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Teacher Perceptions on Culture in ELT : The Non-Native Case Dr. Okan ÖNALAN. okan_ onalan @ hotmail .com. @Okan Onalan. www. facebook .com/ okan . onalan .9. Culture. as fast as a hare (a flee) as brave as a bear (a lion) as free as a bird as neat as a word (a razor)

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  1. Teacher Perceptions on Culture in ELT: The Non-Native Case Dr.OkanÖNALAN okan_onalan@hotmail.com @OkanOnalan www.facebook.com/okan.onalan.9

  2. Culture as fast as a hare (a flee) as brave as a bear (a lion) as free as a bird as neat as a word (a razor) asquiet as a mouse (a sneak) as big as a house (the worlds) as strong as an ox (an bull) OPI

  3. Culture in ELTInstruction • If, when or how cultural elements of the target language should be taught is still a focus of research interest considering the role of English as a Lingua Franca (ELF) and English as an International Language (EIL) Whose culture? Which culture?

  4. Teachers’ Beliefs • Teachers are highly influenced by their beliefs and these are sometimes far more influential than knowledge in determining of how teachers behave in the classroom (Williams & Burden, 2002) • Teachers…make instructional choices by drawing on complex practically-oriented, personalized, and context-sensitive networks of knowledge, thoughts, and beliefs (Borg, 2003)

  5. Non-Native Speaker Teachers • The globalization of English as an international language (EIL) and as a Lingua Franca (ELF) provides an additional lens through which to view the beliefs of English language teachers. • Native Speaker (NS) Teachers vs. Non-Native Speaker (NNS) Teachers

  6. Motivation for the Study • Therefore, understanding NNS Teachers’ instructional decisions as well as their own practical theories is central to: 1. a better understanding of English language as EIL and ELF 2. a deeper perspective to English language teaching (ELT) on a global scale 3. a closer look at NNS Teachers’ standpoint on cultural elements of the language they teach

  7. Research Questions • What beliefs about teaching the cultural elements of target language are reported by NNS Teachers of English? • What level of importance do NNS Teachers of English attach to cultural components in their teaching? • What stage would NNS Teachers of English consider the MOST suitable for providing the students with cultural information in ELT?

  8. Questionnaire • Section 1: Demographic information • Section 2: 15-item (5 Likert-scale) questionnaire • Piloted on 12 NNS Teachers • Revised by three native speaker experts • Section 3: Two independent items 1. Rank-ordering item 2. Open-ended level-based item

  9. Questionnaire

  10. Participants

  11. Participants

  12. Discussion • NNS English teachers’ have shown strong belief in favor of incorporating cultural elements of the target language into their instruction. • Participants have also maintained that cultural content should be an element of the foreign language teaching curriculum.

  13. Discussion • Participants have specified that language teachers should have culture teaching objectives and have pointed out that they should provide cultural information to the studends rather than leaving them alone in learning such elements. • They have associated knowledge of target culture with effective use of the target language.

  14. Discussion • Teachers have reported that their students enjoy learning about the culture of the target language and it does not lead to any form of alienation from their native culture. • They have indicated that language teachers should be equipped with the cultural components of the language they teach.

  15. Discussion • The majority of the participants have pointed out that integration of cultural elements into language instruction should start at early stages of language teaching. • Interestingly, results have revealed significant uncertainty about the “explicit” teaching of cultural information. A similar reservation has appeared about the concept of culture as a “must”.

  16. Conclusion • The general portrait drawn from the NNS Teachers’ responses about the integration of culture into ELT instruction in this study is the one characterized by - integration of culture into the curriculum as well as into teaching practices - culture as a necessity, but not a must - incorporating cultural information from the early stages - culture percieved as an enjoyable element and not a threat - teachers’ requirement to be equipped with sufficient cultural knowledge about the language they teach - a level of uncertainty on the NNS teachers’ part about the role of explicit culture teaching

  17. CultureandMirrorTranslation

  18. Culture www.vocibook.org @VociBook www.vocibook.com

  19. VociBook

  20. THANKYOU  Dr.OkanÖNALAN okan_onalan@hotmail.com @OkanOnalan www.facebook.com/okan.onalan.9

  21. Bibliography Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), pp. 233-247. Borg, S. (2003). Teacher cognition in language learning: a review of research on what language teachers think, know, believe, and do. Language teaching 36 (2), 81-109. Borg, S. (2006). Teacher Cognition and Language Education: Research and Practice. London: Continuum. Castro, P., Sercu, L., & Garcia, M. C. (2004). Integrating language-and-culture teaching: an investigation of Spanish teachers’ perceptions of the objectives of foreign language education. Intercultural Education, 15(1), pp. 91-104. Gray, J. (2000). The ELT coursebook as cultural artifact: How teachers censor and adapt. ELT Journal, 54(3), pp. 274-283. Merryfield, M. M. (2000). Why aren’t teachers being prepared to teach for diversity, equity, and global interconnectedness? A study of lived experiences in the making of multicultural and global educators. Teaching and Teacher Education, Vol. 16, pp. 429-443. Sercu, L., Garica, M. C. M., & Prieto. C. (2005). Culture Learning from a Constructivist Perspective. An Investigation of Spanish Foreign Language Teachers' Views. Language and Education, 19(6), pp. 483-495. Téllez, K. (2008). What student teachers learn about multicultural education from their cooperating teachers. Teaching and Teacher Education, 24(1), pp. 43-58. Xiao, H., & Petraki, E. (2007). An investigation of Chinese students’ difficulties in intercultural communication and its role in ELT. Journal of Intercultural Communication, 13. Retrieved on January 27, 2008 from http://www.immi.se/intercultural/nr13/petraki.htm Williams, M., R. Burden, (2002). Psychology for Language Teachers. Cambridge: Cambridge University Press.

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