My readings this week focused on culture and English language teaching. It is interesting to note that though scholars (e.g. Liddicoat, Byram) have argued for the value of incorporating cultural lessons in the English classroom, successful implementation has yet to come. This assumption, however, is made based on researches published about this topic. This expansion of the 'content' of the English classroom to include cultural elements is an ongoing process for about two decades now. Despite that, the concurrent teaching of language and culture still seem elusive.
Stakeholders are trying to change the ideology of language teachers and learners. Such efforts can be seen in the European Union's framework for education, where language curricula are developed with culture in mind. Still, though support from the top may be present, the actual implementation in the language classrooms is still questionable.
Various studies show that though English teachers feel positive about incorporating culture into their language classes. However, they are not practicing what they believe in. Problems such as lack of teaching skills, lack of cultural knowledge, curriculum priorities (which lean more towards linguistic knowledge), and students' lack of interest have been reported.
Perhaps this grim situation is linked with the relatively low interest towards this area. The low interest could be subsequently linked to this area of research's marketability. Many teachers and students of language are more keen to know what can improve or enhance the learning process. Teaching and learning culture may not provide a direct improvement of language competency. Hence, taking up culture in a language classroom may seem extra (and unnecessary) to many language teachers and learners.
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