The Importance of Culture in Language Teaching, and the Implications for the Role of the Teacher - Essay Example

Table of Contents Importance of Culture in Language Teaching Introduction Language and culture are so closely related to one another that neither can we understand the cultural traits of a society without good knowledge of that language nor we can learn that language fully without good knowledge of the background and the cultural values and norms of the society. That is why the dialectical connection between culture and language has been a main concern of the teachers and educators of second language. Language and literature have been defined differently and it is important to depict here the definitions in brief in order to understand the relationship of culture and language in the perspective of present need and importance of teaching culture in the second language. 2. Definition of Culture Culture is the totality of learned, socially transmitted behavior. It includes the ideas, values, and customs of groups of people. Therefore, patriotic attachment to the American flag is an aspect of culture, as is the European custom that cashiers in retail stores sit rather than stand. In sociological terms, culture does not refer solely to the fine arts and refined intellectual taste. It consists of all objects and ideas within a society, including ice cream cones, rock music, and slang words. According to the definition presented by The National Center for Cultural Competence, culture is an "integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations". From this definition we can conclude that language is not only part of how we define culture, it also reflects culture. That is why; we cannot learn culture associated with a language in a few lessons about celebrations, folk songs, or costumes of the area in which the language is spoken. Culture is a broader concept which has been inherently tied to many of the linguistic concepts taught in second language classes. Language is the foundation of every culture, though particular languages differ in striking ways. Language is an abstract system of word meanings and symbols for all aspects of culture. Language includes speech, written characters, numerals, symbols, and gestures of nonverbal communication. Language, of course, is not an exclusively human attribute. Even though they are incapable of human speech, primates such as chimpanzees have been able to use symbols to communicate. However, even at their most advanced level, animals operate with essentially a fixed set of signs with fixed meanings. By contrast, humans can manipulate symbols in order to express abstract concepts and rules and to expand human cultures. In contrast to some other elements of culture, language permeates all parts of society. Certain cultural skills, such as cooking or carpentry, can be learned without the use of language through the process of imitation. However, it is impossible to transmit complex legal and religious systems to the next generation by watching to see how they are performed. An individual, for instance, could bang a gavel as a judge does, but one would never be able to understand legal reasoning without language. Therefore, people invariably depend on language for the use and transmission of the rest of a culture. While language is a cultural universal, differences in the use of language are evident around the world. This is the case even when two countries use the same spoken language. For example, an English-speaking person from the United States who is visiting London may be puzzled the first time an English friend says "I'll ring you up." The friend means "I'll call you on the telephone." Similarly, the meanings of nonverbal gestures vary from one culture to another. Whereas residents of the United States commonly use and attach positive meanings t the "thumbs up" gesture, this gesture has only vulgar connotations in Greece (Ekman et al., 1984). 3. Importance of Culture in Teaching Language Considering the above relationship of culture and language it is not difficult to understand why there has been so much debate about incorporating culture in language teaching. However, there has been inconsistency of ideas whether culture of the target language is to be incorporated into second language teaching throughout language teaching history. The opinion of ELT practitioners has swung against or for teaching culture in context of language teaching since the debate started to incorporate culture into language teaching. An example can be taken from the first decades of the 20th century when researchers discussed the importance and possibilities of including cultural components into second language curriculum (Sysoyev & Donelson, 2002). Quite recently, the researchers have focused their studies on the flawless relationship between second language teaching and target culture teaching since the last decade. The main contributors to advocate inclusion of culture into the teaching of foreign language are Byram (1989; 1994a; 1994b; 1997a; 1997b) and Kramsch (1988; 1993; 1996; 2001). Similarly, people involved in language teaching have also begun to understand the necessary relation between culture and language. They insist that without the study of culture, teaching of second language is inaccurate and incomplete. It is rightly claimed that for the students their learning process of the language would be senseless if they know nothing about the people who speak the target language or the country in which the target language is spoken. According to Bada (2000: 101), "the need for cultural literacy in ELT arises mainly from the fact that most language learners, not exposed to cultural elements of the society in question, seem to encounter significant hardship in communicating meaning to native speakers." Furthermore, nowadays the foreign language culture is presented as an interdisciplinary core in many second language curricula designs and textbooks (Sysoyev & Donelson, 2002). The human nature is not independent of culture. When we study a foreign language, it means we are trying to understand the nature of another person (McDevitt, 2004). Hence, according to McDevitt, studying a foreign language necessarily requires the study of the culture of that particular language or society. If we look at the history of cultural involvement for language teaching, it becomes clear that it was not until the 80s that the need of teaching culture in language classes was indicated. This issue reached its climax in the 90s when Byram and Kramsch started the discussion again. For example, in the case of ELT, Pulverness (2003) stresses that due to the undeniable growth of English as an international language; cultural content as anything other than contextual background was began to be included in language teaching programs. Although by mid 80s, many advantages of teaching culture in the study of second language classes were virtually universally accepted and culture was widely taught in language classes, there were still problems about what should be taught and how culture could be taught most beneficially. These questions were faced more and more during 1990s. 4. Studies on Cultural importance in Language Teaching Though there are many studies conducted to assess and evaluate the cultural importance in language teaching, there is a paucity of the research as to how language socialization can impact foreign language proficiency. However, two significance studies on the topic are discussed below which throw light on the issue and offer thought provoking results. The first study was conducted by Shresta (1998) called, "Instruction and Exposure: How Do They Contribute To Second Language Acquisition" In this study, Shresta (1998) attempts to explain the need for both formal, classroom based, and informal, natural, real-life exposure to a language, in order for acquisition to occur. Shresta (1998) studied two forms of language learning in Nepal. First, she examined individuals who learned English as a foreign language in a formal, classroom type setting, which was based on linguistic competence. She also looked at individuals who learned English as a foreign language in informal settings, in which they dealt with English speakers as part of their employment. This second group was exposed to cultural elements included in the language teaching. The findings were quite interesting and show the need for authentic, communicative exposure to a language, not just a textbook / linguistic look, in order for language proficiency to occur. It clearly indicate the importance of culture in language teaching as the formal setting did not improve the language proficiency as the informal setting had proved. The author begins with a discussion of the ongoing dilemma of how difficult it seems to be for students to acquire a foreign language within a classroom setting by discussing the worldwide problems of helping foreign language students learn to be "functioning" adult speakers of the target language (p. 231). To address this problem, Shesta (1998) wanted to see whether or not the learning environment of the foreign language could make a difference in language proficiency. Her research therefore is based on whether or not "formal classroom instruction" or "informal cultural exposure" has more of an effect on one's ability to become proficient in the target language. Shresta's (1998) conclusions are important to note. She claims that, "formal and informal language learning environments seem to contribute to second language acquisition in their own unique ways" (p. 238). Although this is not new information, it is paramount for this study which focuses on the importance of culture in language teaching. This study emphasizes the importance of giving foreign language learners authentic, real-life exposure to the language they are learning. Learning the 'nuts and bolts' of the language, discussed in Shresta's (1998) study as the 'grammar and structure' of the language, is a very important part of language proficiency; however, it is just one part of the equation. What is needed for true proficiency to take place is the other side - fully understanding the cultural values and aware of the real-life uses of the language. In a similar study, Ohta (1994) looked at university classroom, Japanese as a foreign language classrooms to determine how the students were being socialized into the language. She conducted a longitudinal study of teacher talk where video and audio recordings of nine first-year Japanese class sessions were examined from one academic year. The data was collected from beginning Japanese foreign language classrooms taught by three different teachers. The teachers' classes were observed, and then interviewed at the conclusion of the project. The results were analyzed using quantitative measures to "determine which affective particles occurred most frequently in the classroom sessions analyzed" (p. 308). The purpose of the study, according to the author, was to look at what kind of language was being used in various Japanese foreign language classrooms in order to find out how students were being socialized into the target language (p. 304). Ohta (1994) focused her study on "affective particles" which she claimed, "encode the speaker's affect and epistemological disposition and mark the speaker's stance with respect to a proposition" (p. 304). These affective particles are vital in Japanese language proficiency because they "are part of what a learner of Japanese must learn in order to interact appropriately in Japanese" (p. 305). The results of this study were quite interesting. In this study, Ohta discovered that there were differences in the use of affective particles between the three teachers observed. Two of the teachers used these affective particles much more frequently than did the other teacher. When interviewed, Ohta found that the first two teachers shared a common goal for their language classrooms to help the students with the element of communication in the target language. While the third teacher also shared that goal, another very important concern for her was to teach her students "proper grammar" (p. 316). As can be seen from this study, when too much emphasis is placed on only the linguistic competence side of language proficiency, there is little time left for focusing on the cultural side, or how the language can be used in real-life situations This requires us to reexamine the goals for foreign language education. If the goal is to teach linguistic competence, or textbook skills and grammar and vocabulary memorization, then ignoring contextual communicative elements, such as affective particles in this case, is acceptable. However, if the goal of these classes is to help students become capable communicators in the target language, more attention must be placed on teaching students about the culture, the real life values, norms and the way people interact in real situation. 5. Benefits of Culture The advantages of incorporating culture into the language teaching are so many and different researchers have highlighted these benefits which are enumerated as follows: 1. Studying culture gives students a reason to study the target language as well as rendering the study of second language some meaning (Stainer, 1971). 2. From the perspective of learners, one of the major problem in language teaching is to conceive of the native speakers of target language as real person. Although grammar books gives so called genuine examples from real life, without background knowledge those real situations may be considered fictive by the learners. In addition providing access into cultural aspect of language, learning culture would help learners relate the abstract sounds and forms of a language to real people and places (Chastain 1971). 3. The affect of motivation in the study of the second language has been proved by experts like Gardner and Lambert (1959, 1965, 1972). In achieving high motivation, culture classes does have a great role because learners like culturally based activities such as singing, dancing, role playing, doing research on countries and people, etc. The study of culture increases learner's not only curiosity about and interest in target countries of the second language they are being taught, the learners' interest in those classes increased a lot and the classes based on culture became to be preferred more highly than traditional classes. In an age of post-modernism, in an age of tolerance towards different ideologies, religion, sub cultures, we need to understand not only the other culture but also our own culture. Most people espouse ethnocentric views due to being culture bound, which leads to major problems when they confront a different culture. Being culture bound, they just try to reject or ignore the new culture. As if it is possible to make a hierarchy of culture they begin to talk about the supremacy of their culture. This is because they have difficulty understanding or accepting people with points of view based on other views of the world. This point is also highlighted by Kramsch (2001). People who identify themselves as members of a social group (family, neighborhood, professional or ethnic affiliation, nation) acquire common ways of viewing the world through their interactions with other members of the same group. These views are reinforced through institutions like the family, the school, the workplace, the church, the government, and other sites of socialization through their lives. Common attitudes, beliefs and values are reflected in the way members of the group use langue - for example, what they choose to say or not to say and how they say it (p.6). 6. Teaching Culture without Preconception Cultural information should be presented in a nonjudgmental fashion, in a way that does not place value or judgment on distinctions between the students' native culture and the culture explored in the classroom. Kramsch (1993) describes the "third culture" of the language classroom-a neutral space that learners can create and use to explore and reflect on their own and the target culture and language. Some teachers and researchers have found it effective to present students with objects or ideas that are specific to the culture of study but are unfamiliar to the students. The students are given clues or background information about the objects and ideas so that they can incorporate the new information into their own worldview. An example might be a cooking utensil. Students would be told that the object is somehow used for cooking, and then they would either research or be informed about how the utensil is used. This could lead into related discussion about foods eaten in the target culture, the geography, growing seasons, and so forth. The students act as anthropologists, exploring and understanding the target culture in relation to their own. In this manner, students achieve a level of empathy, appreciating that the way people do things in their culture has its own coherence. It is also important to help students understand that cultures are not monolithic. A variety of successful behaviors are possible for any type of interaction in any particular culture. Teachers must allow students to observe and explore cultural interactions from their own perspectives to enable them to find their own voices in the second language speech community. 7. Implication for Teachers Teaching culture in language classes should be carefully organized and incorporated into lesson plans to enrich and inform the teaching content. Here are some useful ideas for presenting culture in the classroom which have the implications for the teachers of language classes: Students should be taught authentic sources of the target language in order to engage them in authentic cultural experiences. These sources can include films, news broadcasts, and television shows; Web sites; and photographs, magazines, newspapers, restaurant menus, travel brochures, and other printed materials. 1. Proverbs Teachers should discuss with their students the proverbs the target language and teach them how the proverbs are different from or similar to proverbs in the students' native language and how differences might underscore historical and cultural background (Ciccareli, 1996). 2. Ethnographic Studies The best way for the teacher to teach culture is to send his or her students to the community of the target language to find better information. In this way students can learn more closely the patterns, norms and some basic aspects of the target language. 3. Literature The study of literature of the target language is an effective way to learn the language. Literature reflects the pattern of life of the society exhaustively and throws light on the beliefs, traditions, standards of the people from different perspectives. That is why the study of the literature of the target language is essential for any enthusiastic learner. 4. Film Film and television are two important segments of culture and an effective means of imparting awareness in an interesting way. Films are often one of the more current and comprehensive ways to encapsulate the look, feel and rhythm of a culture. Films help the students connect with language and cultural issues at the same time (Stephens, 2001) 8. Conclusion From the above account of culture and its relationship with language, it becomes easy to understand that culture is the most important element in learning the second language. Language is a tool to communicate with people. When we learn a foreign language, we mean to discover new horizons of culture, ideology and the way of life of the people of target language. Hence, without having good knowledge of their culture, the knowledge of their language seems useless because in the absence of cultural awareness, we cannot communicate with them effectively. That is why the study of the culture into the language teaching is so much imperative. References Bada, E. (2000). Culture in ELT. Cukurova University Journal of Social Sciences (6), 100-110. Byram M. (1997b). "Cultural studies and foreign language teaching". In Bassnett, S. (ed.). Studying British Cultures. An Introduction. London: Routledge. 53-65. Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon: Multilingual Matters Ltd. Byram, M. (1997a). "'Cultural awareness' in vocabulary learning". Language Learning Journal 16. 51-57. Byram, M. (ed.). (1994a). Culture and Language Learning in Higher Education. Clevedon: Multilingual Matters Ltd. Chastain, K. (1971). The development of modern language skills: Theory to practice. Chicago: Rand McNally. Ciccarelli, A. (1996). Teaching culture through language: Suggestions for the Italian language class. Italia, 73(4), 563-576. Ekman, Paul, Wallace V. Friesen, and John Bear. (1984). "The International Language of Gestures," Psychology Today, 64-69. Kramsch, C. (1988). The cultural discourse of foreign language textbooks. In A. Singerman (Ed.), Towards a new integration of language and culture (pp. 63-68). Middlebury, VT: Northeast Conference. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. (2001). Language and Culture. Oxford: Oxford University Press. Kramsch, C., Cain, A., & Murphy-Lejeune, E. (1996). Why should language teachers teach culture Language, Culture and Curriculum, 9(1), 99-107. Krasner, I. (1999). The role of culture in language teaching. Dialog on Language Instruction, 13(1-2), 79-88. McDevitt, B. (2004). Negotiating the Syllabus: A win-win Syllabus. ELT Journal 58 (1), 3-9. Ohta, A. (1994). Socializing the Expression of Affect: An Overview of Affective Particle Use in the Japanese as a Foreign Language Classroom. Issues in Applied Linguistics, v. 5, no. 2, 303-325. Pulverness, A. (2004). Here and There: Issues in Materials Development for Intercultural Learning. Online Documents at URL http://elt.britcoun.org.pl/elt/ Shresta, T. (1998). Instruction and exposure: How do they contribute to second language acquisition Foreign language annals, 31, no. 2, 231-239. Stainer, F. (1971). Culture: A motivating factor in the French classroom. In C. Jay & P. Castle (Eds.), French language education: The teaching of culture in the classroom. Springfield, IL: State Department of Public Instruction. Sysoyev, P. V. & Donelson L. R. (2002). Teaching Cultural Identity through Modern Language: Discourse as a Marker of an Individual's Cultural Identity. Online documents at URL http://www.actr.org/ Read More