Relevant bibliographies by topics / Teaching culture / Journal articles
To see the other types of publications on this topic, follow the link: Teaching culture.

Journal articles on the topic 'Teaching culture'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Teaching culture.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Daraselia, Maya, and Tamar Jojua. "Teaching Culture or Teaching about Culture?" Telsto slėpiniai 18 (December 16, 2016): 91–105. http://dx.doi.org/10.15823/ts.2016.6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Latorre, Guillermo. "Teaching "Culture," Culture and Culture." Hispania 68, no. 3 (September 1985): 671. http://dx.doi.org/10.2307/342495.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kustra, Erika, Florida Doci, Kaitlyn Gillard, Catharine Dishke Hondzel, Lori Goff, Danielle Gabay, Ken Meadows, et al. "Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures." Collected Essays on Learning and Teaching 8 (June 12, 2015): 231. http://dx.doi.org/10.22329/celt.v8i0.4267.

Full text
Abstract:
An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.
APA, Harvard, Vancouver, ISO, and other styles
4

Brayham, Angela. "Teaching Culture." International Journal of the Arts in Society: Annual Review 5, no. 5 (2011): 277–88. http://dx.doi.org/10.18848/1833-1866/cgp/v05i05/35917.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nadel, Alan. "Teaching Culture." Journal of Narrative Theory 41, no. 2 (2011): 175–81. http://dx.doi.org/10.1353/jnt.2001.0002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Keith, Kenneth D. "The Culture of Teaching and the Teaching of Culture." Psychology Learning & Teaching 11, no. 3 (January 2012): 316–25. http://dx.doi.org/10.2304/plat.2012.11.3.316.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Anderson-Levitt, Kathryn M. "National Culture and Teaching Culture." Anthropology & Education Quarterly 18, no. 1 (March 1987): 33–38. http://dx.doi.org/10.1525/aeq.1987.18.1.04x0757c.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Anderson-Levitt, Kathryn M. "National Culture and Teaching Culture." Anthropology Education Quarterly 18, no. 1 (March 1987): 33–38. http://dx.doi.org/10.1525/aeq.1987.18.1.04x0760f.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Parmalee, Patty Lee. "Teaching Nazi Culture." Radical Teacher 100 (October 9, 2014): 15–19. http://dx.doi.org/10.5195/rt.2014.149.

Full text
Abstract:
Nazi Culture would seem at first to be a very esoteric subject to teach to the rather practical-minded and not very cosmopolitan students of a northern New Jersey state college. But of course it is really a distancing technique, a Verfremdungseffekt a la Brecht. Teaching fascism is not really teaching fascism per se, but an angle for teaching capitalism and socialism. And teaching Nazi culture is an angle for teaching some of the purposes of capitalist ideology.
APA, Harvard, Vancouver, ISO, and other styles
10

Sturdivant, Toni Denese, and Iliana Alanís. "Teaching through culture." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 203–14. http://dx.doi.org/10.1108/jme-03-2019-0019.

Full text
Abstract:
Purpose Oftentimes, attempts at culturally relevant early childhood practices are limited to diverse materials in the physical environment. The purpose of this study is to document the culturally relevant teaching practices, specifically for African American children, within a culturally diverse preschool classroom with a Black teacher. Design/methodology/approach The researchers used qualitative methodology to answer the following question: How does a Black preschool teacher enact culturally relevant practices for her African American students in a culturally diverse classroom? Data sources included field notes from classroom observations, transcripts from both formal and informal semi-structured interviews with a Master Teacher and photographs. Findings The authors found that the participant fostered an inclusive classroom community and a classroom environment that reflected the range of human diversity. She was intentional in her integration of culturally representative read alouds and lessons designed to incorporate students’ interests. Finally, she engaged families by facilitating their involvement in her curriculum. However, social justice aspects were absent during the time of the study. Originality/value This paper contributes to the literature in that it documents a high-quality early childhood classroom with a teacher, that is, actively trying to incorporate the cultures of her African American students. Many extant studies provide examples of superficial culturally relevant pedagogy (CRP) being enacting in early childhood classrooms or the focus is not specifically on African American children.
APA, Harvard, Vancouver, ISO, and other styles
11

Messersmith, Amber S., Joann Keyton, and Ryan S. Bisel. "Teaching Organizational Culture." Communication Teacher 23, no. 2 (April 2009): 81–86. http://dx.doi.org/10.1080/17404620902779231.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Shanahan, Daniel. "Culture, culture and “culture” in Foreign Language Teaching." Foreign Language Annals 31, no. 3 (October 1998): 451–58. http://dx.doi.org/10.1111/j.1944-9720.1998.tb00588.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Omeri, Arti. "Teaching Foreign Languages Through Culture." European Journal of Multidisciplinary Studies 1, no. 2 (April 30, 2016): 42. http://dx.doi.org/10.26417/ejms.v1i2.p42-46.

Full text
Abstract:
The word is becoming globalized in every aspect. As a result, people are encountering everyday many foreign languages and cultures either through mass media, social media, schools, books etc. Living in this type of environment gives us the opportunity to learn and study many foreign languages and cultures. The importance of the relation between language and culture has been studied and assessed since a long time. This study is focused on how foreign languages are taught through culture. There can be raised several important question regarding the relation between language and culture. Is there any connection between language and culture? Do they influence one another? Can someone learn a language without knowing the culture and vice versa? In order to answers such questions there was revised the most modern literature on this topic. After revising the literature, a survey was also conducted to the lecturers and students of foreign languages faculty at “Aleksander Xhuvani” University in Elbasan. The purpose was to approach the topic from both perspectives and get the results and opinions from different point of views. The number of students participating in the survey was higher than lecturers, so percentages are given separately for both categories. Then the results were analyzed and compared with one another
APA, Harvard, Vancouver, ISO, and other styles
14

Awla, Hawkar Akram. "Does Teaching Language Automatically Entail Teaching Culture." International Journal of Language and Linguistics 2, no. 4 (2014): 258. http://dx.doi.org/10.11648/j.ijll.20140204.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Scott, Catherine. "The Culture of Teaching." Policy Futures in Education 7, no. 3 (January 2009): 275–83. http://dx.doi.org/10.2304/pfie.2009.7.3.275.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Han, Jie, and Liming Zhang. "Teaching Culture in TEFL." Creative Education 11, no. 04 (2020): 447–51. http://dx.doi.org/10.4236/ce.2020.114032.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Kovács, Gabriella. "Culture in Language Teaching." Acta Universitatis Sapientiae, Philologica 9, no. 3 (December 1, 2017): 73–86. http://dx.doi.org/10.1515/ausp-2017-0030.

Full text
Abstract:
AbstractLearning a language means also the study of a different culture. This study focuses on the introduction of the topic of culture in language teaching into the curriculum of the subject Language Teaching Methodology for teacher trainees studying at Translation And Interpreting Studies, Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences, Târgu-Mureş. This topic has not been treated separately so far, it has only been discussed implicitly, included in other topics. But we believe that future teachers should have a more thorough theoretical and practical training in terms of what incorporating culture into language teaching implies. For this purpose, we are going to examine and discuss some of the recommendations and principles stated in the specialized literature regarding culture in foreign language teaching and reflect on what the ideal content of a course related to the teaching of this skill should be.
APA, Harvard, Vancouver, ISO, and other styles
18

Shamoon, Deborah. "Teaching Japanese Popular Culture." ASIANetwork Exchange: A Journal for Asian Studies in the Liberal Arts 17, no. 2 (April 1, 2010): 9. http://dx.doi.org/10.16995/ane.204.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

McWilliam, Erica. "Learning culture, teaching economy." Pedagogies: An International Journal 5, no. 4 (October 4, 2010): 286–97. http://dx.doi.org/10.1080/1554480x.2010.509471.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Vielba, Carol A. "Teaching managers about culture." Journal of European Industrial Training 19, no. 1 (February 1995): 4–9. http://dx.doi.org/10.1108/03090599510077375.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Winkelman, Michael. "Teaching About Culture Shock." Anthropology News 32, no. 4 (April 1991): 1–38. http://dx.doi.org/10.1111/an.1991.32.4.1.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

Wooten, Stephen. "Teaching Food and Culture." Food and Foodways 24, no. 1-2 (April 2, 2016): 122–24. http://dx.doi.org/10.1080/07409710.2016.1142792.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Oakley, Francis. "Scholarship, teaching, and culture." Society 34, no. 2 (January 1997): 55–59. http://dx.doi.org/10.1007/bf02823100.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

Yuan, Huanshu. "Teaching Across Cultures." Journal of Comparative & International Higher Education 11, Spring (April 3, 2019): 11–21. http://dx.doi.org/10.32674/jcihe.v11ispring.926.

Full text
Abstract:
Developing teaches’ cultural awareness and knowledge base of diversity is essential for developing teachers with multicultural perspective and culturally responsive pedagogy in China. The purpose of this qualitative study was to explore preservice Han teachers’ perspectives of multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Following findings were revealed from this study: Puzzling attitudes towards multiculturalism and diversity, popularizing Western culture, unifying Chinese culture, blurring minority cultures and ethnic diversity, symbolized cultural representation and knowledge of minority groups, and inadequate academic preparation in teaching for diversity.
APA, Harvard, Vancouver, ISO, and other styles
25

Chen, Qian. "Culture Teaching in English Teaching in Secondary Education." Theory and Practice in Language Studies 5, no. 11 (November 22, 2015): 2402. http://dx.doi.org/10.17507/tpls.0511.27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

DZHAVA, Nadiia, and Tetiana PYVOVARCHUK. "Linguistic and country studies teaching means culture teaching." Humanities science current issues 8, no. 35 (2021): 121–26. http://dx.doi.org/10.24919/2308-4863/35-8-19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Kathleen Forni. "Teaching Chaucer and Popular Culture:." Chaucer Review 48, no. 2 (2013): 190. http://dx.doi.org/10.5325/chaucerrev.48.2.0190.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Alkhatnai, Mubarak, Adel Al-Omrani, Karen Ashley Greenstone, Susan Salminen, Qisi Zhang, and Patrick R. Moran. "Teaching Culture: Perspectives in Practice." TESOL Quarterly 40, no. 4 (December 1, 2006): 867. http://dx.doi.org/10.2307/40264319.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Kubota, Ryuko. "Critical Teaching of Japanese Culture." Japanese Language and Literature 37, no. 1 (April 2003): 67. http://dx.doi.org/10.2307/3594876.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Wang, Jin. "Culture Differences and English Teaching." English Language Teaching 4, no. 2 (June 1, 2011): 223. http://dx.doi.org/10.5539/elt.v4n2p223.

Full text
Abstract:
Language is a part of culture, and plays a very important role in the development of the culture. Some sociologists consider it as the keystone of culture. They believe, without language, culture would not be available. At the same time, language is influenced and shaped by culture, it reflects culture. Therefore, culture plays a very important part in language teaching, which is widely acknowledged by English teaching circle. This thesis depicts the relationship between culture and language. As a result, the gap of cultural differences is one of the most important barriers in English teaching and study. Among the students, lacking of cultural background knowledge can, to a great extent, hold up the improvement of English teaching and become a noticeable problem. At present, the objective of English teaching has broken free from the traditional listening, speaking, reading and writing, and the demand for cultural background knowledge in language learning has been gradually concerned. Presentation of history of the country which has the target language, cultural background knowledge and customs is the proposed solution to the problem. This paper mainly discusses how to present cultural background knowledge and expose learners to it in the need of English teaching at Chinese schools so as to solve the problems caused by cultural differences, help learners grasp the crux of the language and develop their comprehensive English ability.
APA, Harvard, Vancouver, ISO, and other styles
31

Romano, James V. "Sciencepoetry and Language/Culture Teaching." Hispania 71, no. 2 (May 1988): 432. http://dx.doi.org/10.2307/343093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Goodson, Ivor. "An Alternative Culture for Teaching." Curriculum and Teaching 11, no. 1 (January 1, 1996): 87–92. http://dx.doi.org/10.7459/ct/11.1.09.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Freedman, Sara, and Lisa Delpit. "Teaching the Culture of Power." Women's Review of Books 13, no. 2 (November 1995): 31. http://dx.doi.org/10.2307/4022325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Marmur, Ronen. "Culture Changes In Teaching Hospitals." Health Affairs 28, no. 3 (May 2009): 928. http://dx.doi.org/10.1377/hlthaff.28.3.928-a.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Leggett, Monica, and Alison Bunker. "Teaching portfolios and university culture." Journal of Further and Higher Education 30, no. 3 (August 2006): 269–82. http://dx.doi.org/10.1080/03098770600802297.

Full text
APA, Harvard, Vancouver, ISO, and other styles
36

Carp, Richard M. "Teaching Religion and Material Culture." Teaching Theology & Religion 10, no. 1 (January 2007): 2–12. http://dx.doi.org/10.1111/j.1467-9647.2007.00301.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Morgan, Carol. "Teaching ‘culture’ at A-level." Language Learning Journal 7, no. 1 (March 1993): 42–44. http://dx.doi.org/10.1080/09571739385200121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Simpson, Colin. "Culture and foreign language teaching." Language Learning Journal 15, no. 1 (March 1997): 40–43. http://dx.doi.org/10.1080/09571739785200091.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Nikolov, N. S. "Teaching Human Culture Through Astronomy." International Astronomical Union Colloquium 105 (1990): 47–50. http://dx.doi.org/10.1017/s0252921100086383.

Full text
Abstract:
One of the phenomena in the development of science in the second half of the twentieth century is the appearance of complex branches of knowledge. This fact along with the accelerated increase of science information called forth well-known integrative processes in education. One of the most widely spread forms of these processes is the incorporation of one school subject in another. In such a way, astronomy in secondary school is incorporated in the subject of physics and sometimes in geography and mathematics. The argument for this, if there exists one, is that nowadays astronomy is astrophysics, i.e., physics of celestial bodies, or that the cosmographical function of astronomy resembles the function of geography.In this paper, we make an attempt to adhere to the thesis that astronomy is a school subject with wider connections in the human sphere than with only one branch of science (Nikolov, 1986). As a consequence, if the school subject astronomy is incorporated only in a specific discipline, this would limit the possibility of teaching facts or phenomena of other spheres of the human spirit.
APA, Harvard, Vancouver, ISO, and other styles
40

Strauss, Sidney, and Margalit Ziv. "Teaching: ontogenesis, culture, and education." Cognitive Development 19, no. 4 (October 2004): 451–56. http://dx.doi.org/10.1016/j.cogdev.2004.09.001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Rentschler, Gary J. "Teaching the Culture of Stuttering." Perspectives on Fluency and Fluency Disorders 17, no. 1 (February 2007): 21–23. http://dx.doi.org/10.1044/ffd17.1.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Carney-Thomas, Cathy. "Teaching the Culture of Aging." Perspectives on Gerontology 19, no. 3 (September 2014): 81–86. http://dx.doi.org/10.1044/gero19.3.81.

Full text
Abstract:
This paper asks us to consider aging or the concept of successful aging as a cultural variable. Geriatric health care practitioners may be more willing to work with, and suffer less burnout when working with, the aging population if they can embrace the cultural changes in aging. Speech-language pathologists must become culturally competent on many levels, including understanding aging as it relates to personhood and the delivery of health care. A review of several definitions of cultural aging and how this aging affects the systems in eldercare and health care delivery are discussed. Results show it is common for the elderly to share self-perceptions during a serious illness or in a health care exchange that reflect society perceptions of them as “Old people.” Results also show that those working with the elderly in a culture of ageist stereotypes quickly burn out. It is suggested that incorporating aging as a cultural phenomenon in education and supervisory relationships will improve the quality of care received by the elderly and could increase job satisfaction of those working with the elderly.
APA, Harvard, Vancouver, ISO, and other styles
43

Courchene, Robert. "Teaching Canadian Culture: Teacher Preparation." TESL Canada Journal 13, no. 2 (June 26, 1996): 01. http://dx.doi.org/10.18806/tesl.v13i2.666.

Full text
Abstract:
With the transformation of cultural content from an add-on to an integral part of the K-Adult ESL classroom, L2 specialists must come to grips with three separate but related issues in the Canadian context: What is Canadian culture? How do we prepare teachers to teach Canadian culture? How do we teach about culture in the classroom? After presenting a new vision of Canadian culture that is to serve as a framework for deciding what to teach in the L2 classroom, I discuss three important pedagogical issues: (a) consciousness raising-making both teachers and students more aware of the origins and role of culture; (b) teacher preparation- how adequately to prepare teachers to teach Canadian culture in a multicultural classroom; and (c) tolerance and conflicting visions-how to strike a balance between the dominant cultural paradigm and the new cultural knowledge and experience that arrives with each new Canadian.
APA, Harvard, Vancouver, ISO, and other styles
44

Ran, Yuti. "Integrating Chinese Culture with Western Culture in EFLT Classroom." Studies in English Language Teaching 4, no. 3 (August 24, 2016): 376. http://dx.doi.org/10.22158/selt.v4n3p376.

Full text
Abstract:
<em>In the current climate of internationalization, intercultural communication is rapidly growing in importance. This paper firstly discusses the inappropriateness of current English teaching and the necessity on developing college learners’ intercultural competence on the basis of the research results on cultural awareness carried out among learners and teachers in universities home and abroad. Then it explores the teaching strategies on how to cultivate learners’ intercultural competence in EFLT classroom. By employing the techniques of presentation, analysis, discussion, comparison and contrast between Chinese culture and western culture in the teaching content, the learners can obtain the knowledge of both cultures, expand their cultural awareness, increase their tolerance of the existence of difference, understand the new and different cultural patterns and develop a perspective of cross-cultural awareness. This progressive procedure on integrating Chinese culture with western culture in EFLT classroom reinterpreted and extended the tradition procedure in culture teaching.</em>
APA, Harvard, Vancouver, ISO, and other styles
45

Colăcel, Onoriu. "Teaching the Nation: Literature and History in Teaching English." Messages, Sages and Ages 3, no. 2 (November 1, 2016): 43–53. http://dx.doi.org/10.1515/msas-2016-0014.

Full text
Abstract:
Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.
APA, Harvard, Vancouver, ISO, and other styles
46

Chen, Shen. "Cultural components in the teaching of Asian languages." Australian Review of Applied Linguistics. Series S 12 (January 1, 1995): 153–68. http://dx.doi.org/10.1075/aralss.12.10che.

Full text
Abstract:
Abstract The importance of understanding target cultures is an increasingly acknowledged aspect in the teaching of Asian languages. Yet how to incorporate the teaching of cultures with languages remains controversial. This paper will discuss a number of main paradigms of teaching target culture employed in Asian language programs and propose a concept of capacity which relates target cultures with the language learners’ own culture.
APA, Harvard, Vancouver, ISO, and other styles
47

Thuy, Le Bich. "Building a supportive teaching culture to increase teaching effectiveness." Science & Technology Development Journal - Economics - Law and Management 2, no. 2 (December 31, 2018): 74–82. http://dx.doi.org/10.32508/stdjelm.v2i2.514.

Full text
Abstract:
This paper investigates the existence of a campus supportive teaching culture in a Vietnamese public university that can facilitate good teaching, basing on three research questions aiming to find out: (1) the availability of supportive teaching activities at campus and (2) the effectiveness of such practices from lecturers’ perspectives and (3) the demand for similar or more activities for teaching excellence. The study was conducted in the form of a survey, with data gathered via an online questionnaire. From data analysis and findings, a number of methods are suggested to enhance or establish a supportive teaching culture in other Vietnamese universities accordingly.
APA, Harvard, Vancouver, ISO, and other styles
48

Clement, Mary C., and Mary E. Outlaw. "Student Teaching Abroad: Learning about Teaching, Culture, and Self." Kappa Delta Pi Record 38, no. 4 (July 2002): 180–83. http://dx.doi.org/10.1080/00228958.2002.10516370.

Full text
APA, Harvard, Vancouver, ISO, and other styles
49

Crozet, Chantal, and Anthony J. Liddicoat. "Teaching culture as an itegrated part of language teaching." Teaching Languages, Teaching Culture 14 (January 1, 1997): 1–22. http://dx.doi.org/10.1075/aralss.14.01cro.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Ubaidillah, M. Faruq. "CONSTRUING EFL STUDENTS’ BELIEFS ON THE INCLUSION OF INNER CIRCLE CULTURES IN ENGLISH LANGUAGE TEACHING." Lingual: Journal of Language and Culture 7, no. 1 (June 2, 2019): 22. http://dx.doi.org/10.24843/ljlc.2019.v07.i01.p05.

Full text
Abstract:
Amidst the vast growth of English language and its teaching in EFL countries, an attentive action needs to be addressed to students (henceforth, participants) of English department regarding their belief systems of the Inner Circle cultures in the teaching of English. This study documented that those students put their preference on the inclusion of the Inner Circle cultures in English language teaching. Out of thirty four participants, 65% of them are of opinion that a language is bond with the culture. Then, the teaching of language per se should include its culture. One participant supported this, stating that the culture of the target language can refine their ability to understand the language well. Unlike those who favor the IC cultures, 21% of the participants disregard the issue. They, under the reason, felt the need of preserving their own local culture in ELT. Lastly, 15% of them, though small in number, put neutral beliefs on the issue. They contended that IC culture should only be introduced as an additional information in ELT as their own local cultures are more appropriate to learn. This paper ends with suggestions for policy makers to reframe the paradigm shift of English language teaching which puts local cultures at the front gate as well as English teachers to assist EFL students lift up their awareness on local culture teaching and learning.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Teaching culture' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography