EFL Culture in Practice: Algeria as a Model

Dina Al-Jamal, Bilal Zennou

Abstract


 Teaching culture refers to introducing abstract thoughts and ideas to concrete skills, behaviors and customs that are unique to particular group of people. The purpose of this study was to investigate Algerian secondary stage teachers’ actual practices of teaching culture; as such methodology entailed the adoption of the descriptive analytical research design. Therefore, a teacher observation sheet (based on Byram's, 1993) was used to cross check the cultural representations presented by the teachers. More specifically, the observation took 90 hours by observing 15 teachers at eight secondary schools randomly selected in Guelma city, Algeria. The findings of the study reported a “high” percentage of integrating cultural themes as well as a large extent of bringing about opportunities to develop students' awareness of culture in teachers' practices.

 

 

 


Full Text:

PDF

References


Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a secondary English course for Morocco. ELT Journal, 44(1), 3-10.

Ahmad, H., & Shah, S. R. (2014). EFL textbooks: Exploring the suitability of textbook contents from EFL teachers’ perspective. VFAST Transactions on Education and Social Sciences, 5(1), 10-18.

Aitaissa, M. (2016). Evaluation of culture –based contents of Algerian English foreign language classroom in relation to teachers, learners and textbooks: The case of Setif secondary school (Unpublished doctoral Dissertation). Faculty of Letters and Languages, Setif University, Algeria.

Alanay, H., & Aydin, H. (2016). Multicultural education: The challenges and attitudes of undergraduate students in Turkey. Education and Science, 41(184), 169-191.

Andrews, K. (2017). Culture, curriculum, and identity in education. Journal of Ethnic and Cultural Studies, 4(2), 99-101.

Arslan, C., & Tanis, B. M. (2018). Building English Vocabulary Schema Retention Using Review Value Calculation for ESL Students. Research in Social Sciences and Technology, 3(3), 116-134. Retrieved from http://ressat.org/index.php/ressat/article/view/374

Arslan, S. & Yiğit, M. F. (2016). Investigation of the Impact of Emotional Intelligence Efficacy on Teachers' Multicultural Attitudes. Journal of Education and Practice, 7(11), 147-157.

Aydin, H., & Tonbuloglu, B. (2014). Graduate students perceptions’ on multicultural education: A qualitative case study. Eurasian Journal of Educational Research (EJER), 57, 89-108. http://dx.doi.org/10.14689/ejer.2014.57.3

Barocsi, S. (2007b). The role of observation in professional development in foreign-language teachers’ education. WoPaLP 1, 125–144.

Bennett, M. J. (1993). Towards Ethno Relativism: A Developmental Model of Intercultural Sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.

Boukrouh, M., & Kessab, A. (2011). Country Profile Algeria. Compendium, 26, 1-50.

Byram, M. (1993). Language and culture learning: The need for integration. In Byram, (Ed.), Germany, its representation in textbooks for teaching German in Great Britain. Frankfurt, Germany: Diesterweg.

Caner, M., & Subasi, G. (2010). Teachers’ beliefs on foreign language teaching practices in early phases of primary education: A Case Study. Turkish Online Journal of Qualitative Inquiry. 1(1). Retrieved January, 6, 2017, from http://www.tojqi.net/articles/TOJQI_1_1/TOJQI_1_1_Article_5.pdf.

Chaves, O., & Hernandez, F. (2013). EFL teaching methodological practices in Cali. ERIC, 15(1), 61-80.

Damgaci-Koc, F., & Aydin, H. (2014). An analysis of academicians’ perceptions of multicultural education: A Turkish experience. The Anthropologist, 18(3), 817-833.

Dejarnette, N. K., & Sudeck, M. (2016). Advocating for a cause: Civic engagement in the K-6 classroom. Journal of Social Studies Education Research, 7(1), 140-162. doi:10.17499/jsser.27299

Ersoy, E. (2015). Assessment of Adolescent Perceptions on Parental Attitudes on Different Variables. Journal of Education and Training Studies, 3(5), 165-176.

Fantini, A. (1997). Language: Its cultural and intercultural dimensions. new ways of teaching culture. Alexandria, VA: TESOL Publications.

Gonen, S. I., & Saglam, S. (2012). Teaching Culture in the FL Classroom: Teachers’ Perspectives. IJGE: International Journal of Global Education, 1(3), 26-46.

Goodenough, W, H. (1970). Description and comparison in cultural anthropology. Chicago, IL: Aldine.

Harris, M. (1988). Culture, people, nature: An introduction to general anthropology. New York, NY: Longman.

James, G. (2018). A narrative inquiry perspective into coping mechanisms of international postgraduate students’ transition experiences. American Journal of Qualitative Research, 2(1), 41-56.

Khemies, I. (2014). The inevitability of incorporating culture into an EFL classroom case study: First year master students. (Unpublished master's thesis), Faculty of Letters and Languages, Tlemcen University, Algeria.

Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: the role of visuals. ELT Journal, 71(2), 186–196.

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

Kustati, M., & Al-Azmi, H. (2018). Pre-Service Teachers’ Attitude on ELT Research. Research in Social Sciences and Technology, 3(2), 1-13. Retrieved from http://ressat.org/index.php/ressat/article/view/47

Larenas, C. D., Hernandez, P, A., & Navarrete, M. O. (2013). A case study on EFL teachers’ beliefs about the teaching and learning of English in public education. Porta Linguarum, 171-186.

Litton, H. A. (2012). Developing EFL teaching and learning practices in Saudi colleges: A review. International Journal of Instruction, 2(5), 129-152.

Luole, Z., & Baoqi, Z. (2011). Teaching practices of foreign teachers of English in China and students’ responses. Retrieved from http://www.litu.tu.ac.th/journal/FLLT.

Meade, B., & Morian, G. (2008). The culture clusters. Foreign Language Annals, 6(3), 331-338.

Nelson, J. K. (1988). Signs of recovery for Japanese nationalism? The citizen's committee for reclaiming cultural identity through textbook reform. University of San Francisco.

Palaiologou, N., & Gialamas, V. (2015). Building intercultural bridges through TV serials. Journal of Ethnic and Cultural Studies, 2(2), 1-20

Peterson, B. (2004). Cultural intelligence: A Guide to working with people from other cultures. Yarmouth, MA: Intercultural Press.

Raza, K. (2018). The Muddy Waters of Multicultural Acceptance: A Qualitative Case Study on Antisemitism and the Israeli/Palestinian Conflict. Journal of Ethnic and Cultural Studies, 5(1), 1-15.

Rosario, P., Nunez, J., Vallego, G., Cunha, J., Nunes, T., Suarez, N., Fuentes, S., & Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: A randomized-group design. Frontiers in Psychology, 6, 1528.

Seelye, H. N. (1993). Teaching culture: strategies for intercultural communication. Lincolnwood, IL: National Textbook Company.

Sercu, L., Bandura, E., Castro, P., Davcheva, L., Laskaridou, C., Lundgren, U., Mendez García, M., & Ryan, P. (2005). Foreign language teachers and intercultural competence: an international investigation. Clevedon, England: Multilingual Matters.

Shukri, N. A. (2014). Second language writing and culture: Issues and challenges from the Saudi learners’ perspective. Arab World English Journal, 5(3), 190-207.

Spindler, G. D. (1987). The American cultural dialogue and its transmission. Philadelphia, PA: Flamer Press.

Tarman, B., & Chigisheva, O. (2017). Transformation of educational policy, theory and practice in post-soviet social studies education. Journal of Social Studies Education Research, 8(2), I-IV. 10.17499/jsser.93128

Taylor, H. D., & Sorensen, J. L. (1961). Culture capsules. The Modern Language Journal, 45(8), 350-354.

Turkan, S., & Celik, S. (2007). Integrating culture into EFL texts and classrooms: Suggested lesson plan. Novitas Royal, 1 (1), 18 – 33.

Wang, M. (2000). Turning bricks into jade critical incidents or mutual understanding among Chinese and Americans. London, England: Intercultural Press.

Wolcott, H. F. (1991). Propriospect and the acquisition of culture. Anthropology and Education Quarterly, 22(3), 251-273.

Yigit, I. H., & Tatch, A. (2017). Syrian refugees and Americans: Perceptions, attitudes and insights. American Journal of Qualitative Research, 1(1), 13-31.

Yigit, M. F., & Tarman, B. (2016). How do different ethnicities approach to the education system and differences in Turkey? Italian Sociological Review, 6(3), 339-353. 10.13136/isr.v6i3.119

Yoshihara, R. (2012). ESL Teachers’ teaching beliefs and practices: A case study of three teachers in an ESL program in Hawaii (Unpublished master's thesis). Indonesia: Universitas Muhammadiyah Surakarta.


Refbacks

  • There are currently no refbacks.



Journal of Ethnic and Cultural Studies  E-ISSN: 2149-1291

Copyright © JECS Publishing Inc.

To make sure that you can receive messages from us, please add the 'ejecs.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

-------------------------------------------------------------------------------------------------------------------------------------------------------------

doaj_logo_new_120   EBSCO_logo_new_120