Ministry of Higher Education and Scientific Research Belhadj Bouchaib University Centre- Ain Témouchent Institute of Letters and Languages Department of English

EFL Teachers’ Perspectives On Culture Integration In the FL

Classrooms.

The Case of Second Year Pupils in Maghni Sandid Secondary

School - Ain Temouchent CASE SECONDARY SECOND YEAR PUPILS

An Extended Essay Submitted in Partial Fulfillment of the Requirements for a Master’s Degree in Linguistics

Submitted by: Supervised by: Ms. Khadija Sarah Attou Dr. Kheira Hadi Ms. Halima Saadia Cheikh

Board of Examiners President: Dr. Chahrazed Hamzaoui MC.B University Centre of Ain Temouchent Supervisor: Dr. Kheira Hadi MC.B University Centre of Ain-Temouchent Examiner: Dr. Rym Allal MC.B University Centre of Ain-Temouchent

Academic Year: 2019/2020

Dedications

I dedicate this modest work to my dear mom, aunt and grandparents for always believing in me, for always encouraging me even when I doubted myself, to my beloved brothers

Mohamed el Amine and Bahae edinne for comforting me in my darkest moments, to my little cousins Kenza, Omar and Sidi Mohamed, for supporting me. To my little angel Ceraj edinne

For all the ones that stud by my side, for the people that I love from A to Z.

Khadija Sarah

First of all, I am very thankful to Allah who helped me finish this humble work. I dedicate this dissertation to the sweetest parents who gave me moral lessons on discipline from an earlier age, whose words of encouragement and push ring in my ears, for always respecting my dreams, for my beloved and special Sisters, Amina and Wafaa. For my little honeyed

Brother Abd Errahim. I also dedicate it to my brother in law Abdellatif, my grandmother

Meriem, and my pretty little angels Myriam and Ghaith.

The encouragement, push and love you gave me made me the girl, daughter and sister who is today and who will be forever.

Halima Saadia

I

ACKNOWLEDGEMENT

First and before all, we thank ‘ALLAH’ for giving us strength and health to finish this work despite all the difficulties we faced.

We wish to express our deepest gratitude to our teacher and supervisor Dr. Hadi who has patiently guided and encouraged us. Without her invaluable experience and advice, we would have found more difficulty to finish this dissertation.

We would like to express our gratitude to all participants in this research work: pupils and teachers of Maghni Sandid secondary school, for their collaboration and help.

Special thanks go to all the members of the jury; Dr. Hamzaoui as a president and Dr. Allal as an examiner for their acceptance to evaluate this research work.

II

Abstract

It is widely recognized that language and culture are two interrelated entities, to fully acquire a language; the learning of its culture is of paramount importance. This research work investigates teachers’ opinion and thoughts about the incorporation of cultural aspects into the foreign language classroom, the techniques and the strategies that can be used in cultural integration. And investigates also to which extent the EFL pupils are aware of the target language culture importance. The current research is a case study conducted in Maghni

Sandid Mohamed secondary school in Ain Temouchent. Two research instruments are used a structured interview addressed to EFL teachers, in order to extract data about their perspective on culture. And a classroom observation is used to explore pupils’ cultural awareness and curiosity. The findings show that teachers are aware of culture as a vital entity in the language learning and teaching process, however, the Algerian curriculum lacks authentic cultural materials to appropriately teach the target language culture. In addition to certain challenges both teachers and pupils are facing. Some pedagogical suggestions for successful culture integration in the language classroom are provided to teachers and pupils.

III

List of Abbreviations and Acronyms

A: Approach.

C: Culture.

C.C: Communicative Competence.

CLT: The Communicative Approach to the Language Teaching.

EFL: English as a Foreign Language.

Etc: Et Cetera (and other similar thing).

FL: Foreign Language.

I.C.C: Intercultural Communicative Competence.

L.C: Linguistic Competence.

Q: Question.

R: Responsibility.

S: Strategy.

SLA: Second Language Acquisition.

V

List of Tables

Table 1.1 Culture in View of Different Scholars (Definitional Modes)...... 8

Table 2.1 Teachers’ Integration of Culture in EFL Classrooms…………………..…………28

Table 2.2 The Approaches Used by Teachers to Incorporate Culture in their Teaching ..…..29

Table 2.3 Pupils’ Interest to Learn the English Language ……………………………….….31

Table 2.4 Teachers’ Opinion about Where Culture Should be Learned …………………….32

Table 2.6 Strategy that EFL Teachers Rely on in their Teaching of Culture ……………...... 34

Table 2.7 Teachers’ Opinion about Responsibility in Teaching Culture ………………...... 36

Table 2.8 Time and Date of Classroom Observation ………………………………...... 38

VI

List of Figures

Figure 1.1 the Relationship between Language and Culture …………………………………9

Figure 2.1 Teachers’ Integration of Culture in EFL Classrooms……………..……………...29

Figure 2.2 the Approaches Used by Teachers to Incorporate Culture in their Teaching …………………………………………………….……………………….30

Figure 2.3 Pupils’ Interest to Learn the English Language ……………………………….....32

Figure 2.4 Teachers’ Opinion about Where Culture Should be Learned ……………………32

Figure 2.6 Strategies that EFL Teachers Rely on in their Teaching of Culture ……………..34

Figure 2.7 Teachers’ Opinion about Responsibility in Teaching Culture …………..……….36

VII

Contents Dedications ...... I

ACKNOWLEDGEMENT ...... II

Abstract ...... III

List of Abbreviations ...... V

List of Tables ...... VI

List of Figures ...... VII

Table of Content ...... VIII

General introduction ...... 1

Chapter one Literature Review ......

Introduction ...... 6

1.2 Language and Culture ...... 6

1.2.1 Defining Language and Culture ...... 7

1.2.1.1 Characteristics of Culture ...... 9

1.2.2 The Relationship between Language and Culture ...... 9

1.3 Integrating Culture in the Language Classroom ...... 10

1.3.1 Foreign Language Learning ...... 11

1.3.2 Factors Affecting Foreign Language Learning...... 11

1.4History of Teaching Culture ...... 12

1.4.1 Culture in the Classical Approach ...... 12

1.4.2 The Shift from the Linguistic Competence to the Communicative Competence ...... 13

VIII

1.4.3 The Shift from the Communicative Competence to Intercultural Communicative

Competence ...... 14

1.4.4 Teaching Culture in the Recent Approaches ...... 15

1.5 Approaches of Teaching Culture in Language Classrooms ...... 16

1.6 Goals of Teaching Culture ...... 17

1.7. Strategies of Teaching Culture ...... 19

1.7.1 Creating an Authentic Environment Strategy ...... 19

1.7.2 The Culture Assimilator Strategy ...... 20

1.7.3 The Culture Capsule Strategy...... 20

1.7.4 The Cluster Strategy ...... 20

1.8 Difficulties of Integrating Culture in the Language Classrooms ...... 20

1.9 Conclusion ...... 21

Chapter Two : Research Methodology, Data Collection and Analysis ......

2.1 Introduction ...... 24

2.2 The Research Method ...... 24

2.3 The Research Site ...... 24

2.4 Sample Population ...... 24

2.4.1 EFL Teachers’ Profile ...... 25

2.4.2 Pupils’ Profile ...... 25

2.5 The Research Instruments ...... 25

2.5.1 The Structured Interview ...... 25

2.5.2 Classroom Observation ...... 27

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2.6 The Process of Data Gathering ...... 27

2.7 Data Analysis ...... 27

2.7.1 Analysis of the Interview ...... 28

2.7.2Analysis of the Classroom Observation ...... 38

2.8 Conclusion ...... 42

Chapter Three: Suggestions and Recommendations ......

3.1 Introduction ...... 45

3.2 Discussion of the Main Results ...... 45

3.2.1 Discussion of the Teachers’ Interview Results ...... 45

3.2.2 Discussion of the Classroom Observation Results ...... 47

3.3 Teachers’ Role ...... 47

3.4 Suggestions for Teachers ...... 48

3.4.1 Motivating learners to Learn about the Target Culture ...... 49

3.4.2 The Use of Visual Aids and Authentic Materials...... 49

3.4.3 Collaborative Work between Pupils ...... 49

3.5 Learners’ Responsibilities ...... 50

3.6 Suggestions for Pupils ...... 50

3.6.1 Extensive Reading ...... 50

3.6.2 The Use of Media in Enriching Knowledge about Culture ...... 51

3.7 Guidelines for Teaching Culture ...... 51

3.8 Recommendations for a Better Teaching/Learning of Culture ...... 52

3.9 Ways to Foster Cultural Awareness ...... 53 X

3.10 Conclusion ...... 54

General Conclusion ...... 56

Bibliography...... 58

Appendix A Teachers Interview ...... 62

Appendix B Classroom Observation Check List ...... 64

Summary ......

XI

General introduction

General introduction

In the last few decades researchers have put teaching English as a second and foreign language under a great investigation. It has pointed out that the culture in second or foreign language has indispensable part in learning and teaching a new language. It was underlined by the majority of studies that being competent in speaking, listening, reading, and writing is not adequate to communicate. Since without knowing the target language culture it would be almost impossible to have a deep understanding of the language, and can lead to misunderstanding.

English is playing a significant role in many domains as: education, engineering and business. It is used all over the world to communicate, and it is spoken as a first language by many countries. So Algeria is not an exception since it applies it as a FL and it is taught from the middle school.

This research aims to investigate teachers’ perspective on the integration of culture inside the EFL classrooms, and which strategies and approaches they rely on in their teaching, and to spot the difficulties and obstacles that they may face while doing so. And to what extent their learners are aware, curious and interested in learning the target language culture.

Conducting this research will enable learners of foreign languages to understand better the importance of culture while acquiring a language and to be aware of it. Since, it is said that culture and language have a tight relationship and cannot be separated.

It will also show the perspective of the EFL teachers towards the cultural integration in their classrooms, the role they allocate to culture, if they think that this integration can enrich learning and if it is safe for their learners.

Language and culture have a strong relationship; one cannot exist without the other. In order to learn any foreign language it is of paramount importance to have a decent

1

General introduction background and knowledge about the target language culture, since without this understanding the learner cannot build a strong communication with the native speakers. For old EFL pupils and future EFL teachers it is necessary to investigate the status of culture in the language classroom, so that learners can be aware of its importance and teacher can convey their lectures without pressure, hence the environment they work in and the cultural integration will be safe.

In any FL classroom a teacher may face lot of obstacles, while trying to incorporate cultural aspects into his lectures. This process necessitates preparation and awareness, therefore the integration of culture in the language classrooms is not as easy as it seems, so it is of the teachers’ responsibility to guide their learners and lead them into a safe environment.

This research will attempt to answer three main research questions:

1- What is EFL teachers’ opinion about cultural integration in the foreign language classroom? 2- To which extent are EFL pupils in the secondary education culturally aware? Is the integration of culture always safe? 3- Which challenges hinder the process of culture integration in the foreign language classroom?

By considering those research questions, the following hypotheses are made:

1- EFL teachers think that cultural integration can enrich pupils’ knowledge and have a positive impact on the language learning and language teaching. 2- EFL pupils are fully aware of the target language culture, and the integration of culture is safe. 3- The main obstacles and difficulties that an EFL teacher may face are the lack of authentic material. To validate these hypotheses two main research tools are used, a classroom observation with second year EFL pupils in Maghni Sandid Mohamed secondary school, and an interview addressed to seven EFL teachers. To investigate whether they tackle culture into their lectures, data are gathered and analysed qualitatively and quantitatively.

2

General introduction

This research is divided into three main parts, the first chapter is a literature review, it emphasises the dynamic relationship between language and culture, and its importance in the foreign language teaching and learning process, the approaches and strategies that a teacher may use in his teaching, in addition to the main goals of teaching culture and its history.

The second chapter is a practical part, it deals with data analysis and interpretation, percentages of EFL teachers that agree or disagree on the importance of incorporating culture in their lectures, strategies they use to do so, and their pupils’ curiosity and interests towards the target language culture. Finally, the investigators have assisted six classes and analysed how the lectures were presented.

The third and final chapter is about suggestions and recommendations for a better integration of culture in the language classrooms.

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Chapter one

Literature Review

Chapter one Literature Review

1.1 Introduction

1.2 Language and Culture

1.2.1 Defining Language and Culture.

1.2.1.1 Characteristics of Culture

1.2.2 Relationship between Language and Culture

1.3 Integrating Culture in the Language Classrooms

1.3.1 Foreign Language Learning.

1.3.2 Factors Affecting Foreign Language Learning.

1.4 History of Teaching Culture

1.4.1 Culture in the Classical Approach.

1.4.2 The Shift from Linguistic Competence to Communicative Competence.

1.4.3 The Shift from Communicative Competence to the Inter-cultural Competence.

1.4.4 The Teaching of Culture in the Last Approaches.

1.5 Approaches of Teaching Culture

1.6 Goals of Teaching Culture

1.7 Strategies of Teaching Culture

1.7.1 Creating an Authentic Environment Strategy

1.7.2 The Assimilator Strategy

1.7.3 The Cultural Capsule Strategy

1.7.4 The Culture Cluster Strategy

1.8 Difficulties of Integration Culture in the Language Classrooms

1.9 Conclusion

Chapter One: Literature Review

1.1 Introduction

In the last few decades, researchers have put teaching English as a second and foreign language under a great investigation. The results pointed out that culture in foreign language classrooms had an indispensible part of learning and teaching new languages. It was underlined by the majority of studies that being competent in speaking, reading or listening is not adequate to communicate, since without knowing the target language culture it would be almost impossible to have a real understanding of the language and it can lead to misunderstanding. This chapter sheds light on the concept of culture and the relationship that it has with language teaching and learning. It starts by providing some notions related to culture and language, than it discusses the means by which culture is integrated in the language classrooms (strategies, approaches). In addition to the history of teaching culture, and finally the factors and the difficulties that a teacher may face while incorporating the target language culture in the classroom.

1.2 Language and Culture

Language is not simply semantic; it is much more complex than what a written text can hold. Word themselves constitute history, beliefs of a certain community. Language is partly acquired, inherited and also learned to be used in a relevant context. Brown (1994, p. 165) says: «Language is part of culture and culture is part of language, the two are intricately inter woven so that one cannot separate the two without losing the significance of either language or culture. » this means that language and culture have a strong and an inseparable relationship, one cannot exist without the other.

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Chapter One: Literature Review

1.2.1 Defining Language and Culture

Language is a tool of communication composed of words, those words combined together will later form sentences and paragraphs. It helps a member of a specific community to express himself through conveying feelings and thoughts; Bennet (1993, p. 16) suggests that: «a person who has good language skills, fluency or structural accuracy but lacks cultural competence is a fluent fool. » this means that it is not about to exile in any language structure, but it is about understanding the target language culture. Since culture is an indispensible part of language. Language can either be spoken manual or written symbols and it distinguishes a human from other living creators.

Sapir (1921) points out that language is a human feature, an innate method of communicating by means of voluntary producing sounds and symbols.

Culture is a broad concept that many linguists and scholars attempted to define, one definition may not be sufficient to convey its full meaning and features, in the mid 19th century. Sapir (1993) divides culture into two parts, big C and small c. Culture with big C also called formal culture or high culture. It was seen as the prestigious way of elite, it includes literature work, art and successful people with achievements. Culture with small c or deep, it is said to be culture with a general view, or the general aspect of culture (how people behave, think in everyday life).

The first attempt to define culture was made by Sapir (1993) in which he claims that:

«culture is complex whole which includes knowledge, beliefs, art, morals, laws and costumes and any other capabilities and habits acquired by men as a member of society.» (Cited in ataman, 2008, p. 16) from Sapir’s perspective culture is a vague concept that gathers every aspect of a persons’ life from morals to thoughts and from costumes to beliefs, inherited from generation to another in a specific community.

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Chapter One: Literature Review

Culture is a broad and a complex whole to define appropriately. Over the years many scholars and linguists tried to define it, here are some of the definitions

1.According « Culture has multifarious meanings. Culture meant

to Roohul – farming. »(1989, p. 15)

Amini

2.According « By culture we mean all those historically created

to Kroeber design for living, explicit, rational, irrational, and

and no rational, which exist at any given time as

Kluskhohn potential guide, for behaviour of men. » (1958,

p.47)

3.According « Culture is the shared knowledge and schemes

to Lederach created by a set of people for perceiving,

interpreting, expressing, and responding to the

social reality around them. » (1995, p. 91)

4.According « The deposit of knowledge, experience, belief,

to Porter, values, actions attitudes, meanings, hierarchies,

Stefani and religion, notion of time, roles, special relation,

Samovar concept of the universe and art facts acquired by a

group of people in the course of generation through

individual and group settings. » (2000, p. 15)

Table 1.1 Culture in View of Different Scholars.

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Chapter One: Literature Review

1.2.1.1 Characteristics of Culture

Culture is a complex entity; these are the main features that characterize a culture:

➢ Culture is social: it is the product of socialisation, an individual cannot acquire

culture by himself he needs interaction, a men only becomes men with a men.

➢ Culture is shared: culture is not something that only men possess for example

(costumes, traditions and beliefs).

➢ Culture is transmissive: this means that culture is transmitted from one

generation to another, from one individual to another.

1.2.2 The Relationship between Language and Culture

Some people say that language is the mirror of culture it is the reflection of language,

Culture can be understood through the language, Jiang (2000, p. 328) states that: «Culture and language are inseparable. » Just like a body is composed of blood and flesh, to learn adequately a language it is necessary to learn its culture, the two cannot be separated.

From a philosophical view:

Language + Culture Living organism

Blood + Flesh Metaphor

Language would be dead without Culture

Figure1.1 the Relationship between Language and Culture.

Hence, without knowing the culture it would be almost impossible to have a real understanding of a language and vice versa. Culture is considered to be the “glue” that holds

9

Chapter One: Literature Review an organisation together and for others the “compass” that provides directions. From that it can be understood that culture and language are tightly related to each other and one cannot stand independently without the other. Since to master and learn any language it is of paramount importance to have knowledge, or background about its culture to be aware of it, so that an individual can be integrated safely and without endangering his own cultural identity. Many scholars investigated and tried to figure out the relationship between language and culture, Kramsh (1998, p. 3) points out three ways in which culture and language are related to each other:

➢ First, through verbal exchange members of a society transmit the cultural actuality, the

accurate arrangement of words that reflects manners and attitudes not only ideas and

emotions.

➢ Second, language incarnate cultural reality, people express their daily life experiences

through language.

➢ Third, culture symbolizes their actuality and reality, people of a specific society view

their local language indispensible part of their cultural identity, in other words

language is a mean for people to communicate and transmit meaning into their social

reality.

1.3 Integrating Culture in the Language Classroom

Culture Integration can be defined as the process of exchanging beliefs, morals and way of life from one group to another, without affecting ones identity and culture. It allows the individual to maintain his own culture and still have some kind of relation with another culture without endangering his own identity, in the process of learning a foreign language it is important to have a decent background about its culture. Brown (1994, p. 765) says: «a

10

Chapter One: Literature Review language is part of culture and culture is part of language. » since without knowing the target language cultures it would be a challenge to have a proper understanding of that language.

1.3.1 Foreign Language Learning

Foreign language learning refers to the process of teaching or learning external (non- native) language outside of its environment, a distinction is generally made between “second” and “foreign” language learning. A second language means that the learner is living outside of the area in which the language is spoken; the term second language acquisition (SLA) is a term that grasps foreign language learning and investigates the human capability to learn new languages other than the first language once it has been acquired.

1.3.2 Factors Affecting Foreign Language Learning

The English language can be to a certain extent a hard language to learn, especially when it is taught in a foreign language (FL) setting that when the input may not be available outside of the EFL classrooms. There are many factors that can affect foreign language acquisition.

• The Culture Factor: Since language and culture are tightly related, in order to acquire

and fully comprehend a foreign language, it is of paramount importance to have

awareness and cultural information about the target language culture, it can help

learners to build strong communication and a decent relationship with its native

speakers.

• The Gender Factor: Being a male or a female is an important factor while acquiring

any FL and this was a subject of controversies for decades. It is said that females have

a better capacity and capability on learning FL rapidly due to their fast growing and

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Chapter One: Literature Review

difference in their brain structure, while males are considered to be less competent in

the FL field.

• The Personality Factor:

➢ Self-Esteem Factor: The learner needs to have a high self-esteem, in order to acquire a

foreign language, since without the confidence it would be impossible for him to

interact, react and ask questions to his teacher during the lecture, a person can develop

his self-esteem according to the information he receives from the others about himself.

➢ Introversion: Introverted learners take much time to learn a new language because of

their shyness, hesitation to talk and their lack of self-confidence.

1.4 History of Teaching Culture

In the late 19thcentury, teaching foreign language with the incorporation of teaching culture in EFL classrooms starts spreading its bases in various modes of foreign language teaching and learning. Kramsch (2006, p. 11) notes that: « Culture had always been an integral part component of language teaching. »

1.4.1 Culture in the Classical Approach

Initially, the Grammar Translated Method had governed the field and advocates the holding ability of communication in the target language, which was totally overlooked at first, the foreign culture was incorporated in forms of articles, texts and classical Latin and Greek literally works. With the early20th century, the Direct Method replaced The Grammar

Translated Method. This method focuses in boosting verbal and communication skills. Later with the appearance of the Audio-lingual Method 1960’s culture demonstrates itself as an essential part, especially in reflecting actual aspects of life through cultural contextualized dialogues such as in the train stations, mosques...etc.

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Chapter One: Literature Review

Still, with the earliest 1970’s there have been serious tentative to incorporate culture in

EFL curriculum mainly due to the emergence of the Communicative Approach to the language teaching known as CLT, this last focuses on crucial social functions of language in society.

1.4.2 The Shift from the Linguistic Competence to the Communicative

Competence

So far, the goal of foreign language teaching was essential to the development of the four main language skills speaking, listening, reading and writing but later the CLT Approach has broaden its interests to cover teaching cultural skills equivalently and considering it as the fifth skill, as mentioned by Risager (2006), as a reaction to other Linguistic Competence

Notion introduced by Chompsky 1965, Hymes 1972 comes with what is known as

“Communicative Competence”.

According to Hymes (1972) conveying information and few aspects of the target language, i.e. (Acquiring Linguistic Competence) is not enough and has to be propped by an ability to be applied in real communication settings. It is clear that the main scope of CLT is the reliance on real and authentic material to teach. In fact, The Communicative Competence

(C.C) composes of three components as stated by Canale and swain (1980, p. 1-47)

➢ Phonology, morphology, lexis, semantic and grammar rules

➢ Discourse Competence it is the capacity of language users to alter a harmonic,

Symmetric, coherent phrases and utterances.

➢ Sociolinguistic competence the adequate use of language in appropriate contexts. In

order to achieve communicative goals.

1.4.3 The Shift from the Communicative Competence to Intercultural

Communicative Competence

Although, it’s enormous use by scholars and educators the Communicative

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Chapter One: Literature Review

Competence notion starts reporting some various obstacles; from Bryam’s point of view

[…] « It is neither appropriate nor desirable for learners to model themselves on native speakers with respect to the learning about and acquiring an understanding of another culture.

»(1997, p. 52) he criticizes the notion of Communication Competence. He assumes that taking a native-speaker as a model in considered to be a useful method to measure the grammatical and the linguistic abilities; however modelling cannot be adequate in all situations, especially when comparing the language used in a communicative context. Since each language and its speakers are distinctive and have a particular style and pattern. As an alternative in 1997,

Bryam comes with the concept of Intercultural Communicative Competence (ICC), in this he states that instead of articulating to each near-native skills of the foreign language use, the learners should perform like an “Intercultural Speaker”

Intercultural Competence is the ability and capability to perform

adequately in target culture, ICC is the complex of abilities needed to

perform effectively and appropriately when interacting with others

who are linguistically and culturally different from oneself. (Fantini,

2006, p. 34)

Intercultural competence is defined by Byram 1997 in terms of (knowledge, skills and attitudes) with that, he also makes sure that the connection of language and culture is acknowledged. According to the model, five competences (savoir) are necessary to develop intercultural competence. (Savoir, understand), savoir (learned and savoir être).

➢ Knowledge (savoir) represents a correct use of social interaction rules besides having

knowledge of other social communities as regard to own local culture.

➢ Skills of discovery and interaction (savoir apprendre / faire) is the capacity of learners

to search for appropriate cultural information and how to practice it.

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Chapter One: Literature Review

➢ Skills of interpreting and relating (savoir, comprendre) capacity to analyze other

culture features with regard to individuals own culture.

➢ Critical cultural awareness (savoir, s’engager) to assesses and criticize the products of

local and other cultures.

It is worth mentioning that, culture teaching was generally neglected and pushed aside in the preceding approaches, however, in the Communicative Language Teaching it becomes essential to consider attitudes, morals, traditions, the whole life style and other socio-cultural elements of teaching culture.

1.4.4 Teaching Culture in the Recent Approaches

Since 1970’s, a growing attention has been given to the connotation of teaching culture in EFL classrooms; hence, a gradual shift was made from theoretical culture consideration into a more obvious applicable culture context, especially, the teaching of intercultural communication by developing communicative skills based on socio-cultural aspects of language. Academic books and articles stressed the importance of culture education within the field of EFL, one of the most famous works in the pedagogical field of culture is

Seely’s books Teaching Culture 1974, later the Cultural Revolution in foreign language teaching by Lafayett 1975 was successful in the USA, in 1980’s was the time of culture pedagogical improvement especially with the language revolution of technology and media that have supported the cultural education.

Eisenmann (2011, p. 38) points that:

The visual aspects of cultural teaching were also strengthened in the

course of the1980’s … due to the development of video technology,

which made it possible to record films, etc. From television and use

them directly in teaching .Which meant … a much more realistic and

15

Chapter One: Literature Review

detailed mediation of the situational context for language

communication it also led to a greater opportunity to work with

concrete, visible aspects of language and culture.

The Pedagogical Cultural Movement that sprung on the 1980’s has been reinforced in the 1990’s especially with the emergence and evolution of ICT (information, communication, technology), particularly the internet network, thus the 1990’s said to be the era of the internationalization and the real advance of culture pedagogy.

1.5 Approaches of Teaching Culture in Language Classrooms

Teaching and integrating culture in the language classroom is not a simple task it necessitates preparation, awareness, approaches and strategies to integrate culture in a successful way without endangering or influencing the learners. There are several approaches used in teaching culture in EFL classrooms.

➢ The Mono-cultural Approach: This approach can be tracked to the 1970’s, previously

called “Foreign Cultural Approach”, it is based on acquiring almost a native like

communication skills. It means that the culture is being learned to develop a near -

native way of speaking, conveying thoughts and feelings.

➢ The Comparative Approach: This approach is known to be logical since it is based on

learners comparing between the target and the local culture, Morgan and Bryam

explain as follow: «learners cannot simply shake off their own culture and step into

another, their culture is part of themselves. » (1994, p. 43) without neglecting their

own identity and entity.

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Chapter One: Literature Review

➢ The Inter-cultural Approach: It had been said that it is better to comprehend culture

through comparison the main goal of this approach is to stimulate learners’

communication and intercultural competences, Risager (1998, p. 246) affirms that this

approach is blind and not adequate and suggests that teacher should not use it.

➢ The Multi-cultural Approach: Risager (1998, p. 246) says that cultures are multi-

cultural rather than monolithic in which every subculture in any country and should

not be viewed from a racist eye. This means that every culture or sub-culture in a

particular area should be learned the same way and has the same exact importance.

➢ The Trans-cultural Approach: Risager (1998, p. 242-254) proposes this approach and

claims that cultures are mingled as consequence of globalization and immigration; she

claims that it is needless to compare the target culture with other foreign cultures; this

approach was later criticized by Bryam in (1999)

1.6 Goals of Teaching Culture

In a typical language classroom, culture learning and language learning occur together. As the term culture teaching gains ground in FL field, pinpointing the objectives of culture instruction is important to know what and how to teach.

Nostrand’s Goals

➢ The capability to perform in social settings.

➢ The efficiency to interpret the social aspects of a proper portion of community.

➢ The capacity to distinguish a pattern when it is enlighten with pictures and drawings.

➢ The potency to exhibit and define a particular design.

➢ The ability to deduce how a pattern is apparently being in a particular situation.

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Chapter One: Literature Review

➢ The potency to decode a symbolic behavior for making an agreeable one in a foreign

county.

➢ The capacity to assess the form of announcement concerning a culture pattern.

➢ The capability to expose a legitimate ways of examining a socio-cultural entity.

➢ The capacity to demonstrate human objectives that make essential the knowledge

which is being educated.

Seelye’s Goals

Later seelye continued on Nostrand work and transformed the nine goals into seven goals, he claims that if: «cultural activities in the classroom are to be purposeful, they should in some way relate to one of the seven goals. » (1947, p. 38-48)

➢ The Sense, or Functionality of Culturally Conditioned Behavior: Learners will acquire

an affectionately awareness of others actions as having insight into their own culture

agent.

➢ Cultural Connotation of Words and Phrases: Learners will advocate a sensibility

towards cultural pictures that are related to words. The learners have to be used to

these images.

➢ Researching another culture: the learners desire to explore, examine and discover date

about the target culture.

Tomalin’s and Stempleski’s Goals

At the same time, Tomalin and Stempelski assess Seelye’s goals and rebuild them in what they call “Answers Pertinent to the Interrogation” they mentioned their goals as follows

As Tomalin and Stempelski state (1993 p. 7-8) the teaching should help learners

➢ To develop an understanding of the fact that all people exhibit culturally-conditioned

behaviors.

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Chapter One: Literature Review

➢ To develop an understanding that social variables such as age, sex, social class, and

place of residence, Influence the way in which people speak and behave.

➢ To become more aware of conventional behavior in common situations in the target

culture.

➢ To increase their awareness of the cultural connotations of words and phrases in the

target language.

➢ To develop the ability to evaluate and refine generalizations about the target culture, in

terms of supporting Evidence.

➢ To develop the necessary skills to locate and organize information about the target

culture.

➢ To simulate learners’ intellectual curiosity about the target culture, and to encourage

empathy towards its People.

1.7. Strategies of Teaching Culture

There is a great variety of strategies developed for teaching culture in EFL classrooms structured by many researchers in order to facilitate learners’ culture integration.

1.7.1 Creating an Authentic Environment Strategy

Listed under techniques by Christians (1998, p. 313) and stern (1992, p. 224) this strategy includes decorating with posters, maps, bulletin boards can create a visible presence of the target culture, especially, in situation in where language and culture are taught far away from the target country, Hughes (1986, p. 168) calls this strategy “ Culture Island”.

1.7.2 The Culture Assimilator Strategy

Developed by Fielder (1978), during class time learners are been provided with short description of a cross-cultural incident between at least two people (one is from the target

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Chapter One: Literature Review culture and the other is from another culture), the description is than followed by choices of the behavior and the action they just read about (recognize the meaning).

1.7.3 The Culture Capsule Strategy

The concept was developed by Taylor and Sorenson (1961) it consists of the teachers’ briefly describing small piece of the life or an aspect of the target language culture, learners will then have a discussion about the differences between their culture and the target culture.

1.7.4 The Cluster Strategy

It is simply a group of three or four Cultural Capsules presented by the teacher or a group of learners, by the end of the presentation activities will be made. It means that a teacher or a group of learners will choose three or four aspects of the target culture life and explain it to the other classmates for example, the teacher will choose to describe activities that are done on Sunday since it is Church day, and he will go on explaining the rituals and priors that the pop will do, the weeding that happens inside the Church with the ceremony and the reading of the vows, or the baptism of a child, his confession to the Catholic religion.

1.8 Difficulties of Integrating Culture in the Language Classrooms

Although the connotation of teaching English along side with the target culture in the

EFL classrooms, there are a number of obstacles that cannot be ignored

➢ The first challenge is that teachers have insufficient knowledge about the target

culture. Similarly according to Chastain (1988) one of the biggest challenges is the

lack of authentic materials that allows the EFL teacher to provide accurate and

appropriate information to his learners (TV, radio or posters).

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Chapter One: Literature Review

➢ The second challenge concerns the lack of time to architect credible materials and

make the necessary arrangement.

➢ The last challenge deals with the content of the curriculum, especially text books, they

often lack synergy tasks that might help the learner to improve their communicative

competence skills, in addition with the existence of cultural awareness and cultural

information among learners and they only focus on learning the program by heart and

neglect the importance of the target culture.

1.9 Conclusion

This chapter introduces the intricate relationship between language and culture; it explains language and culture as concepts with mentioning the main characteristics of culture.

It also shows how language and culture are closely related, the main approaches, strategies, factors, and difficulties that can affect the safe incorporation of culture in the language classrooms, In addition to the history and the main objectives of culture teaching. The second chapter will investigate EFL teachers’ perspective on culture integration in the language classrooms, and to check whether learners are aware of the target language culture.

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Chapter Two

Research Methodology, Data Collection and Analysis

Chapter Two: Research Methodology, Data Collection and Analysis

2.1 Introduction

2.2 The research Method

2.3 The Research Site

2.4 Sample Population

2.4.1 EFL Teachers’ Profile

2.4.2 Pupils’ Profile

2.5 The research Instruments

2.3.1 The Semi-Structured Interview

2.3.2 The Classroom Observation

2.6 The Process of Data Gathering

2.7 Data Analysis

2.7.1Analysis of the Interview

2.7.2Analysis of the Classroom Observation

2.8Conclusion

Chapter Two: Research Methodology, Data Collection and Analysis

2.1 Introduction

This chapter is the practical part of the research paper; its aim is to provide a clear presentation of the steps and methods that have been used. It starts by providing a full description of the research method, the research site, and the population (EFL teachers and pupils) that have participated in the study. Then it tackles the research instruments used (structured interview and classroom observation), in addition to the process of data gathering and analysis.

2.2 The Research Method

Case study is the method that is relayed on in the fulfilment of the research. It contains structured interview, alongside with the classroom observation, since, the main interest of this study is to collect data about the teachers’ perspective and opinion about culture incorporation in the FL classrooms. This method is appropriate to conduct this investigation since it deals with an issue in its real life context.

2.3 The Research Site

The research was conducted in Maghni Sandid Mohamed high school in Ain

Temouchent. It was opened in 1986 it has 48 teachers; four of them are English teachers, and 23 classes, among them two for foreign languages that have been selected in this investigation.

2.4 Sample Population

It is obvious that any research investigation necessitates selected population sampling. Any research is based on characteristics as: representativeness, generality and homogeneity.

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Chapter Two: Research Methodology, Data Collection and Analysis

2.4.1 EFL Teachers’ Profile

Seven experienced teachers were interviewed, five females and two males. All of the informants hold a magister degree and they have a great amount of knowledge about the issue put in questions. Though each of them has his or her own background teaching experience and point of view; they teach several branches experimental sciences, economy and management, Letterer and philosophy, and foreign languages.

2.4.2 Pupils’ Profile

Two EFL classrooms of second year pupils are observed, there were 67 pupils in both classes 56 females and 11 males. The first class includes 34 pupils, 27 females and

7 males. The second class includes 33 pupils, 29 females and 4 males. Their age ranges between 16 and 17 years old. Their level differs from one to another. They have studied

English for 4 years in middle school, and they have selected their speciality after the first year at the secondary school.

2.5 The Research Instruments

In the desire to demonstrate teachers’ opinion, sensibility and pupils’ mindset towards the incorporation of the target culture in the EFL classrooms. This investigation was run with two research instruments: structured interview for teachers and a classroom observation to analyse pupils’ attitudes towards the integration of the target language culture.

2.5.1 The Structured Interview

It is a meeting in which the interviewer follows a strict list of formulized questions. All interviewees are asked the same questions without modifications. This

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Chapter Two: Research Methodology, Data Collection and Analysis specific interview was composed of ten well-structured questions addressed to EFL teachers. Designed to extract valid data to be later analyzed,

The first question was meant to know how many years the teachers have been teaching English as a foreign language. (Q1)

The second question aims to find out if the teachers integrate or at least try to integrate cultural aspects in their lectures in order to teach their pupils the target language culture. (Q2)

The third question is formulated to determine which approach the EFL teachers’ use in order to incorporate cultural aspects into their teaching (mono-cultural approach, the trans-cultural approach, the inter-cultural approach). (Q3)

The fourth question is meant to calculate if pupils are curious to learn about the target language culture whether they are not curious, slightly curious, curious or very curious. (Q4)

The fifth question tries to pin point teachers’ opinion about where the culture learning processes should take place in or outside the classroom. (Q5)

The sixth question intends to determine which strategy EFL teachers use while incorporating the target language culture (the cluster strategy, the capsule strategy or the assimilator strategy). (Q6)

The seventh question aims at determining what are the difficulties that the EFL teachers may encounter while teaching culture in the classrooms. (Q7)

The eighth question is meant for the teachers to express whether teaching/ leaning culture is the responsibility of teachers only, the pupils’ responsibility or the responsibility is shared between the two. (Q8)

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Chapter Two: Research Methodology, Data Collection and Analysis

The ninth question intends to know if integrating the target language culture in the

FL classrooms is always safe, if this integration has no harm or influence on the pupils.

(Q9)

The last question however aims at identifying the challenges that an EFL teacher should overcome in order to properly integrate the target language culture into the lectures. (Q10)

2.5.2 Classroom Observation

Classroom observation is the formal or informal examination of teaching while it is taking place in a classroom. It provides the researcher with a critical feedback that aims at improving the classroom management or the teaching itself. The classroom observation check list is composed of ten structured questions to examine pupils towards the target language culture and its incorporation in FL classrooms. The observer should bear in mind the attitude, the interaction, the reaction and the mindset of both the pupils and the teachers, in order to extract valid data to be analysed.

2.6 The Process of Data Gathering

The investigators worked with two different classrooms and pupils, but the same level second year (Letters and Foreign Languages). The permission was then asked from the head master of the secondary school to conduct the classroom observation and the interview. During classroom observation, the teacher was very welcoming and collaborative. The investigators set at the back of the classroom and started examining and analysing the pupils’ attitudes and the teachers’ behaviour and methods. As for the interview, the investigators interviewed seven EFL teachers each of them aside on their free time. It took about ten minutes to go through all the questions.

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Chapter Two: Research Methodology, Data Collection and Analysis

2.7 Data Analysis

After all of the information data were collected from both classroom observation check list and the interview, the investigators started to analyse each question according to the answers of informants.

2.7.1 Analysis of the Interview

The examination of the interview was than tackled with the aid of quantitative tools. With the aim of quantifying EFL teachers answer and representing them in a statistical data, which is also sum up in figures and tables.

Q.1 Teachers experience

Upon seven teachers that have been interviewed. Three of them have thirty years or more of experience in teaching. Three teachers have twenty years or more of experience in the matter and the last teacher has fifteen years of experience. This shows that the teachers that have been selected to participate in this investigation are teachers of a great experience in teaching English as a Foreign Language.

Q.2 A/ Do you integrate cultural aspects in teaching English?

The answer YES NO Total

Numbers 06 01 07

Percentage% 86% 14% 100%

Table 2.1 Teachers’ Integration of Culture in EFL Classrooms

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Chapter Two: Research Methodology, Data Collection and Analysis

100%

80%

60% NO 40% YES 20%

0% YES NO

Figure 2.1 Teachers’ Integration of Culture in EFL Classroom

The second question was meant to know if teachers incorporate cultural aspects into their teaching. Upon seven teachers that have been asked the question. Six of them responded affirmatively and stressed the importance of culture in the learning processes of a foreign language. Only one teacher answered negatively to the eventual incorporation of the target language culture to his teaching, claiming that in order to learn a foreign language it is not a necessity to learn its culture.

B/ Which approach do teachers use for incorporating culture into their lectures?

The The The inter- The The trans- No approach Comparative cultural mono- cultural approach Total used approach approach cultural approach approach number 06 00 00 00 01 07 Percentage 86% 0% 0% 0% 14% 100%

Table 2.2 the Approaches Used by Teachers to Incorporate Culture in their

Teaching

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Chapter Two: Research Methodology, Data Collection and Analysis

100% 90% 80% 70% 60% Comparative A 50% 40% Mono-cult A 30% 20% Inter-cult A 10% 0% Trans-Cult A NO approaches

Figure 2.2 the Approaches Used by the Teachers to Incorporate Culture in their

Teaching

The Investigation reveals that out of seven teachers that have been asked about the approach they use to integrate culture in Fl classrooms. Six answered “The Comparative

Approach”, they claimed that it is of paramount importance to learn the target language culture and for them the best way to acquire the cultural ability and information is through comparison between the target culture and their own culture, to pinpoint the differences and the similarities, without neglecting their entity and identity. Only one teacher said that he does not use any approach to teach culture he claims that his role is to teach those teenagers the correct structure of the English language, how to communicate and convey the message appropriately, and not to teach them cultural aspects that they are not going to use in their professional or daily life. He believed that culture is a part that can be neglected or put a side during the FL learning processes.

From this statement we can notice and understand that this particular teacher believed that culture is an item that can be deleted from the language learning processes it has no significance, importance or useful usage for his pupils.

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Chapter Two: Research Methodology, Data Collection and Analysis

Q.3 Are your learners curious and interested to learn the English language?

The Degree Not curious Slightly Curious Very curious Total of curiosity curious

Numbers 01 01 05 0 07

Percentage% 14% 14% 72% 0% 100%

Table 2.3 Pupils’ Interest to Learn the English Language

80% 70% 60% 50% not curious 40% slighlty curious 30% curious 20% very curious 10% 0% not slighlty curious very curious curious curious

Figure 2.3 Pupils’ Interest to Learn the English Language

The research demonstrates the pupils’ interest and curiosity in learning the

English language. Out of seven teachers, five teachers said that their pupils are interested in learning the language. One teacher said that their pupils are lightly interested in the language. The last teacher said that his pupils show no interest how so ever to the learning of the English language, he said that his pupils show no interest or desire to learn the English language, since it is not their specialty they are interested in

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Chapter Two: Research Methodology, Data Collection and Analysis learning mathematics and physics. They do not see the point of learning it for them it is just a language as any other language in the world.

Q.4 is learning about the target language culture better conducted in or outside the classrooms? Why?

Place Outside the Inside the Total classrooms classrooms

Number 03 04 07

Percentage % 46% 57% 100%

Table 2.4 Teachers’ Opinion about Where Culture should be Learned

60%

50%

40% INSIDE 30% OUTSIDE 20%

10%

0%

Figure 2.4 Teachers’ opinion about where culture should be learned

The result reveals that four out of seven teachers believed that the right place to teach and learn the target language culture is inside the classrooms. Where they can provide their pupils with the right materials, information and the sufficient knowledge they need to have a real and correct understanding of that culture. The three remaining teachers claimed that the right place to learn culture is by field exploration or outside 32

Chapter Two: Research Methodology, Data Collection and Analysis activities such as going to the Movie Theater and watch a historical / cultural movie, going to the libraries and reading books. One teacher said that he sometimes take his pupils out in the school yard and have a discussion, he says that going outside of the classroom once in a while opens and gives the floor to pupils to express themselves, have some fresh air and opens the floor to discussions especially about the target language culture, it is an open space where every single one of them feel at ease and free to talk about whatever they want related to the language of course. The remaining teacher (one) advocated that the teaching and learning process should not occur in either the classrooms nor outside of it, he continued by saying that the target language culture is not an indispensible part in the learning a foreign language, it is an entity that can be ignored.

Q.5 what do you think about the secondary school FL program and the textbook in shaping learners’ cultural knowledge?

On this question in particular, almost all of the teachers (six) strongly think that the curriculum and the textbooks lack cultural aspects. They even believed that the textbooks should be re-printed again, and that cultural information should be added because it is of paramount importance to teach pupils the way of life, beliefs, and customs of the foreign language culture without influencing them. One teacher said that the secondary program and the textbooks are well shaped and cover everything that needs to be taught to the pupils. He strongly emphasized the fact that culture in an entity that can be put aside. He affirmed that culture is a part that can be omitted, disposed of and that the program is well adapted to shape only the language structural aspect.

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Chapter Two: Research Methodology, Data Collection and Analysis

Q.6 what are the strategies that you rely on in teaching culture in EFL classrooms?

The The Culture The Culture The Cluster No Strategy Total Strategies Assimilator Capsule Strategy used Strategy Strategy

Number 0 05 01 01 07

Percentage% 0% 72% 14% 14% 100%

Table 2.6 the Strategy that EFL Teachers Rely on in their Teaching of Culture

0%

14% assimilator S 14% Capsule S 72% Cluster S No Strategy

Figure 2.6 the Strategy that EFL Teachers Rely on in their Teaching of Culture

This result demonstrates that, five out of seven teachers that have been interviewed tend to use the culture capsule strategy. They then described a small part of piece of the life or an aspect of the target language culture, after that pupils will have a discussion about the differences and the similarities, but they sometimes lack the time to do so. One teacher that uses this specific strategy said that he did his best and hardest to sharpen his pupils’ cultural knowledge about the English language. But sometimes he forced to leave it aside because of the lack of time, and the obligation that is on his shoulders to finish the program. One teacher stated that he used the cluster strategy, he went on explaining a group of pieces of life of the target language culture and by the

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Chapter Two: Research Methodology, Data Collection and Analysis end he proposed to his pupils’ activities to enhance their understanding about the matter. He even said that he tried to devote an hour or half an hour, to develop their cultural skills. But sometimes he found a difficultly which is time. The last remaining teacher declared that he used no strategy to incorporate culture due to his believe that culture is not important to the learning processes of a foreign language.

Q.7 what are the difficulties that you face in incorporating culture in EFL classrooms?

This question revealed that six out of seven EFL teachers, lack authentic materials that allow them to provide appropriate information to their pupils, such as posters, authentic texts….etc. They also face another obstacle which is time; they do not have sufficient time to incorporate culture since they are obliged to finish the program. The last challenge is concerned with the fact that the curriculum and the textbooks are not well- formed to shape pupils’ cultural knowledge. In addition to “taboos”, the remaining teacher (one) claims that he does not face any kind of obstacles concerning the integration of culture in FL classrooms. Since he does not count cultural knowledge important in the learning of the English language

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Chapter Two: Research Methodology, Data Collection and Analysis

Q.8 is teaching culture the responsibility of teachers only or pupils have a role to play?

Neither the Whose The teachers’ The pupils Both teachers’ nor responsibility responsibility responsibility the pupils’ Total responsibility

Numbers 01 00 05 01 07

Percentage% 14% 00% 72% 14% 100%

Table 2.7 Teachers’ Opinion about Responsibility in Teaching Culture

80% 70% 60% 50% Teacher's R 40% Pupil's R 30% Both 20% No one R 10% 0% Teacher's R Pupil's R Both No one R

Figure 2.7 Teachers’ Opinion about Responsibility in Teaching Culture

Five out of seven teachers that have been asked this specific questions, answered that teaching culture or acquiring cultural skills, is not only the responsibility of the teacher, but it is the duty of both the teacher and the pupil. They go on by saying that the teachers provided the activities, the knowledge and the pupils contributed with their

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Chapter Two: Research Methodology, Data Collection and Analysis curiosity, awareness and motivation. A teacher (one) claimed that in the classroom the teacher is the only one in charge of conveying any kind of knowledge, it is his responsibility and duty to convey cultural information, a teacher has the role of a mentor. He stressed on the fact that teaching is the responsibility of teachers and teachers only. The resting teacher (one), proposed the idea that it is nobody responsibility or duty to provide cultural knowledge since culture is not an important entity in the learning mechanism.

Q.9 is integrating culture always safe?

This particular question was a subject of many controversies. Almost all of the teachers that have been interviewed (six) affirmed that the cultural integration can only be safe if the teacher plays his role, this means that the teacher has the role of the mentor that guides his pupils into a safe land, especially when he talked or brought the subject of beliefs and way of life. It is up to the teacher to know how to tackle those matters. The remaining teacher (one) strongly believed that the secondary pupils are too young and they can be influenced easily. Since tackling Religion is a sensitive topic and they are teenagers and as we all know it is a critical period in once life, Discretion is strongly advised.

Q.10 what are the challenges that the EFL teachers should overcome for a better culture teaching in the (FL) classrooms?

This last question reveals that, all the teachers agreed on the fact that there are challenges that an EFL teacher face every day in the classroom, such as taboos in the

Algerian society they are some sensitive subject that cannot be talked about, they are considered as shame full, the lack of time and authentic material to work with and the curriculum which is not adequate for a better cultural integration in the FL classrooms.

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Chapter Two: Research Methodology, Data Collection and Analysis

2.7.2Analysis of the Classroom Observation

The classroom observation list has about ten points to be taken into consideration.

In the first day; The first classroom observation was with the first class the session was from 10-11 h(a grammar lesson) , the second classroom observation was with the same class from 11-12h(say it in writing) and the third one was with the second class from

14:30-15:30h (say it in writing). In the second day; the fourth classroom was with the second class from 9-10h (listen and respond) , the fifth was with the first class from 10-

11h ( listen and respond) .The third day; the sixth classroom observation was with the second class 14:30-15:30h (read and respond).

Classroom observation Time / date Number 1st classroom 2nd classroom 1 10-11h / 04-11-2019 ////// 2 11-12h /04-11-2019 ////// 3 /////// 14:30-15:30h/07- 11-2019 4 /////// 9-10h/10-11-2019 5 10-11h/10-11-2019 ///// 6 ////// 14:30-15:30h/14- 11-2019

Table 2.8 Time and Date of the Classroom Observation

The ten questions were taken into consideration to see if the culture is integrated and if learners are aware of it, and to see the method or the way the teacher was integrating culture in her lesson. The points are as follow:

Question one seeks to check pupils’ participation, question two is to observe whether pupils are attentive, next fluency in English is observed, in addition to teacher pupil interaction. As for culture integration, textbooks and programs are put under the light, teachers’ use of strategies and approaches for teaching culture is observed too, after that the learners’ reaction to the integration of the new culture was observed, and if the strategies were helpful or not.

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Chapter Two: Research Methodology, Data Collection and Analysis

In the first classroom observation: pupils were participating and attentive during the lecture, they were curious about the lesson. Their English is average. They asked many questions to understand what the teacher was explaining. The textbook was not used in this lecture. Although the first session was only a grammar lesson but by the end of the lecture the teacher tried to initiate the next lecture which was a lecture about the

American culture. That is what forced her to integrate culture in her classroom, and that helped her to make the learners curious and excited about the new lecture to know more about it.

In the second classroom observation: learners’ participation was high in this class, they were listening attentively to their teacher who was attracting them with her good explanation which made them more excited to ask questions about the subject.

The textbook was fairly helpful; it contained examples that helped the teacher explaining her lesson.

The teacher asked her learners to write a speech that they will read it out loud in front of people in a park in England. The pupils were confused about this subject which was totally new compared to the Algerian culture, and that let the teacher face some difficulties in integrating the English culture. The culture capsule strategy was the most used by the teacher during her lecture; she tried to give examples about the English culture and compare it to the Algerian culture, and this strategy was successful.

In the third classroom observation, although learners in this class are motivated and they like to ask and understand about the lecture but in this session not all of them were participating.The textbook had a paragraph in which it explains the American way of life which helped the teacher to transmit the information. The teacher talked about the American way of life and their society: their football team, their customs, and the geographical location. The teacher used the comparative approach, she compared

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Chapter Two: Research Methodology, Data Collection and Analysis between the Algerian way of life and the American way of life, as well she gave the pupils the ability to ask and to give examples themselves so that they understand the lesson better. There were some difficulties in integrating the culture because the learners did not understand the American way of life without examples and the book.

Second class:

First classroom observation

Not all of the pupils were motivated and participating. Their English was average.

The book was not very helpful in clarifying what a speech means and how the English people write speeches and read them out loud in front of people. The interaction was positive. There were difficulties in integrating such a subject in the classroom which obliged the teacher to give too many examples; and to answer all of the learners’ questions. The teacher gave example of a park that exists in Ain Temouchent and tried to explain more with gestures. It was hard to explain because in our country, people do not have the habit to introduce speeches in public parks. This strategy of comparing between the two cultures was really helpful.

Second classroom observation

The learners were curious about this lesson and were interacting in a good way; they were listening attentively and interacting positively with their teacher. The textbook was not really helpful. The learners were confused at the beginning, they find it way too hard to understand what was the teacher talking about, but once she gave them examples they started to understand. The teacher faced difficulties in explaining the American way of life, because most of the learners had no background information about it. The teacher had to compare between the two societies or the two cultures, the target culture and the native culture to make the things clear for her pupils. The strategy

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Chapter Two: Research Methodology, Data Collection and Analysis was helpful because at the end of the session all of the learners were able to write about the American way of life.

Third classroom observation

The participation was necessary in this lecture, so all of the pupils were asking and interacting with their teacher; who was doing her best to make sure that all the pupils are following and understanding. The textbook had some examples about the

American culture. The teacher let her pupils read an essay about the American culture; their religion; food; and sports. The learners were thirsty to know more about the culture because before they did not have lot of ideas about what is an American culture. There were some difficulties in integrating the American culture which obliged the teacher to make a comparison between the Algerian culture and the American culture and to translate the new vocabulary the learners who were asking about. And that was helpful.

By the end of the lecture the pupils understood what a culture is and they were able to make difference between their culture and the target one.

➢ There were some similarities and differences between both classes which are:

Similarities

• Both classes listen to their teachers attentively.

• All of the pupils try their best to talk only in English although they did

some mistakes.

• Both classes were thirsty to know about the target culture and they ask lot of questions.

Differences

• In the first class pupils were more active and motivated than the other class.

• In the first class participation was messy while the second class raised their

hands and wait till the teacher gave them opportunity to talk. 41

Chapter Two: Research Methodology, Data Collection and Analysis

• In the first class there were 30 pupils who were participating and only 4

who were passive. While in the second class there were only 20 pupils

participating and others were just following.

2.8 Conclusion

This chapter tries to describe the research structure. It shows the use of culture inside EFL classrooms. At first it starts with the explanation of the aim of this research and description of the sample and the instruments used. It tackles the teachers’ interview and classroom observation as instruments by which the research has been supported. Then the analysis of data illustrated with graphics, tables and charts. The next chapter is devoted to the research results and findings, in addition to recommendations and suggestions for better integrating culture in the language classrooms.

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Chapter Three

Suggestions and Recommendations

Chapter Three: Suggestions and Recommendations

3.1 Introduction

3.2 Discussion of the Main Results

3.2.1 Discussion of the Teachers’ Interview Results

3.2.2 Discussion of the Classroom Observation Results

3.3 Teachers’ Role

3.4 Suggestions for Teachers

3.4.1 Motivating pupils to Learn about the Target Culture

3.4.2 The use of Visual Aids and Authentic Materials

3.4.3Collaborative Work between Pupils

3.5 Learners’ Responsibilities

3.6 Suggestions for Pupils

3.6.1 Extensive Reading

3.6.2 The Use of Media in Enriching Knowledge about Culture

3.7 Guidelines for Teaching Culture

3.8 Recommendations for a Better Teaching/Learning of Culture

3.9 Ways to Foster Cultural Awareness

3.10 Conclusion

Chapter Three: Suggestions and Recommendations

3.1 Introduction

This part of the research paper discusses the results and the findings of both the structured interview and the classroom observation, in addition to a set of suggestions and recommendations to facilitate the incorporation of culture inside the EFL classrooms.

3.2 Discussion of the Main Results

In the light of the previous investigation, many results have been extracted from the teachers’ interview and the classroom observation

3.2.1 Discussion of the Teachers’ Interview Results

The findings reveal that six out of seven teachers that have been asked whether they integrate cultural aspects in their teaching, answered affirmatively and agreed and stressed on the importance of culture, and the inevitability of its incorporation in the learning and teaching of a foreign language, as they think that it is a major factor in acquiring a language, since it helps learners to have a decent background, fluency and to build a strong communication with its natives, to incorporate any cultural information approaches and strategies needs to be used in order to do so; most of the EFL teachers

(six) stated that they prefer to use the comparative approach. Because they strongly believe that in order to learn any target culture or language it is of paramount importance to learn by comparison, so that the leaner can differentiate between his local culture and the target one and sharpen their awareness, to prevent any negative impact or influence. Five out of seven teachers use the culture capsule strategy and the other

(one) said that he uses the culture cluster strategy, in order to convey cultural aspects and info appropriately.

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Chapter Three: Suggestions and Recommendations

Curiosity and interest are important factors in the learning process, without them a learner cannot acquire a language. Five out of seven teachers that have been asked to measure their learners’ curiosity declared that their pupils are curious and interested in learning the English language and culture. The remaining teacher claimed that his pupils are slightly curious because they lack motivation and interest in the subject. A classroom needs to be a safe environment; six of them claimed that cultural integration can only be safe if the teacher knows how to manage, approach sensitive topics and guide his pupils into a safe land, because he is considered to be a mentor and a protector he is the one in charge in the classroom, but there are always difficulties that face the teacher inside the classroom six teachers claimed that the major problem and challenges that they face in their everyday teaching, the lack of authentic materials (posters, texts, audio clips), taboos and sensitive / religious subjects

The teaching and the learning process is a collaborative work between both the learners and the teachers. Five out of seven teachers agreed on the fact that it is a team work; the teacher is the one in charge on conveying cultural information and the pupil contribute with his curiosity, interest and desire to fulfil any task that the teacher provides. One teacher said that it is the entire responsibility of the teacher because he is considered to be the authoritative figure and the support system that a pupil needs in order to learn any new information.

In everyday life not all of the people can share the same idea and point of view.

As it is the case of the remaining one teacher, who claimed that culture is a dispensable entity that it is not an important factor in the learning and teaching process, he also said that it can be dangerous and have a negative impact / influence on teenage pupils.

The collected data show that the hypotheses have been confirmed by the majority of the EFL teachers. Since they agreed on the fact that culture incorporation is important

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Chapter Three: Suggestions and Recommendations and have a major role to play when it comes to learning and teaching a foreign language, it can enrich learners’ background information to communicate and have a strong relationship with its natives, enhance their consciousness and to differentiate between the target culture and the local one to prevent any kind of negative influence and danger.

3.2.2 Discussion of the Classroom Observation Results

While observing two different EFL classes under the supervision of the same teacher, investigators found out that, though the majority of learners had an average

English fluency but they showed a high level of motivation, attention and interest during the lectures. The dynamic of the classroom environment was positive with good interaction, communication and relationship between the teacher and her pupils. It felt like the teacher had a role of the mother and learners were her children.

The teacher stressed on the importance of teaching her pupils cultural aspects, by giving them examples about the American way of life, customs and beliefs. Sometimes pupils faced difficulties in comprehending new cultural information especially with the lack of authentic material that can be an effective tool in the learning and teaching process, which forced the teacher to use the culture cluster strategy that gains a lot of success among her learners.

3.3 Teachers’ Role

The teachers’ role does not rely only on them delivering lectures to their learners. It is much more complex than what a lecture can hold and what a teacher can be, it is not about standing in front of the classroom and lecturing but it is about being a guide and a mentor to his learners. An EFL teacher role can include:

✓ Build a strong relationship and communication with his learners.

47

Chapter Three: Suggestions and Recommendations

✓ Increase learners’ curiosity and interest in learning about the target language

culture.

✓ Construct an environment and an atmosphere of respect, tolerance and

understanding.

✓ Propose cultural information and background in order to show the differences

between the two opposite cultures, in addition to some activities to sharpen

learners’ cultural awareness.

✓ Sharing their cultural experience with their learners, in case the teacher has

already visited an English speaking country, he can lecture them about what he

has experienced and provide them with actual evidence, such as pictures and

videos, in order to see the difference between the two cultures.

✓ To be aware of the pupils mind set, ethnical background and cultural identity,

so that he can be aware about what should be presented inside the classroom.

✓ Being impartial, in other words he should not preach the advantages of a culture

over the other.

In addition to the roles mentioned above, an EFL teacher should be the

motivation to the trigger that triggers his learners’ curiosity to learn more

about the target language culture, to eliminate stereotypes and to learn more

about the non-verbal behaviours such as gestures.

3.4 Suggestions for Teachers

For a better culture and foreign language teaching, these are some recommendations that the teacher can use to enhance his teaching.

48

Chapter Three: Suggestions and Recommendations

3.4.1 Motivating pupils to Learn about the Target Culture

Learners’ learning does not only rely on their motivation and effort, especially while dealing with cultural aspects. Teachers have a major role to play, since they represent the external support that pupils need to develop their innate desire, ability and motivation. This may have a serious impact on pupils’ learning, however learners’ motivation can be affected by external factors such as rewards, teacher has a role in developing and increasing learners’ cultural motivation by creating an environment that encourages his learners to develop their cultural interest, for example a teacher decorate his classroom with flags, posters to encourage pupils to collect cultural information, ask questions that can later be rewarded by stickers or a symbolic gift, telling them about urban legends and tails this might motivate them to search more about the target language culture.

3.4.2 The Use of Visual Aids and Authentic Materials

With the technological development and innovation, various materials can be used in order to convey better and accurate cultural information. Teachers may use a power point to explain the lecture or for pupils to read a text rather on a basic book, to use videos and recorded dialogues this may enable learners to ameliorate their speaking and listening skills by actually listening to a native speech and also enrich their verbal and linguistic skills, the use of cultural islands as pictures, maps and post cards in order for a learner to develop a mental image of the target culture location.

3.4.3 Collaborative Work between Pupils

It is well-known that many pupils prefer to work together in order to share information, knowledge, motivation and help each other to achieve a particular task or activity. A teacher may use this situation to convey cultural information, he can make his pupils work together create workshops, put them in a certain situation with a native

49

Chapter Three: Suggestions and Recommendations and evaluate their cultural skills, he can also give them the opportunity to prepare a little play, and give them task and activities to solve.

3.5 Learners’ Responsibilities

Even though the teacher has an indispensable and important role in the target language teaching, nevertheless learners do have responsibilities, they have to:

✓ Recognize that culture teaching can considerably help their language learning,

since culture and language are tightly related one cannot fully exist without the

other.

✓ Be always excited and interested in all cultural activities that can take place

inside the classroom.

✓ Tolerate and respect the foreign behaviours and to accept them.

✓ Grasp and adapt the positive aspects that a target culture can give and neglect

the negatives.

3.6 Suggestions for Pupils

For a better culture and foreign language learning, these are some recommendations that the student can use to enrich his cultural knowledge.

3.6.1 Extensive Reading

Books carry in their pages knowledge about culture which enables the reader to get a decent background about the target culture. Especially while learning a foreign language, since the learning of a language does not only rely on the teacher but pupils have a role to play. A pupil can enrich his cultural knowledge by going to the libraries; read books of history and culture, go in the internet and download E-books and read online newspapers.

50

Chapter Three: Suggestions and Recommendations

3.6.2 The Use of Media in Enriching Knowledge about Culture

Media has become an important aspect in our daily life; they can be used as a tool of gaining knowledge about the specific language, country or culture. A pupil may use this aid to develop his cognitive activity and cultural skills; he can watch new channels, series, and documentaries, communicate/chat with native speakers, exchange info and interest, use phone application (babble). Media can have a double side effect; negative or positive, it is up to the learner to distinguish between the two cultures; so that he cannot be influenced.

In order to excel in any language a learner should not only rely on his teacher but he should also be an autodidact, which means that he needs to learn and motivate himself. Especially while dealing with cultural aspects, a learner should meet people who can provide him with information, ask teachers, and do tests, quizzes and cultural activities.

3.7 Guidelines for Teaching Culture

EFL learners, often learn a foreign language without fully understanding its culture (norms and behaviors) of its natives which can lead to misunderstanding and disconnection. Culture teaching is a vital process in learning any language as it helps to develop cultural awareness among learners, by giving pupils the most important information in order to boost their interests and curiosity towards the target language culture to understand his own identity and also to build strong relationship and easily communicate with the native speakers.

3.8 Recommendations for a Better Teaching / Learning of Culture

In EFL classrooms the teacher is the one in charge and responsible in providing knowledge, and this demands creative cultural strategies, it is also of teachers’ duty to

51

Chapter Three: Suggestions and Recommendations familiarize their pupils with cultural items, and this should take place in early period of foreign language classes.

However it is not completely EFL teachers’ duty to deliver culture but it is also learners responsibility to be aware, motivated and autodidact. The following points are some techniques used to incorporate culture in EFL classrooms:

• Printed literature is a non-costing method that helps learners to bound with the

target culture by conveying emotions, ideas and thoughts ( this method is used

by nearly all of the teachers)

• The use of newspapers and articles.

• The use of music, songs with lyrics, poems and games.

• The use of authentic materials ( pictures, maps, power points, posters and

recorded dialogues)

• The use of short films, documentaries and videos with historical and cultural

background.

• To start a discussion among pupils to debate about the differences and

similarities between the domestic culture and the target culture.

• To use proverbs, idioms, jokes and quotes.

• In case the teacher have ever visited an English speaking country he can, enrich

his learners with cultural information about that specific community( such as

rules, social behavior, manners, holidays)

• A learner exchange program, this is a program that enable learners to travel

abroad and finish their studies; this is an opportunity to meet new friends, learn

about a new culture and live in a different environment.

• To elaborate English conferences where a foreign teacher or a historian may

come and teach us about the target culture.

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Chapter Three: Suggestions and Recommendations

• Modifications in the Algerian English curriculum to add more cultural texts to

provide aid for a better English /culture learning.

3.9 Ways to Foster Cultural Awareness

In order to sharpen learners’ cultural awareness (CA) teachers should shed light on:

✓ Learners’ Ethnic Background: some pupils do not easily accept

cultural information, especially when they feel that their own culture and

identity are endangered. And this is when the teachers’ role takes place;

he needs to create a safe and tolerant atmosphere to make his learners

feel safe.

✓ The Relationship between Learners’ Own and Target Culture:

culture is a complex entity, while dealing with such an issue the teacher

needs to be a facilitator rather than an instructor; he should point out the

similarities rather than the differences.

✓ Cultural Sensitivity: many English learners feel marginalized and

pressured to excel in the foreign language and to put aside their own

identity (language and culture).

✓ Learners’ Requirement: CT is a centered pupil mechanism; learners

should be involved in all cultural tasks and activities following their

teachers’ guidance and instructions.

3.10 Conclusion

This chapter starts with the discussion of the main results of both teachers interview and classrooms observation, in which the hypotheses have been confirmed. It is worth nothing that teachers do give an important role and significance to the culture teaching as part of foreign language learning, and the inevitability of sharpening 53

Chapter Three: Suggestions and Recommendations learners’ cultural awareness in order to avoid bad influence and negative impact by using multiple approaches and strategies.

At the end of the chapter there are some pedagogical recommendations for both

teachers and learners for a better English culture teaching/learning.

54

General Conclusion

General Conclusion

This investigation sheds light on the indispensible relationship between language and culture. This relationship has been the subject of many controversies and the study of many scholars and educators, to emphasize the necessity of incorporating the target language culture into the EFL classrooms. Consequently to learn any FL it is of paramount importance to have a decent background on its culture, so that the speaker can interact and communicate appropriately with the target language speakers.

However, culture teaching and learning is not being an integral part of teaching a foreign language, compared to other courses such as grammar and vocabulary. Even though most of the EFL teachers use effective strategies and techniques in order to deliver the important cultural elements, but it is not sufficient to cover all of the cultural aspects that needs to be taught due to the lack of time, authentic materials, the absence of the learners’ motivation and curiosity in addition to the poorness of the Algerian /

English curriculum, sometimes the teachers face religious obstacles such as taboos.

Therefore, the aim of this research paper is to examine teachers’ perspective and opinion on the incorporation of the target language culture inside an EFL classroom, the most effective strategies and approaches that they use in order to convey cultural information, nevertheless they still struggle facing hardness inside their classrooms, to calculate learners’ degree of awareness, curiosity and motivation in learning the target language culture.

This extended essay is composed of three main chapters; the first chapter is the theoretical part of the research paper (literature review), it stresses on the co-relational relationship between language and culture, and its vitality in the learning and teaching process, the approaches and the strategies that the EFL teacher may undertake in order to deliver cultural information inside the classroom, in addition to the history of teaching culture and its main goals.

56

General Conclusion

The second chapter is a practical one it deals with data analysis and interpretation, tables and figures, amounts and percentages that show teachers’ answers and perspective on the subject matter, the third chapter and final chapter is a set of suggestions and recommendations for a better integration of culture in the FL classrooms.

Certainly, the findings have certified the hypotheses in which the majority of teachers agree on the fact that culture integration is a vital item in the learning and the teaching process of any language. It can enrich learners’ background information and have a strong relationship with its natives, to sharpen their cultural awareness to avoid any kind of negative influence and danger.

In every investigation researchers may face obstacles that can affect their work; in this particular research paper the corona virus was the main factor that hampered the progress of the research. Furthermore the lack of sources really affected this paper which made the third chapter smaller than the other chapters.

Finally, it is worth nothing that this investigation does not answer all of the questions and solve all of the problems related to this particular topic, due to the wideness of the subject, nevertheless it opens the floor for other researchers and scholars to tackle this problematic in many different angles, and to come up with new recommendations and suggestions for a better learning and teaching of culture/ language.

57

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Appendices

Appendix A Teachers Interview

• 1/ how many years have you been an EFL teacher?

……………………………………………………………………………………

…

• 2/

a/ Do you integrate cultural aspects in teaching English?

……………………………………………………………………………………

…..

b/ Which approach do you use for incorporating culture in the lecture ?

- The Mono-Cultural Approach

- The Comparative Approach

-The Inter-Cultural Approach

- The Trans-Cultural Approach

• 3/ Are your pupils curious and interested in learning the English culture?

…………………………………………………………………………………

• 4/ Is learning about the target language culture better conducted in the classroom

or outside of it? Why ?

……………………………………………………………………………………

…………….

……………………………………………………………………………………

……………..

• 5/ what do you think about the secondary school FL program and the textbook in

shaping learners cultural knowledge?

62

Appendices

……………………………………………………………………………………

……………………………

• 6/ which strategy do you rely on in teaching culture in the EFL classroom?

A/ Creating an Authentic Environment Strategy.

B/ the Culture Assimilator Strategy.

C/ the Culture Capsule Strategy.

D/ the Cluster Strategy.

• 7/ What are the difficulties that you face in incorporating culture in EFL

classroom?

……………………………………………………………………………………

……………………………………………………………………………………

• 8/ Is teaching culture the responsibility of teachers only or pupils too have a role

to play?

……………………………………………………………………………………

………….

• 9/ Is integrating culture in the language classroom always safe?

……………………………………………………………………………………

……………

• 10/ what are the challenges should EFL teachers overcome for better teaching

culture in the language classrooms?

......

......

......

63

Appendices

Appendix B Classroom Observation Check List

• 1/ are the pupils participating in the classroom? YES NO

• 2/ are they attentive during the lectures? YES NO

• 3/ are they motivated and excited? YES NO

• 4/

a/ do they speak English fluently? YES NO b/ Do they use Arabic inside the EFL classroom? YES NO

• 5/ how is teacher pupil interaction? Good average Bad

• 6/ is the text book well-designed and helpful in culture integration?

YES NO

• 7 / Are certain cultural aspects integrated in the lecture? YES NO

If “YES”, which one?

• 8/What is the Pupils’ reaction to the newly integrated cultural aspects?

Good Average Bad

9/ Are they any difficult ties in integrating culture in the classroom?

YES NO

• 10/

a/ What strategy did the EFL teacher use during his lecture?

b/ Was the strategy used for culture integration successful?

64

Summary

This research is a case study that attempts to investigate EFL teachers’ perspectives on cultural integration in the language classrooms. Two research instruments are used: a structured interview and a classroom observation. The results show that most of teachers agree on the inevitability of incorporating target language culture into their teaching. Pupils are motivated and thirsty to know about the target language culture, however, there are certain difficulties and obstacles both teachers and pupils are facing. Suggestions and recommendations are provided for better integrating culture in the FL classrooms. Key words: EFL teachers- Culture integration-pupils-difficulties-suggestions

Résumé

Cette recherche est une étude de cas qui tente d'étudier les perspectives des enseignants d'EFL sur l'intégration culturelle dans les classes de langue. Deux instruments de recherche sont utilisés: un entretien structuré et une observation en classe. Les résultats montrent que la plupart des enseignants s'accordent sur l'inévitabilité d'intégrer la culture de la langue cible dans leur enseignement. Les élèves sont motivés et assoiffés de connaître la culture de la langue cible, mais il existe certaines difficultés et obstacles auxquels les enseignants et les

élèves sont confrontés. Des suggestions et des recommandations sont fournies pour une meilleure intégration de la culture dans les classes de FL.

Mots clés: Enseignants EFL - Intégration culturelle-élèves-difficultés-suggestion

ملخص

هذا البحث عبارة عن دراسة حالة تحاول التحقيق في وجهات نظر معلمي اللغة اإلنجليزية كلغة أجنبية في االندماج الثقافي

في فصول اللغة. يتم استخدام أداتين للبحث: مقابلة منظمة ومراقبة الفصل الدراسي. تظهر النتائج أن معظم المعلمين يتفقون

على حتمية دمج ثقافة اللغة المستهدفة في تعليمهم. يكون الطالب متحمسين ومتعطشين للتعرف على ثقافة اللغة المستهدفة،

ولكن هناك بعض الصعوبات والعقبات التي يواجهها المعلمون والطالب. يتم تقديم االقتراحات والتوصيات لتحسين دمج

الثقافة

الكلمات المفتاحية: مدرسو اللغة اإلنجليزية - التكامل الثقافي - الطالب - الصعوبات – االقتراحات.