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This document discusses teaching culture as part of language education. It explores moving culture from the margins to the center of language teaching theory. The document also discusses practical considerations for implementing cultural teaching into everyday classroom practice, including setting goals, choosing approaches and materials, and assessment.

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Betea Rebeca
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11 views1 page

55

This document discusses teaching culture as part of language education. It explores moving culture from the margins to the center of language teaching theory. The document also discusses practical considerations for implementing cultural teaching into everyday classroom practice, including setting goals, choosing approaches and materials, and assessment.

Uploaded by

Betea Rebeca
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as TXT, PDF, TXT or read online on Scribd
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Other practical issues like teaching principles, the possible content and materials

themethods and the assessment will also be discussed. 3.3 Teaching the Culture
Element in the Language Classrooms- From Theory to PracticeI would like to start
this part of the paper by quoting a fellow teacher:� (...) there is an increasing
realization among researchersand education policy makers that the
cultural and socialrealities of a foreign language should become an integral
partof language curricula and syllabi but not in isolation from or tothe detriment
of the learners� own established system of theperceptions of reality. Despite
the considerable number ofstudies carried out with this orientation in mind,
it is felt that alot of work needs to be done in the area of teaching materialand
task design.(Veljanovszki 2003)In the field of theory and language policy there has
clearly been an important shift as faras the relationship of language teaching and
culture is concerned. Culture has movedfrom the margins to the centre. Now it is
considered by many to be a core element oflanguage teaching. However justified and
important this may seem though one has toadmit that there is a long way from theory
to everyday classroom practice. In order toimplement new theories into everyday
teaching one has to consider first the aims whichare implied and has to be clear
about the competences which need to be developed.Michael Byram states that:�(...)
an Intercultural dimension does not mean yet anothermethod of language teaching
but rather a natural extension ofwhat most teachers recognise as important without
reading lotsof theory.�(Byram 2002, page7),Although this might be entirely true, if
the teacher is not well informed about the goalsand the targeted competences it is
impossible for him/her to systematically introducethis new element into his/her
teaching. The teacher also has to know about the teachingprinciples in order to be
able to decide on approaches, activities, materials and ways ofassessment.57

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