The interplay between language, culture, and identity will forever be a explore other language learning experiences from those not proficient in English. The writers express an intimate and adaptive journey through which the relationships. The relationship between language and culture is deeply rooted. of language usage, choose culturally appropriate teaching styles, and explore . others see an opportunity to rescue local identities (Stromquist & Monkman , p 7). Furthermore, to further support this idea of the importance of culture and language to individual identity, the writer of the essay, LANGUAGE AND CULTURAL.
This question was very difficult to answer, until I used an example based in Chinese culture to explain it to them. One example of this usage: It was culturally and possibly morally significant to ask someone if they had eaten upon meeting.
This showed care and consideration for those around you. Even now, people are more affluent but this piece of language remains constant and people still ask on meeting someone, if they have eaten. If someone in a western society was greeted with this, they would think you are crazy or that it is none of your business. It has enabled them to differentiate between appropriate and inappropriate circumstances of which to use English phrases and idioms that they have learnt.
Valdes argues that not only similarities and contrasts in the native and target languages have been useful as teaching tools, but when the teacher understands cultural similarities and contrasts, and applies that knowledge to teaching practices, they too become advantageous learning tools.
Implications for language policy Creators of second language teaching policies must be sensitive to the local or indigenous languages not to make them seem inferior to the target language. English language teaching has become a phenomenon in Southeast Asia, especially in Taiwan.
Most Taiwanese universities require an English placement test as an entry requirement Information for Foreigners Retrieved May 24, Foreigners non-native Taiwanese which are native English speaking students however, do not need to take a similar Chinese proficiency test, thus forwarding the ideology that the knowledge of English is superior to the Chinese counterpart and that to succeed in a globalized economy; one must be able to speak English Hu The implications for language policy makers are that policies must be formed which not only include but celebrate local languages.
Policies must not degrade other languages by placing them on a level of lower importance. Policies for language teaching must encompass and include cultural values from the societies from which the languages are derived as well as being taught. In other words, when making policies regarding language teaching, one must consider the cultural ideologies of all and every student, the teacher, as well as the culture in which the target language is being taught.
The American Council on The Teaching of Foreign Languages has expounded on the importance of combining the teaching of culture into the language curriculum to enhance understanding and acceptance of differences between people, cultures and ideologies Standards One example where as policy makers did not recognize the importance of culture is outlined by Kimin which the Korean government had consulted American ESL instructional guidelines which stated that for students to become competent in English they must speak English outside of the classroom.
The government on reviewing this policy requested that all Korean English language students use English outside of the classrooms to further enhance their language competency. What they failed to consider is that while in America, English is taught as a second language and speaking English was quite acceptable in all locations, that in Korea, English is taught as a foreign language and the vast majority of the Korean population do not converse with each other in English.
Korean students speaking English outside of the classroom context were seen as show-offs. In a collectivistic culture, as is Korea, such displays of uniqueness are seen as a vice to be suppressed, not as a virtue Kim Thus policy makers must not rely on the cultural views and policies of others, but incorporate the cultural views of the students as well as considering the culture where the teaching is taking place.
Language teachers need to be informed about various teaching interaction-based methodologies, manipulate them and develop their own teaching methods compatible with the educational context to foster interaction between students Kim When creating policies, one must consider the cultural meanings of teaching materials used.
The materials may have a far broader meaning or encompass far more or less than what one has considered. An example of this is when the school I worked for decided that I introduce a discussion topic on holidays with one of my classes. The school did not enlighten me as to the cultural significance of holidays or what the Chinese equivalent of the word entails.
This problem, as described by Yuleis that people have pre-existing schemata or knowledge structure in their memory of what constitutes certain ideas; e. The culturally based schemata that the students had for holidays were considerably different than that of my own.
Their ideology of a holiday was any day that was special, possibly where one did not have to go to school, a weekend, a birthday, or any other major happening. When I asked the students what their favourite holiday was, I received many replies, all of which were not what I was looking for.
I proceeded to tell them that Christmas was a holiday. This however, was a bad example as Christmas is not a holiday in Taiwan.
Finally, as this paper has shown, language and culture are intertwined to such an extent whereas one cannot survive without the other.
It is impossible for one to teach language without teaching culture. The implications for language teaching and policy making are therefore vast and far reaching. Brooks N Culture in the classroom. In JM Valdes ed Culture bound: Cambridge University Press, pp — Byram M Cultural studies in foreign language education.
The Relationship Between Language & Culture and the Implications for Language Teaching
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What is the relationship between Language, Culture and Identity by hiroki hinoura on Prezi
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