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Teaching and learning culture on English language programmes: a critical review of the recent empirical literature.

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Title: Teaching and learning culture on English language programmes: a critical review of the recent empirical literature.
Authors: Young, Tony Johnstone1 tony.young@ncl.ac.uk, Sachdev, Itesh2, Seedhouse, Paul1
Source: Innovation in Language Learning & Teaching. 2009, Vol. 3 Issue 2, p149-169. 21p. 4 Charts.
Subject Terms: *Cross-cultural communication, *Foreign language education, *English language education, *Educational anthropology, *Global studies
Abstract: A new exploration of the teaching and learning of culture in English language teaching and learning is overdue, given the particular importance of approaches to culture and intercultural communication in the teaching and learning of the 'global language'. The review undertaken here finds a growing body of literature exploring culture as a context for and background influence on English language teaching and learning. However, comparatively little research literature explores the actual 'learning of and about culture' on English language programmes worldwide. There is some empirical evidence, detailed and discussed here, that culture is not approached in the classroom in a principled, active and engaged manner, and that this lack of engagement may have a detrimental effect on learning. Where it is approached actively, there are indications that a nonessentialised, critical, mediating, 'intercultural' approach may have a positive effect on learning. Although this approach informs much of the curricular underpinning for language teaching in Europe, its application to classroom practice here and elsewhere is found to have been the subject of little empirical research, especially in the case of English language teaching and learning. A research agenda to investigate this applicability is therefore outlined. [ABSTRACT FROM AUTHOR]
Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teaching and learning culture on English language programmes: a critical review of the recent empirical literature.
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  Data: <searchLink fieldCode="JN" term="%22Innovation+in+Language+Learning+%26+Teaching%22">Innovation in Language Learning & Teaching</searchLink>. 2009, Vol. 3 Issue 2, p149-169. 21p. 4 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Cross-cultural+communication%22">Cross-cultural communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+anthropology%22">Educational anthropology</searchLink><br />*<searchLink fieldCode="DE" term="%22Global+studies%22">Global studies</searchLink>
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  Data: A new exploration of the teaching and learning of culture in English language teaching and learning is overdue, given the particular importance of approaches to culture and intercultural communication in the teaching and learning of the 'global language'. The review undertaken here finds a growing body of literature exploring culture as a context for and background influence on English language teaching and learning. However, comparatively little research literature explores the actual 'learning of and about culture' on English language programmes worldwide. There is some empirical evidence, detailed and discussed here, that culture is not approached in the classroom in a principled, active and engaged manner, and that this lack of engagement may have a detrimental effect on learning. Where it is approached actively, there are indications that a nonessentialised, critical, mediating, 'intercultural' approach may have a positive effect on learning. Although this approach informs much of the curricular underpinning for language teaching in Europe, its application to classroom practice here and elsewhere is found to have been the subject of little empirical research, especially in the case of English language teaching and learning. A research agenda to investigate this applicability is therefore outlined. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovation in Language Learning & Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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