A critical 'checkbook' for culture teaching and learning

Guest, Michael

doi:10.1093/elt/56.2.154

Cited by 71 publications

(43 citation statements)

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“…They are learning a foreign language, so naturally different cultures also come into play simultaneously. Guest (2002) has argued that attempts to identify national characteristics for the purpose of comparing and contrasting cultures, leads to oversimplification and stereotypes of cultural characteristics. Moreover, because of differences in activities, norms, rituals, traditions, etc.…”

Section: The Content Of the Lessonmentioning

confidence: 99%

Need Analysis: An Invaluable Step for Successful Autonomous Learning

Sultana¹

2018

ELT

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English as a lingua franca now requires the Bangladeshi people to learn this global language with the current demands of the competitive world. What is widely accepted is that a vast majority of Bangladeshi graduates are neither capable to stand out globally as efficient communicators in English nor accomplished enough to meet the challenges of the real world which implies that there are some short comings with the fulfillment of their needs. Hence, the paper investigates the complex world of multi-faced needs of the students at tertiary level, and highlights core consideration for analyzing these needs through a keen eye on the roots of problems. The research combines not only qualitative but also quantitative methods where research paradigm is pragmatic. Finally, the paper shows that need analysis can certainly be invaluable in successful implementation of autonomous learning among students enabling them to take responsibilities of learning in their own hands.

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Section: The Content Of the Lessonmentioning

confidence: 99%

Need Analysis: An Invaluable Step for Successful Autonomous Learning

Sultana¹

2018

ELT

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“…Authors in the 2000s group continue the poststructuralist turn to culture. In these writings, culture is approached as dynamic, diverse, and emergent-a set of symbolic tools for meaning-making that are learned and shared in group settings of inequity (Agudelo, 2007;Baker, 2009;Guest, 2002;Roberts, Byram, Barro, Jordan, & Street, 2001;Singh & Dogherty, 2004;Turizo & Gómez, 2006). A representative definition from this literature can be found in Álvarez and Bonilla (2009) who have written in PROFILE.…”

Section: Smentioning

confidence: 99%

“…As the content of culture teaching shifts to intercultural communicative competence, so too does the endpoint of culture teaching (Agudelo, 2007;Álvarez & Bonilla, 2009;Atay, Kurt, Çamlibel, Ersin, & Kaslioglu, 2009;Baker, 2008;Barletta, 2009, Broady, 2004Byram & Feng, 2004;Cruz, 2007, Guest, 2002Roberts et al 2001, Turizo & Gómez, 2006. The goal in the 2000s is an intercultural speaker (Risager, 2007;Roberts et al, 2001), one who can mediate between two cultures and operate within liminal, third spaces.…”

Section: Smentioning

confidence: 99%

“…Student home culture is prescribed as a tool for bridging student cultural understanding (Baker, 2008;Çakir, 2006;Kim, 2002). Guest (2002) warns against contrastive analysis activities popularly known as cultural incidents because of the danger they pose for perpetuating essentialized views of the Other. Case studies in this time illustrate effective techniques for intercultural competence (Cruz, 2007;Liddicoat, 2006).…”

Section: Smentioning

confidence: 99%

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Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Meadows

2016

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This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: How is culture defined and What does culture teaching look like. The report of findings details how authors in each decade literature set define culture and culture teaching. Discussion of the findings offers general observations of developments as well as consistencies over the entire literature set . This literature review will be of interest to current and emerging English language teaching scholars involved in culture teaching scholarship. It is dedicated to ASOCOPI's fifty-year anniversary .Key words: Culture, culture teaching, history of language teaching, English language teaching.Esta revisión teórica examina cincuenta años de literatura sobre la enseñanza de la cultura dentro de la enseñanza del inglés. La revisión divide la literatura disponible por décadas y se formulan dos preguntas que guían el análisis: ¿Cómo se define "cultura"? y ¿Cómo se presenta la enseñanza de la cultura? Los resultados muestran, por década, la definición de cultura y su enseñanza según es vista por los autores revisados. En la discusión de los resultados se presenta el panorama general de la literatura revisada mostrando la evolución de cultura y su enseñanza, al igual que los patrones comunes en la misma. Este artículo puede ser de interés para los académicos en el campo de la enseñanza del inglés que abordan estudios sobre la enseñanza de cultura. Este artículo está dedicado a ASOCOPI en honor a su quincuagésimo aniversario.Palabras clave: cultura, enseñanza de cultura, enseñanza del idioma inglés, historia de la enseñan-za de idiomas.

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“…Alptekin and Alptekin (1984) believed that there should be a balance between the target culture and students' native culture. Also, Guest (2002) argued that culture should be taught indirectly while emphasizing pragmatic and linguistic universals. Based on Alptekin (1993), "teaching culture in EFL textbooks should move from familiar to unfamiliar and in this case unfamiliar could even be the international culture and not necessarily American or British culture" (p. 31).…”

Section: Presentation Of Culture In Elt Textbooksmentioning

confidence: 99%

Analyzing the Effects of Iranian EFL Textbooks on Developing Learners’ Life Skills

Khosravani¹,

Khosravani²,

Khorashadyzadeh³

2014

ELT

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Education is not an end, but a means to an end. The ultimate goal of education is to prepare students for their future life. Regarding this fact, English language classes and textbooks can be used as tools for improving learners' life skills. Meanwhile, informative textbooks with rich socio-cultural constructs that foster learners' life skills are needed. To assess the range of the Iranian EFL textbooks richness in these aspects, a life skills questionnaire was distributed among ELT teachers (N=73) and EFL learners (N=1112) almost all over Iran. The results originated from data analysis showed that Iranian EFL textbooks don't improve the EFL learners' essential life skills considerably especially leadership life skills, critical thinking life skills, and decision making/problem solving life skills. The findings of this research and the designed life skills questionnaire can be used by educational policy makers, syllabus designers, materials developers, researchers, teachers, etc. to examine and analyze the socio-cultural constructs of Iranian EFL textbooks for considering in the processes of publishing new EFL textbooks for the Islamic-Iranian society of Iran.

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A critical 'checkbook' for culture teaching and learning

Cited by 71 publications

References 0 publications

Need Analysis: An Invaluable Step for Successful Autonomous Learning

Need Analysis: An Invaluable Step for Successful Autonomous Learning

Culture Teaching in Historical Review: On the Occasion of ASOCOPI’s Fiftieth Anniversary

Analyzing the Effects of Iranian EFL Textbooks on Developing Learners’ Life Skills

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