The Importance of Teaching Culture in the Foreign Language Classroom
The Importance Of Teaching Culture In The Foreign Language Classroom
Radical Pedagogy (2001)
ISSN: 1524-6345
The Importance Of Teaching Culture In The Foreign Language Classroom
Language And Culture: What IS Culture And Why Should IT BE Taught?
In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shaping and shaped by society at large, or in particular the ‘cultural niches’ (Eleanor Armour-Thomas & Sharon-ann Gopaul-McNicol, 1998) in which it plays an important role. Thus, if our premise is that language is, or should be, understood as cultural practice, then ineluctably we must also grapple with the notion of culture in relation to language. Language is not an ‘autonomous construct’ (Fairclough, 1989: vi) but social practice both creating and created by ‘the structures and forces of [the] social institutions within which we live and function’ (ibid.). Certainly, language cannot exist in a vacuum; one could make so bold as to maintain that there is a kind of “transfusion” at work between language and culture. Amongst those who have dilated upon the affinity between language and culture, it is Duranti who succinctly encapsulates how these two interpenetrate: to be part of a culture means to share the propositional knowledge and the rules of inference necessary to understand whether certain propositions are true (given certain premises). To the propositional knowledge, one might add the procedural knowledge to carry out tasks such as cooking, weaving, farming, fishing, giving a formal speech, answering the phone, asking for a favor, writing a letter for a job application (Duranti, 1997: 28-29).
Clearly, everyday language is “tinged” with cultural bits and pieces—a fact most people seem to ignore. By the very act of talking, we assume social and cultural roles,
Radical Pedagogy (2001)
ISSN: 1524-6345
The Importance Of Teaching Culture In The Foreign Language Classroom
Language And Culture: What IS Culture And Why Should IT BE Taught?
In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shaping and shaped by society at large, or in particular the ‘cultural niches’ (Eleanor Armour-Thomas & Sharon-ann Gopaul-McNicol, 1998) in which it plays an important role. Thus, if our premise is that language is, or should be, understood as cultural practice, then ineluctably we must also grapple with the notion of culture in relation to language. Language is not an ‘autonomous construct’ (Fairclough, 1989: vi) but social practice both creating and created by ‘the structures and forces of [the] social institutions within which we live and function’ (ibid.). Certainly, language cannot exist in a vacuum; one could make so bold as to maintain that there is a kind of “transfusion” at work between language and culture. Amongst those who have dilated upon the affinity between language and culture, it is Duranti who succinctly encapsulates how these two interpenetrate: to be part of a culture means to share the propositional knowledge and the rules of inference necessary to understand whether certain propositions are true (given certain premises). To the propositional knowledge, one might add the procedural knowledge to carry out tasks such as cooking, weaving, farming, fishing, giving a formal speech, answering the phone, asking for a favor, writing a letter for a job application (Duranti, 1997: 28-29).
Clearly, everyday language is “tinged” with cultural bits and pieces—a fact most people seem to ignore. By the very act of talking, we assume social and cultural roles,
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