. (2006). Exploring and assessing intercultural competence. Brattleboro, VT: Federation of the Experiment in International Living

Genc, B., & Bada, E. (2005). Culture in language learning and teaching. The Reading Matrix, 5(1).

Ghavamnia, M. (2020). Iranian EFL teachers’ beliefs and perspectives on incorporating culture in EFL classes. Intercultural Education, 1-16.

Gonen, S., & Saglam, S. (2012). Teaching culture in the FL classroom: Teachers’ perspectives. International Journal of Global Education, 1(3).

Hymes, D. (1972). On Communicative Competence. In J. Pride, & J. Holmes (Eds.), Sociolinguistics (pp. 269-285). Harmondsworth: Penguin Books.

Ivankova, N. V. & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. A. Croker (Eds), Qualitative Research in Applied Linguistics, 135–164. New York: Palgrave Macmillan.

Karabinar, S. & Yunsar-Guler, C. (2012). The attitudes of EFL teachers towards teaching culture and their classroom practices. Journal of Educational and Social Research, 2(2), 113. doi: 10.36941/jesr

Karatepe, Ç. (2016) Indirectness in requests in complaint letters to the higher institution by Turkish EFL students. Procedia-Social and Behavioral Sciences, 232, 354-361. DOI: 10.1016/j.sbspro.2016.10.050

Karatepe, Ç., & Yılmaz, D. (2018a). Teaching culture in EFL context: Student teachers’ perspective. Electronic Turkish Studies, 13(11).

Karatepe, Ç., & Yilmaz, D. (2018b). Promoting structured reflectivity in teacher education: An innovative approach. Journal of Teacher Education and Educators, 7(1), 57-74.

Kim, S. Y., & Paek, J. (2015). An analysis of culture-related content in English textbooks. Linguistic Research, 32(special-edition), 83–104. https://doi.org/10.17250/khisli.32..201507.005

Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249-264.

McConachy, T. (2009). Raising sociocultural awareness through contextual analysis: Some tools for teachers. ELT journal, 63(2), 116-125.

Moirano, M. C. (2012). Teaching the students and not the book: Addressing the problem of culture teaching in EFL in Argentina. Gist: Education and Learning Research Journal, (6), 71-96.

Mostafaei Alaei, M., & Nosrati, F. (2018). Research into EFL teachers’ intercultural communicative competence and intercultural sensitivity. Journal of Intercultural Communication Research, 47(2), 73-86.

Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching practices: the Vietnamese context. Intercultural Education, 27(2), 165-178.

Önalan, O. (2005). EFL teachers' perceptions of the place of Culture in ELT: A survey study at four univiersities in Ankara/Turkey. Journal of Language and Linguistic Studies, 1(2).

Petosi, E., & Karras, I. (2020). Intercultural communicative competence: Are Greek EFL teachers ready?. European Journal of Applied Linguistics, 8(1), 7-22.

Punar, N., & Karatepe, Ç. (2019). Attitudes of parents towards their children’s culture learning in an EFL setting. Journal of Foreign Language Education and Technology, 4(2).

Sercu, L. (2006). The foreign language and intercultural competence teacher: The acquisition of a new professional identity. Intercultural education, 17(1), 55-72.

Sayer, P. (2012). Ambiguities and tensions in English language teaching: Portraits of EFL teachers as legitimate speakers. New York: Routledge. doi: 10.4324/9780203803714

Tabachnick, B. G., and Fidell, L. S. (2013). Using multivariate statistics,6th ed.

Boston: Pearson.

Tran, T. Q., & Dang, H. V. (2014). Culture teaching in English language teaching: Teachers beliefs and their classroom practices. Global Journal of Foreign Language Teaching, 4(2).

Yılmaz, D. and Karatepe, Ç. (2013). Contextualisation in the EFL primary classroom: A neglected issue in teacher education. In O. Strelova, I. Hristov, K. Morton, P. Peevea, R. Sam, E. Galay, E. Atasoy (Eds.). The Science and Education at the Beginning of the 21st Century in Turkey, (pp. 57-70). Sofi: St. Klements Ohridski University Press.

Zhao, B. (2011). How to enhance culture teaching in English language classes. Theory and Practice in Language Studies, 1 (7), 847-850.




DOI: http://dx.doi.org/10.46827/ejel.v6i3.3663

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).