Understanding Culture and its Role in Language Learning

 Culture is a complex and essential aspect of human life, shaping the way individuals interact with each other, express themselves, and perceive the world around them. Moran (2001) defines culture as "a cultural phenomenon" that includes the tangible products, practices, and perspectives that define a specific group of people. This phenomenon is evident in the ways people from different cultures interact with each other, what they value, and how they view the world. For example, in some cultures, it is customary to greet others with a handshake, while in others, a bow or cheek kiss is preferred. These actions are deeply connected to cultural values and beliefs.

The Connection Between Language and Culture

Language and culture are intertwined, with language serving as a central tool to express and transmit cultural values. Brooks (1964) highlights that language is the foundation of any culture, allowing individuals to describe, interpret, and respond to the world around them. Through language, people share ideas, information, and experiences, making it an essential component of cultural communication. For example, in many languages, specific terms exist for concepts that may not have direct equivalents in other cultures, illustrating how language reflects cultural understanding.

Culture in Foreign Language Learning

Learning a foreign language is not just about mastering vocabulary and grammar. It is also about understanding the cultural context in which the language is spoken. Alptekin (2002) argues that learning a foreign language involves a process of enculturation, where learners acquire new cultural frames of reference and a new worldview. This means that when learning a language, students are not just learning how to communicate; they are also experiencing the culture of the people who speak that language. For example, when studying English, a learner might explore cultural aspects such as holidays, social norms, and communication styles in English-speaking countries, which may be different from their own culture.

Culture in English as a Lingua Franca (ELF)

In today's globalized world, English is increasingly used as a Lingua Franca (ELF), meaning it serves as a common language between speakers of different native languages. Learners of English must develop intercultural sensitivity and awareness to communicate effectively in various cultural contexts. According to Prodromou (1992), an intercultural communicative approach allows English speakers to use culture as a tool to understand and engage with different cultures. This approach helps learners interpret and navigate cultural differences when communicating with others in English. Crozet and Liddicoat (2000) further emphasize that non-native speakers need strategies to interpret and manage cultural differences in communication.

The Purpose of Culture Teaching in Language Education

The goal of teaching culture in a language classroom is to help students understand the behaviors and reactions of speakers from different cultures. Kramsch (2003) suggests that language learners should explore why people from different linguistic backgrounds act the way they do, both in fictional texts and real-life interactions. This process helps learners make sense of both their own cultural beliefs and those of others, promoting a deeper understanding of the world.

Byram's Teaching Model

Byram (1989, 1991, 1997) introduced a teaching model that integrates the study of learners' native cultures with the cultures of the foreign language they are learning. This model emphasizes two approaches: one where learners use their mother tongue to study foreign cultures and another where language and culture are taught together in the foreign language. Byram's model includes four key elements that support one another in a circle of experiences and techniques. These elements create a holistic approach to learning a foreign language and understanding its culture.

Intercultural Communicative Competence (ICC)

Intercultural Communicative Competence (ICC) refers to the ability to communicate effectively and appropriately across different cultural contexts. Byram (1997) outlines several components of ICC that are necessary for successful communication. These include:

1. Savoir (knowledge): Understanding social groups and their cultures, both in one's own country and in the country of the interlocutor.
2. Savoir-faire (skills): The ability to compare, interpret, and relate different cultural practices and values.
3. Savoir-s'engager (critical awareness): The ability to reflect critically on one's own culture and the cultures of others.
4. Savoir-être (attitudes): The ability to adapt and approach other cultures without ethnocentric views.

ICC encourages learners to develop both culture-specific knowledge (about particular cultures) and culture-general knowledge (about how to interact with different cultures) to enhance intercultural communication (Hall, 2002).

Effective Intercultural Communication

Effective intercultural communication requires several key qualities:

• Empathy: Understanding and sharing the feelings of others.
• Respect: Appreciating and valuing different ways of thinking and communicating.
• Tolerance: Accepting and acknowledging differing behaviors and viewpoints, even if one does not agree with them.
• Sensitivity: Being aware of and responsive to the behavior and thoughts of others.
• Flexibility: Willingness to adapt and be open to new ideas and ways of thinking.

These qualities enable individuals to communicate across cultures in a way that fosters understanding and cooperation.

Who is an Intercultural Speaker?

An intercultural speaker is someone who can effectively interact with others from different cultures. This person has the ability to understand others' perspectives, adapt to different cultural norms, and mediate between various cultural viewpoints. Kramsch (1998b) emphasizes that intercultural speakers are conscious of both their own and others' cultural identities, and they know how to choose appropriate communication strategies based on the context.

The Teacher's Role in Teaching Culture

The teacher plays a crucial role in fostering intercultural communication skills in language learners. Kramsch (1998b) argues that teaching involves balancing the autonomy of students with the guidance necessary to navigate both linguistic and cultural appropriateness. Teachers must help students understand the cultural expectations of different languages while also encouraging them to apply the language in real-world global contexts. By doing so, teachers prepare students to interact successfully in diverse environments.

Conclusion

In conclusion, culture and language are deeply interconnected. By teaching culture alongside language, educators help learners not only acquire a new language but also develop the skills to communicate effectively across cultures. This process fosters intercultural competence, which is essential for navigating the increasingly globalized world. Understanding culture in language learning empowers students to engage with the world around them, bridging gaps between different cultural perspectives and enhancing their ability to interact with others.

References

Alptekin, C. (2002). Towards intercultural communication competence in ELT. ELT Journal, 56(1), 57-64.

Brooks, N. (1964). Language and language learning: Theory and practice. Harcourt Brace & World.

Byram, M. (1989). Cultural studies in foreign language education. Multilingual Matters.

Byram, M. (1991). Teaching culture and language: A model for foreign language education. ELT Journal, 45(3), 283-290.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Crozet, C., & Liddicoat, A. J. (2000). Teaching culture as a second language. In B. L. P. Byram (Ed.), Intercultural competence: A new approach to language and communication (pp. 83-92). Routledge.

Hall, E. T. (2002). Beyond culture. Anchor Books.

Kramsch, C. (1998b). Language and culture. Oxford University Press.

Moran, P. R. (2001). Teaching culture: Perspectives in practice. Heinle & Heinle.

Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. ELT Journal, 46(1), 20-28.