Cultural Diversity in English Language Teaching: Learners’ Voices

Abstract

The focus of culture in English language teaching (ELT) has traditionally been on the target culture of English speaking countries. However, the new status of English as international language (EIL) has led to significant changes in the practice of teaching and learning culture in ELT. Rather than relying on the paradigm of native speaker competence and target culture, the culture teaching in ELT now aims at cultural diversity to develop learners as intercultural speakers in a globalised context. Given the need to integrate diverse cultures into the ELT practice as a platform for learners to become intercultural speakers, learners' attitudes towards this issue are of paramount importance. This article will, therefore, discuss learners' perspective on cultural diversity that is integrated into the ELT practice in Vietnam. Based on data collected from learners' reflections, the article discusses the question of whether or not cultural diversity is feasible in the ELT practice in Vietnam.

Accent Priority in a Thai University Context: A Common Sense Revisited

“…Learning EIL is also believed to help learners develop the sense of tolerance of linguistic diversity as well as enrich their linguistic repertoires when international or intercultural communication is concerned. It is essential that learners should be made aware of the diversified contexts of English where people use varieties of English to serve a wide range of communicative purposes (Buripakdi, 2012;Cheng, 2013;Chinh, 2013;Cook, 2002;Jaber & Hussein, 2011;Jindapitak, 2013;Jindapitak & Teo, 2011, 1012Jenkins, 2000Jenkins, , 2006Matsuda, 2003;Sung, 2013). Adding to this, Kramsch and Sullivan (1996) claim that ELT should enable learners to do business with both native and non-native or local and international speakers in the global world market.…”

Students’ academic mobility in the Russian educational environment

“…-Peoples' Friendship University of Russia, Moscow -over 8000 students; 2 -Tomsk State University -over 900 students;…”

“…Any positive outcome from developing academic mobility is, as a rule, connected with improving the image and prestige of a university, which is sure to bring benefits in the long run but it requires systematic work and investments. N. A. Kozlova (2012) 2 assumes that the development of academic mobility is the priority at the institutions of high education with the developed system of strategic management.…”

“…In Russia a big number of academically mobile students are intending teachers of the English language that is why one of the aims of academic mobility for them is to get to know other cultures better to be able to teach them later at Russian schools. According to Nguyen Duc Chinh [2], the new status of English as the international language has brought significant changes in teaching and learning English as a foreign language. The stress has moved from the target culture of English speaking countries to cultural diversity for developing learners as intercultural speakers under the conditions of globalization.…”

The Representation of Culture in English Reading Passages of Senior High School National Examination in Indonesia

“…The question is what culture should be taught and at the same time assessed. Prior to the emergence of communicative competence, the concept of native speaker competence has been widely used in the teaching and learning process (Chinh, 2013). However, in line with the development of English as an international language (EIL), the native speaker norm is considered inappropriate with the English use in multilingual and multicultural context (Kramsch, 1999).…”