elements of culture and civilization in teaching english

dankic, 2010, teaching culturedankic, 2010, teaching culture 11

ELEMENTS OF CULTURE ELEMENTS OF CULTURE AND CIVILIZATION IN AND CIVILIZATION IN TEACHING ENGLISHTEACHING ENGLISH

IZABELA DANKIĆ, PH. D. IZABELA DANKIĆ, PH. D.


WHAT IS CULTURE?WHAT IS CULTURE? “ “ A society’s culture consists of whatever it A society’s culture consists of whatever it

is one is one has to knowhas to know or or believebelieve in order to in order to operate in a operate in a manner acceptablemanner acceptable to its to its members. Culture is members. Culture is not a naturalnot a natural phenomenon; it does not consist of things, phenomenon; it does not consist of things, people’s behavior or emotions. It is rather people’s behavior or emotions. It is rather organizationorganization of these things. It is the form of these things. It is the form of things that people of things that people have in mindhave in mind, their , their models of perceiving, relating, and models of perceiving, relating, and otherwise interpreting them” otherwise interpreting them”


What is culture?What is culture? ““Cultural knowledge is “Cultural knowledge is “socially acquiredsocially acquired”. ”.

We learn all necessary behaviors that are We learn all necessary behaviors that are part of that knowledge. It is a “knowhow” part of that knowledge. It is a “knowhow” necessary to fulfill social requirementsnecessary to fulfill social requirements”” (Wardhaugh, 1998)(Wardhaugh, 1998)

““Culture is “knowledge” which is shared Culture is “knowledge” which is shared and negotiated between people, and negotiated between people, belonging belonging to allto all of them” of them”


What is culture?What is culture? ““Culture is associated with civilizationCulture is associated with civilization,, and and

culture and civilization refer to the whole culture and civilization refer to the whole way of life of a foreign countryway of life of a foreign country included but included but not limited to its production in the arts, not limited to its production in the arts, philosophy, and “high culture” in general”. philosophy, and “high culture” in general”. (Byram, 1989)(Byram, 1989)


What is culture?What is culture? ““Culture is the systematic, rather arbitrary, more Culture is the systematic, rather arbitrary, more

or less coherent, or less coherent, group inventedgroup invented, and group , and group shared creedshared creed from from the pastthe past that defines the that defines the shape of “reality”, and assigns the sense and shape of “reality”, and assigns the sense and worth of things; it is worth of things; it is modified by each generationmodified by each generation and and in response to adaptive pressuresin response to adaptive pressures; it ; it provides the code that tells people how to provides the code that tells people how to behave predictably and behave predictably and acceptablyacceptably, the , the ciphercipher that allows them to derive meaning from that allows them to derive meaning from language and other symbols, the map that language and other symbols, the map that supplies the supplies the behavioral options for satisfying behavioral options for satisfying human needshuman needs.” (Seeley, 1997).” (Seeley, 1997)


THE ELEMENTS (ASPECTS) OF BRITISH CULTURE:

COUNTRY AND PEOPLE EVERDAY LIFEHISTORY THE MEDIAGEOGRAPHY TRANSPORTIDENTITY WELFAREATTITUDES HOUSINGPOLITICAL LIFE FOOD AND DRINKTHE MONARCHY SPORT ANDTHE GOVERNMENT COMPETITIONPARLIAMENT THE ARTSELECTIONS HOLIDAYSTHE LAW SPECIAL OCCASIONSINTERNATIONAL RELATIONSRELIGION EDUCATIONTHE ECONOMY


CULTURE AND LANGUAGECULTURE AND LANGUAGELanguage Language expressesexpresses cultural reality cultural reality Language is “the principal means” of Language is “the principal means” of

communication in our everyday life. People communication in our everyday life. People belonging to the same society share belonging to the same society share common common knowledgeknowledge and and common experiencecommon experience. When they . When they communicate they refer to that knowledge and communicate they refer to that knowledge and they can express their personal opinions, they can express their personal opinions, beliefs, and point of view.beliefs, and point of view.


Language Language embodiesembodies cultural reality cultural reality Language is not only used to express Language is not only used to express

experiences, but also experiences, but also to create experiencesto create experiences because of its because of its verbal and non-verbal aspectsverbal and non-verbal aspects. . TThe medium people choose for communicationhe medium people choose for communication is importantis important in creation of such experiences in creation of such experiences ((whether is spoken, written, or visual mediumwhether is spoken, written, or visual medium)) . .


CULTURE AND LANGUAGECULTURE AND LANGUAGELanguage Language symbolizessymbolizes cultural reality. cultural reality. Language has itself a cultural value for its Language has itself a cultural value for its

speakers. It is seen as speakers. It is seen as an aspectan aspect of their of their ““social identitysocial identity”. They identify themselves ”. They identify themselves and others through the use of language. and others through the use of language.


2. TEACHING CULTURE (TC) V. 2. TEACHING CULTURE (TC) V. TEACHING LANGUAGE (TL)TEACHING LANGUAGE (TL)

“ “LANGUAGE IS THE GLUE THAT BINDS A LANGUAGE IS THE GLUE THAT BINDS A GROUP OF PEOPLE TOGETHER”, (BROWN, GROUP OF PEOPLE TOGETHER”, (BROWN, 1987) – THE MOST OBVIOUS MARKER OF 1987) – THE MOST OBVIOUS MARKER OF CULTURAL IDENTITYCULTURAL IDENTITY

THERE IS QUITE A LONG HISTORY OF THERE IS QUITE A LONG HISTORY OF TEACHING CULTURE IN EUROPE TEACHING CULTURE IN EUROPE ((LANDESKUNDE, CIVILISATION) LANDESKUNDE, CIVILISATION) AND IN AND IN AMERICAAMERICA

IN BRITAIN, THE FOCUS IS ON HISTORY, IN BRITAIN, THE FOCUS IS ON HISTORY, INSTITUTIONS, CUSTOMS IN ADDITION TO INSTITUTIONS, CUSTOMS IN ADDITION TO CUSTOMARY LANGUAGE AND LITERARY CUSTOMARY LANGUAGE AND LITERARY STUDIES)STUDIES)


TC v.TLTC v.TL

After the World War II the idea of teaching After the World War II the idea of teaching culture through teaching language was culture through teaching language was strengthened together with the strengthened together with the development and influence of development and influence of anthropology. This was particularly strong anthropology. This was particularly strong in America where the American in America where the American Committee on language and culture Committee on language and culture expressed the following:expressed the following:


TC v. TLTC v. TL (1) Language is a part of culture and must be (1) Language is a part of culture and must be

approached with the same attitudes that govern approached with the same attitudes that govern our approach to culture as a whole.our approach to culture as a whole.

(2) Language conveys culture so that the (2) Language conveys culture so that the language teacher is also of necessity a teacher language teacher is also of necessity a teacher of culture.of culture.

(3) Language is itself subject to culturally (3) Language is itself subject to culturally conditioned attitudes and beliefs which can not conditioned attitudes and beliefs which can not be ignored in the language classroom. (Stern, be ignored in the language classroom. (Stern, 1996, p.251).1996, p.251).


TC v. TLTC v. TL

Theory v. PracticeTheory v. PracticeThey have found out that “young people They have found out that “young people

acquire some information but acquire some information but very little very little knowledgeknowledge of the foreign culture through of the foreign culture through language classes; the influence of extra-language classes; the influence of extra-curricular forces such as the media is curricular forces such as the media is greater than the intuitive and unsystematic greater than the intuitive and unsystematic efforts of the teachers”. (Byram and efforts of the teachers”. (Byram and Morgan, 1994, p. 3)Morgan, 1994, p. 3)


TC v. TLTC v. TLTheory v. PracticeTheory v. Practice

CCulture is seen as mere information conveyed ulture is seen as mere information conveyed by the language, not as a feature of language by the language, not as a feature of language itselfitself..

A great number of studies recommend that A great number of studies recommend that culture should be taught together with language, culture should be taught together with language, culture is still rarely seen in the same light as culture is still rarely seen in the same light as language.language.


TC v. TLTC v. TL

Theory v. PracticeTheory v. PracticeEnglish teachers were educated to English teachers were educated to

become teachers of language and become teachers of language and literatureliterature..““IIt is too readily assumed t is too readily assumed that exposure to language teaching that exposure to language teaching will lead to some kind of cultural will lead to some kind of cultural knowledge.knowledge.


TC v. TLTC v. TL

FOREIGN CULTURE TEACHING THEORIES:FOREIGN CULTURE TEACHING THEORIES: Establishing a sphere of interculturality - to be Establishing a sphere of interculturality - to be

able to understand a foreign culture we have to able to understand a foreign culture we have to put it in relation with our own culture.put it in relation with our own culture.

Teaching culture as an interpersonal process Teaching culture as an interpersonal process --replace the presentation/prescription of --replace the presentation/prescription of cultural facts and behaviors by the teaching of cultural facts and behaviors by the teaching of a process that applies to understanding a process that applies to understanding differences differences


TC v. TLTC v. TL

Foreign culture teaching theories:Foreign culture teaching theories:3. 3. Teaching culture Teaching culture through through differences that exist differences that exist

between cultures between cultures 4. 4. Crossing disciplinary boundaries – they Crossing disciplinary boundaries – they

encourage language teachers to broaden their encourage language teachers to broaden their readings to include besides literature, studies readings to include besides literature, studies by social scientists, ethnographers, and by social scientists, ethnographers, and sociolinguistics on both their society and the sociolinguistics on both their society and the societies that speak the language they are societies that speak the language they are teaching.teaching.


TC v. TLTC v. TL

Foreign culture teaching theories:Foreign culture teaching theories:5. 5. Intercultural toleranceIntercultural tolerance must be must be

emphasized in helping teachers emphasized in helping teachers develop develop awarenessawareness (overcome stereotypes , (overcome stereotypes , prejudices, one-sided views) and prejudices, one-sided views) and relationshipsrelationships, , discover personal discover personal experiences, experiences, horizontal relationships in the horizontal relationships in the classroomclassroom, relationships , relationships amongamong families, families, neighbors, free activities and medianeighbors, free activities and media..


TC v. TLTC v. TL

TThe UNESCO GUIDE suggests the “realms he UNESCO GUIDE suggests the “realms of learning” should encompass (p. 30)of learning” should encompass (p. 30)::

1. 1. welcoming awareness of the presence of welcoming awareness of the presence of others in one’s social environment,others in one’s social environment,

2. 2. acknowledgment of the positive aspects acknowledgment of the positive aspects of diversity and its appreciation,of diversity and its appreciation,

3. 3. respect and integration of differences to respect and integration of differences to enrich and strengthen society,enrich and strengthen society,


TC v. TLTC v. TLTThe UNESCO GUIDE suggests the “realms of learning” he UNESCO GUIDE suggests the “realms of learning”

should encompass (p. 30)should encompass (p. 30)::4.4.vision and work towards achieving vision and work towards achieving

common goals that are mutually common goals that are mutually advantageous to diverse groups advantageous to diverse groups

5. 5. recognition of interdependence and recognition of interdependence and human universals and work towards human universals and work towards positive arrangements of diversity in an positive arrangements of diversity in an interdependent world.interdependent world.


3. ATTITUDES AND THE 3. ATTITUDES AND THE ENGLISH CLASSROOM ENGLISH CLASSROOM

PRACTICEPRACTICE


A video grab image shows John Bercow A video grab image shows John Bercow speaking to Britain’s Prime Minister David speaking to Britain’s Prime Minister David Cameron as he is led to the Speaker’s Cameron as he is led to the Speaker’s chair after being reelected as speaker of chair after being reelected as speaker of the House of Commons, in central the House of Commons, in central London, May 18, 2010.London, May 18, 2010.

Betty BoothroydBetty Boothroyd


““FALLACY OF PROJECTED COGNITIVE FALLACY OF PROJECTED COGNITIVE SIMILARITY” – we all project the logic of SIMILARITY” – we all project the logic of our own reasoning to explain the actions our own reasoning to explain the actions of others. of others.

THE OBJECTIVE: to get students thinking THE OBJECTIVE: to get students thinking about different forms of human behaviorabout different forms of human behavior


What are intrinsic and extrinsic factors thathelp shape English language teachers’ attitudes? Intrinsic – factors which help shape personal position based on prior knowledge and past experiences (education, travels, encounters with foreigners, professional or private life)Extrinsic – outside factors which influence teachers’ position on foreign language teaching and learning? (national curriculum)


National Curriculum in England and Wales National Curriculum in England and Wales (B-H) indirectly or directly indicate that TFL(B-H) indirectly or directly indicate that TFL should: should:

offer insight into the culture and civilization of the offer insight into the culture and civilization of the countries where the language is spokencountries where the language is spoken

encourage positive attitudes to foreign language encourage positive attitudes to foreign language learning and to speakers of foreign languages and a learning and to speakers of foreign languages and a sympathetic approach to other cultures and sympathetic approach to other cultures and civilizations;civilizations;

develop pupils’ understanding of themselves and develop pupils’ understanding of themselves and their own culture.their own culture.


The Common European Framework of Reference for Languages The following competences and skills in culture teaching and learning are particularly emphasized:1.sociocultural knowledge – knowledge of society and culture of the community

2. intercultural awareness – knowledge, awareness and understanding of the relation (similarities and distinctive differences) between the “world of origin” and the “world of the target community”.

It is also enriched by awareness of a wider range of cultures and it helps to place them both in context.


For example: “Learning Lakota” For example: “Learning Lakota” ““Kill the Indian, and save the man” – “Genocide Kill the Indian, and save the man” – “Genocide

of a culture”of a culture”

http://www.http://www.tolerancetolerance..orgorg/magazine//magazine/numbernumber-30--30-fallfall-2006/-2006/learning-lakota learning-lakota

Intercultural skills and know-how The ability to bring the culture of origin and the

foreign culture into relation with each other

http://www.tolerance.org/magazine/number-30-fall-2006/










Attitude formation and attitude change are Attitude formation and attitude change are complex processes and mere exposure to complex processes and mere exposure to language learning and information about other language learning and information about other cultures will not necessarily lead to the desired cultures will not necessarily lead to the desired results.results.

The Bosnian study –conflicting results The Bosnian study –conflicting results Teachers support systematic British culture Teachers support systematic British culture

teaching, but because students have other teaching, but because students have other opportunities to learn about the Anglo-American opportunities to learn about the Anglo-American culture they emphasize language skills.culture they emphasize language skills.


4. 4. The Goals of Cultural InstructionThe Goals of Cultural Instruction

Intercultural competence is the objective of Intercultural competence is the objective of teaching culture.teaching culture.

““All students will develop the cultural All students will develop the cultural understandings, attitudes and performance skills understandings, attitudes and performance skills needed to function appropriately within a society needed to function appropriately within a society of the target language and to communicate with of the target language and to communicate with the culture bearer”the culture bearer” (Seeley, 1984) (Seeley, 1984)

The selection of cultural data should be guided The selection of cultural data should be guided by how well they will increase students’ skills in by how well they will increase students’ skills in intercultural communication.intercultural communication.


7 major goals of cultural instruction7 major goals of cultural instruction

1. 1. Reasons behind culturally conditioned behaviorReasons behind culturally conditioned behavior Understanding that people act the way they do Understanding that people act the way they do

because they are using options the society allows for because they are using options the society allows for satisfying basic physical and psychological needs.satisfying basic physical and psychological needs.

Different cultural patterns must be employed if one Different cultural patterns must be employed if one wants to satisfy basic needs. These include also non-wants to satisfy basic needs. These include also non-linguistic elements (facial expressions, visual linguistic elements (facial expressions, visual interaction, body movement and gesture, proximity interaction, body movement and gesture, proximity behaviors, and multichannel communicationbehaviors, and multichannel communication))

2. 2. Interaction of language and social variablesInteraction of language and social variables Understanding that social variables as age, sex, social Understanding that social variables as age, sex, social

class, and place of residence affect the way people class, and place of residence affect the way people speak and behave.speak and behave.


The Goals of Cultural InstructionThe Goals of Cultural Instruction

3. 3. Conventional behavior in common situationsConventional behavior in common situations Understanding of the role convention plays in shapingUnderstanding of the role convention plays in shaping

behavior by demonstrating how people act in different behavior by demonstrating how people act in different situationssituations..

4. 4. Cultural connotations of words and phrasesCultural connotations of words and phrases An awareness that culturally conditioned images are An awareness that culturally conditioned images are

associateassociatedd with even the most common target words with even the most common target words and phrases.and phrases.

5. 5. Evaluating statements about a societyEvaluating statements about a society The ability to evaluate the evidence to be able to make The ability to evaluate the evidence to be able to make

objective statementsobjective statements about the target culture.about the target culture.


The Goals of Cultural InstructionThe Goals of Cultural Instruction

6. 6. Researching another cultureResearching another culture Skills to be able to research, find and Skills to be able to research, find and

organize information about the target organize information about the target culture from the library, the mass media, culture from the library, the mass media, people, and personal observation.people, and personal observation.

7. Attitudes toward other cultures7. Attitudes toward other cultures Develop intellectual curiosity about the Develop intellectual curiosity about the

target culture and empathy toward its target culture and empathy toward its people.people.


How do How do we developwe develop activities to fit these activities to fit these goalsgoals??

1. E1. Everything that you choose must haveverything that you choose must have a a deeper deeper cultural purpose. cultural purpose. 2. 2. One might say that these goals can be summed upOne might say that these goals can be summed up

under one goal – to think like a native? under one goal – to think like a native? 3. 3. What is the position between the students’ native and What is the position between the students’ native and

target language and culture? Croatian versus British? target language and culture? Croatian versus British? Are we tAre we to celebrate Croatian over Englisho celebrate Croatian over English?? ((Beware of Beware of eethnocentrism (integration and loyalty among thnocentrism (integration and loyalty among

members of the same group; negative attitude towards members of the same group; negative attitude towards foreigners, their culture and language and glorifforeigners, their culture and language and glorification ication ofof one’s culture, but derogatory stereotyping of outgroup one’s culture, but derogatory stereotyping of outgroup characteristicscharacteristics))..


NC v. FC NC v. FC MusicMusic

I don't ever wanna drink againI don't ever wanna drink againI just ooh I just need a friendI just ooh I just need a friendI'm not gonna spend ten weeksI'm not gonna spend ten weekshave everyone think I'm on the mendhave everyone think I'm on the mend

It's not just my prideIt's not just my prideIt's just 'til these tears have driedIt's just 'til these tears have dried

They tried to make me go to rehab but I said 'no, no, no'They tried to make me go to rehab but I said 'no, no, no'Yes I've been black but when I come back you'll know Yes I've been black but when I come back you'll know know knowknow knowI ain't got the time and if my daddy thinks I'm fineI ain't got the time and if my daddy thinks I'm fineHe's tried to make me go to rehab but I won't go go goHe's tried to make me go to rehab but I won't go go go


NC v. FCNC v. FC

Ne pomišljaj na kraj Ne pomišljaj na kraj iz srca mi dolazeiz srca mi dolaze

mračne i sumorne sjenemračne i sumorne sjenene budi ludane budi ludane pomišljaj na krajne pomišljaj na krajsamo ti možešsamo ti možešočima mojim vratiti sjajočima mojim vratiti sjaj


NC v. FC NC v. FC ““In general Mendelssohn's personal life seems to have been fairly In general Mendelssohn's personal life seems to have been fairly

conventional compared to his contemporaries Wagner, Berlioz, and conventional compared to his contemporaries Wagner, Berlioz, and Schumann — save as regards his ambiguous relationship with the famed Schumann — save as regards his ambiguous relationship with the famed Swedish soprano JennSwedish soprano Jenny Lindy Lind whom he met in October 1844. An affidavit whom he met in October 1844. An affidavit from Lind's husband, Otto Goldschmidtfrom Lind's husband, Otto Goldschmidt indicates that indicates that MendelssohnMendelssohn in in 1847 1847 requestrequesteded for Lind (who was then not married) to elope with him to America. for Lind (who was then not married) to elope with him to America. Mendelssohn met and worked with Lind many times, and wrote the Mendelssohn met and worked with Lind many times, and wrote the beginnings of an opera, beginnings of an opera, LoreleiLorelei, for her, based on the legend of the Lorelei, for her, based on the legend of the Lorelei Rhine maidens; the opera was unfinished at his death. He is said to have Rhine maidens; the opera was unfinished at his death. He is said to have included a high F-sharp in his oratorio included a high F-sharp in his oratorio ElijahElijah ("Hear Ye Israel") with Lind's ("Hear Ye Israel") with Lind's voice in mind,voice in mind, although she did not in fact sing this part until after his death, although she did not in fact sing this part until after his death, at a concert in December 1848. In 1847 Mendelssohn attended a London at a concert in December 1848. In 1847 Mendelssohn attended a London performance of Meyerbeer's performance of Meyerbeer's Robert le diableRobert le diable —an opera which musically he —an opera which musically he despised— in order to hear Lind's British debut, in the role of Alice. His despised— in order to hear Lind's British debut, in the role of Alice. His friend the critic Chorley, who was with him, wrote "I see as I write the smile friend the critic Chorley, who was with him, wrote "I see as I write the smile with which Mendelssohn, whose enjoyment of Mdlle. Lind's talent was with which Mendelssohn, whose enjoyment of Mdlle. Lind's talent was unlimited, turned round and looked at me,as if a load of anxiety had been unlimited, turned round and looked at me,as if a load of anxiety had been taken off his mind. His attachment to Mlle. Lind's genius as a singer was taken off his mind. His attachment to Mlle. Lind's genius as a singer was unbounded, as was his desire for her success."unbounded, as was his desire for her success."


NC v. FC NC v. FC

What would happen to an orchestra if the conductor wasn’t there – What would happen to an orchestra if the conductor wasn’t there – could the musicians cope by themselves? Students will discover in could the musicians cope by themselves? Students will discover in this music lesson.this music lesson.These are all ideas that students can use to learn about the These are all ideas that students can use to learn about the conductor in the orchestra. There is a complete lesson plan on this conductor in the orchestra. There is a complete lesson plan on this subject in Our Printable Music Lesson Plans Seriessubject in Our Printable Music Lesson Plans Series

Demonstrate the basic beat patterns. Have students practice the Demonstrate the basic beat patterns. Have students practice the patterns using pencils or drinking straws as temporary batons. patterns using pencils or drinking straws as temporary batons. Select individual students to choose a pattern, conduct it, and have Select individual students to choose a pattern, conduct it, and have the other students identify it. Don’t forget to show the students the the other students identify it. Don’t forget to show the students the beat patterns at different tempi (fast, medium and slow).beat patterns at different tempi (fast, medium and slow).

Dynamics are indicated by the size of the conducting gestures: big Dynamics are indicated by the size of the conducting gestures: big gestures = loud, small movements = piano. Conduct a beat pattern gestures = loud, small movements = piano. Conduct a beat pattern and have students count the beats out loud; ask them to get louder and have students count the beats out loud; ask them to get louder and softer as you change the size of your gestures.and softer as you change the size of your gestures.

www.vjekoslavsutej.comwww.vjekoslavsutej.com


How do How do we developwe develop activities to fit these activities to fit these goalsgoals??

1.1. reading emphatic literature to create empathyreading emphatic literature to create empathy2.2. watch emphatic filmswatch emphatic films 3. 3. mini dramasmini dramas – three or more episodes representing cultural visit – three or more episodes representing cultural visit

to a bar miscommunications. With each episode more information is to a bar miscommunications. With each episode more information is presented, but the precise cause of misunderstanding is not clear presented, but the precise cause of misunderstanding is not clear until the end.until the end. (bar, child, windows, squash, mild beer (lager), (bar, child, windows, squash, mild beer (lager), barman shouts, barman shouts,

4. 4. culture assimilator episodesculture assimilator episodes - interesting reading presenting a - interesting reading presenting a problem situation. They are provided with four different answers problem situation. They are provided with four different answers and they have to pick the right one. They are also provided with the and they have to pick the right one. They are also provided with the explanations.explanations. (Shrove Tuesday –meat on Monday, eggs on (Shrove Tuesday –meat on Monday, eggs on Tuesday – pancakes)Tuesday – pancakes)


5. 5. culture capsuleculture capsule – usually a text accompanied with an activity that – usually a text accompanied with an activity that

supports or represents cultural information presented in the text.supports or represents cultural information presented in the text. While in culture assimilators students While in culture assimilators students havehave to identify culturally appropriate to identify culturally appropriate

explanations for the described situations; in culture capsule the explanation explanations for the described situations; in culture capsule the explanation is both presented with a textual description, but also it is accompanied with is both presented with a textual description, but also it is accompanied with a multi media support. a multi media support. (meals – “tea” –urban working class dinner)(meals – “tea” –urban working class dinner)

6. 6. culture clustersculture clusters – three or more capsules – three or more capsules -- a half an hour skit – a half an hour skit – simulation of the situation described and talked about in the related simulation of the situation described and talked about in the related capsules.capsules.

7. 7. ask the right questionsask the right questions – from trivial to questions that students find – from trivial to questions that students find to be interesting – for example making a scrapbook containing clippings to be interesting – for example making a scrapbook containing clippings from magazines pertaining to what a student finds to be interesting and ask from magazines pertaining to what a student finds to be interesting and ask and check it with the teacher.and check it with the teacher.

8.8.interviews with native speakersinterviews with native speakers or people from the local or people from the local community who lived in Britain. community who lived in Britain.


Concluding remarksConcluding remarks

Avoid all generalizationsAvoid all generalizations,, let culture teaching be individual let culture teaching be individual.. TThe guiding principle in materialhe guiding principle in material and acitivity and acitivity selection should be selection should be

what the cultural knowledge my students need to master in order to what the cultural knowledge my students need to master in order to communicatively succeed in the target country.communicatively succeed in the target country.

UUse every opportunity for improving your knowledge of English and se every opportunity for improving your knowledge of English and of of the Anglo-American culture as a teacher and help the Anglo-American culture as a teacher and help your students your students develop that skill develop that skill too. (“Cloudy With a Chance of Meatballs”)too. (“Cloudy With a Chance of Meatballs”)

NNurture love and respect for your culture and your students’ cultures urture love and respect for your culture and your students’ cultures to be able to respect the culture of the people whose language you to be able to respect the culture of the people whose language you teachteach..

YYour are the ambassadors of the Anglo-American culture among our are the ambassadors of the Anglo-American culture among your studentsyour students..

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