Research Paper

By

Fatema Zohra Haque,

Senior Lecturer, Viqarunnisa Noon School & College,

Daffodil International University

EFL Teachers’ Perceptions of the Place/ Importance of Culture in ELT: A Survey

Study at Four Universities in Dhaka, Bangladesh.

Abstract: This study aims to investigate Bangladeshi EFL Teachers’ Perceptions of the place

and importance of target cultural information in English language teaching as well as their

related practices and applications in EFL classrooms in Bangladesh higher education context.

Particularly, it tries to explore five research questions:

1. How would the language teachers adopt the pedagogy in the context of Bangladeshi

classroom culture?

2. What is the present English Language classroom culture in Bangladesh?

3. How do Bangladeshi teachers of EFL define culture?

4. What are the EFL teachers’ attitudes towards incorporating cultural information into their

teaching and learning?

5. What are the issues and challenges that act as barriers in adopting culture in language

classroom?

The study shows that teachers and students mostly define culture in the sociological sense,

such as values and beliefs. The study also reveals teachers’ and students’ positive attitudes

towards incorporating cultural information in their teaching learning process.

Introduction: Language is used both as a means of communication as well as a carrier of

culture. Language without culture is unthinkable, so is human culture without language

(Wei, 2005). Moreover, linguistic competence alone is not enough for learners of a language

to be competent in that language (Krasner, 1999). That is, learners need to be aware of the

culturally appropriate ways to address people, disagree with someone, express gratitude or

make requests (Peterson and Coltrane, 2003). The close relationship between language and

culture determines that culture should be introduced in English language teaching and

learning. Culture is a collective set or pattern of beliefs, attitudes, behaviors, and values

shared by a group of people. As culture is embedded in language, there should be a high

level of importance on the teaching of culture in the language classroom. As long as

languages have existed, there have also been cultures. Culture is a vital part of the

communication process. Learning a language without its culture is a recipe for becoming a

‘fluent fool.’ A fluent fool is someone who speaks a foreign language well, but does not

understand the social or philosophical content of that language.” (Bennett 1993: 9) This is to

say that even though one may know the language, they may not be successful in the target

language because of their lack in cultural knowledge. Brown (1994:165) describes the

relation between language and culture as follows: 'A language is a part of a culture and a

culture is a part of a language; the two are intricately interwoven so that one cannot

separate the two without losing the significance of either language or culture'. In a word,

culture and language are inseparable (cited in Jiang, 2000: 328). Learners must not only be

aware of language, but they must be taught how language is actually used in everyday

interaction and what is characteristic in a given culture (Dufva, 1994.)

The importance of incorporating culture in language teaching:

Although the importance of incorporating culture into language teaching and learning may

appear to be obvious, not everyone in the field acknowledges this importance. In fact, “only

one third of [language teaching] programs offer a course in culture” (Reid, 1995/1996: 3).

Historically, one reason for this oversight has been that language teachers are more

interested in the practical aspects of communication. Language teachers often treat culture

as supplemental or incidental to “the real task” (Fantini, 1997: x). Within the past decade,

this problems resulting from not teaching culture with language have started to be

recognized. Many international and national foreign language associations have begun to

address this problem by incorporating culture in their standards. In 1996, TESOL published

as its third goal in ESL Standards for Pre-K-12 Students “to use English in socially and

culturally appropriate ways” (p.17). Even though, there is still a dearth in the extent of

information about how, when and why to incorporate culture in the language classroom.

Many linguists and interculturalists have started to address this problem with series such as

New Ways in Teaching Culture (Fantini, 1997). However, the need to understand this issue

and its solutions still exists.

Culture and teaching English in Bangladesh:

As mentioned earlier in the introduction, culture constitutes an essential part of language

teaching. Similarly, as stated above, English plays a relatively important role in Bangladesh

now a day. In a composite cultural environment, such as in Bangladesh, culture and

diversity is an area of great attention. It is important for teachers to distinguish between

so‐called “high culture” (literature, arts) and a broader definition of culture as a shared set

of beliefs and behaviors. However, the relentless intrusion of English into Bangladeshi life

has led to uneasiness about the degeneration it may bring about. Naturally, this is not a

situation that only Bangladesh may face; in many other countries, where English was used

for national improvement and as a tool of international communication, its effects on the

native culture have been questioned. Fishman, (1977) clarifies, many unwanted results may

occur as a reaction to such a spread and many nations took action against it at policy level.

Particularly, the increasing number of English-medium educational institutions has been one

of the focal points of discussions in education. A number of scholars and researchers believe

that such an intensive process of language teaching, which is naturally full of foreign cultural

elements, will have a negative impact on Bangla language, and consequently on cultural

consciousness. They emphasize the significance of using the mother tongue in education.

For them, one’s own language is the primary means for creativity; therefore, the necessity

to learn English for better scientific production in schools is a misconception. Alptekin and

Alptekin,( 1984) suggest that English should be taught independently of this cultural content

referring only to the “international attitudes” of international English. What is especially

interestingly is their suggestion that English can somehow be taught without culture. In his

more recent article, Alptekin (2002) seems to have kept his stance about intercultural

competence and international English culture, if not his views on foreign language teaching

excluding the cultural elements. However, for them, whether culture is consciously or

unconsciously part of teaching, the transmission of cultural components is unavoidable.

Bangladeshi teachers of English Language find themselves caught between these

contradictory arguments. They are the actual figures that shape the possible

positive/negative outcomes of including cultural information in their teaching.

Problem:

This study aims to investigate Bangladeshi teachers’ opinions on the place of target cultural

information in English language teaching, as well as their related practices and applications

in EFL classrooms in Bangladesh higher education context. Particularly, it tries to explore five

research questions.

Method:

Participants, Means of Data Collection and Evaluation Procedures

In this study, two methods were used in order to collect data: a written survey

questionnaire and an interview. In this study, the goal was to describe the EFL teachers’ and

students’ beliefs and attitudes towards the place and importance of culture in the EFL

classroom and their practices in relation. Both instruments are used in this survey with the

intension of eliciting as accurate information as possible. This is also thought to increase the

validity and reliability of the research. The questionnaire was designed to extract mainly five

types of research questions. The interview, although not as detailed, intended to crosscheck

the written information given by the participants. The questionnaire was piloted with 20 EFL

instructors and 80 students from North South University, South East University, AIUB

University and Presidency University. (50 males and 30 females ranging between 18-25

years of age); third semester, final semester student-teachers of English studying at the

English Language Teaching Department.

All the questionnaires in the pilot study were hard copies and the researcher was present as

the pilot subjects responded to the survey. It took an average of 20-30 minutes for the

teachers and 30-40 minutes for the students to finish the survey questionnaires and they

said the questions, except two, were comprehensible and clear. 80 copies for the students

and 20 copies for teachers (25 to each university) were made and distributed. The return

rate of the surveys for the University that agreed to participate was 80%. This may be a

relatively good return rate with 18 out of 20 teachers completing their surveys within two

weeks. 75 out of 80 students completed their survey. The survey questionnaires were

returned by 5 teachers teaching at AIUB, 20 students studying at AIUB. 5 teachers teaching

at Presidency, 20 students studying at Presidency.5 teachers teaching at SEU, 20 students

studying at SEU and 3 teachers teaching at NSU, 15 students studying at NSU. To

supplement the surveys, 20 randomly chosen instructors, 5 from each of the universities,

were selected to participate in a follow-up interview. However, out of the 20 chosen

instructors only 18 were available to answer the interview questions. 4 interviews were

conducted on the phone due to time constraints. Out of 80 students 75 submitted their

survey papers.

Findings: The Thoughts of Teachers about the Role of Culture of the Target Language in Their Teaching.

Teacher Questionnaire Survey

Q. No.

Data & Percentage

a b C d e f

2 Very often

62.5%

Rarely 12.5% Once in a while

25%

Never 0% Neutral 0% -

6 Enthusiastic 75% Unenthusiastic

0% Satisfactory 25% Not Satisfactory

0% Neutral 0%

8 Political 12.5% Social 25% Departmental 12.5% Students’ negative approach

12.5%

Lack of materials

50% Lack of extrinsic motivation

12.5%

13 Agree 25% Strongly Agree

25% Disagree 12.5% Strongly Disagree

0% Neutral 12.5%

Table 1

Q. 2. How often are cultural issues discussed in your classes?

Q. 6. What is the attitude of students towards the cultural elements of students?

Q. 8. What are the challenges you might encounter in incorporating the cultural activities in

your classes?

Q.13. “Culture and languages are inseparable: therefore, English cannot be taught without

its culture.”

As 62% teachers mentioned that they discussed cultural issues very often in their classes

that’s why probably we see in the table that 75% respondents stated that students are very

enthusiastic towards learning culture.25% teachers strongly stood in favor of the statement

that culture and languages are inseparable. But, unfortunately we notice that 75%

participants mentioned political reason as their major challenges to incorporate the cultural

activities in their classes.

The Thoughts of Students about the Role of Culture of the Target Language Students’ Questionnaire Survey

Q. No.

Data & Percentage

a b c d e

3 Very Often 31.42% Rarely 20% Regularly 34.28% Never 0% Neutral 17.14%

4 Agree 28.57% Strongly Agree

42.85% Disagree 0% Strongly Disagree

0% Neutral 5.71%

7 Agree 60% Strongly Agree

37.14% Disagree 2.85% Strongly Disagree

2.85% Neutral -

10 Sufficient 8.57% More needed 65.71% Too much 0% Good 14.28% Neutral 5.71%

Table 2

Q.No.3: How often are cultuaral issues discussed in your classes?

Q.No.4: Do you think cultural elements motivate your language learning?

Q.No.7: “Successful language learner is the one who had the positive attitude towards the

target culture.”

Q.No.10: Your view towards the content of EFL Courses…..

From the table 2 we find that in EFL classrooms cultural issues are often mentioned and

discussed and that is why 42.85% students opined it contributes in their acquisition of

language learning. But still 65.71% students feel that EFL courses need more contents.

Out of 14 Questions in the questionnaires, 4 major questions (for teachers) and 4 questions,

out of 10 (for students), frequency counts of the predetermined choices were done in order

to see teachers’ and students’ preferences. Most question items in the questionnaire had

only one option to choose for both teachers and students. But few items had more than one

choice. Table 1 shows the teachers’ preferences and table 2 students.’ The rates of marking

were simply counted. In the table, total scores for each statement and for each participant

were calculated. Total scores of the teachers and students were presented in order to see

their general tendencies towards culture in ELT.

Interestingly, yet not surprisingly, all of the teachers some way or another, pointed out the

difficulty of giving one concrete definition of culture. Out of the 20 teacher participants

having been interviewed, however, the general definitions of 75%teachers gathered around

the sociological sense of culture, emphasizing “the traditions or rules that govern the

interpersonal relations, familial relations, and social relations in a community.” “Culture is a

0%

10%

20%

30%

40%

50%

60%

70%

80%

Aesthetic Sense Sociological Sense Pragmatic Sense

Reflections of Teachers' Definition on Culture

set of values set in motion by the people in a particular society. It is what people do and

think with language being the medium. Language exists in culture and vice versa; therefore,

language cannot be taught without teaching fragments of culture,” “Culture is the customs,

arts, achievements of a group of people or institution.” 15% participants defined culture as

“the artistic features of a community such as literature, music, and folklore”, “Culture is the

reflection of a community’s beliefs, patterns of behaviors, language, music and way of

thought process.” “Culture is how we see, judge and practice things in our daily life-from

social to religious perspectives”. Finally 10% expressed their view saying: “Culture is a set of

beliefs and values that people adhere to in their lives”, the responses were in consistency

with the results of the questionnaire in that majority of the teachers viewed culture as a

sociological entity. 50% teachers believed that their main aim in giving cultural information

in their classes is to “develop a global understanding of other cultures and people.” “I think

being aware of other cultures and recognizing the differences among people are the best

motivation to learn a language. Just out of curiosity, one can learn a language.” “I do not like

focusing too much on popular American culture, for example. I express them that American

culture is a part the language they learn, but just one culture among tens of others.” 25%

teachers’ major goal in giving cultural information to their students was to “make them

acquire better communication and comprehension skills.” “These students will be doing lots

of reading. They need to understand what they read as fully as possible and the texts are full

of cultural knowledge.” 20% teachers believe that through teaching culture “our values

systems develop from our respective cultures, and eventually they shape our identities.”

“Learning and teaching are culturally constructed. So culturally sensitive learning and

teaching can be beneficial.” Finally 5% teacher stated that target language culture had a

very minor role in teaching a foreign language.

To the 4th interview question, which asked the teachers to specify the cultural information

they give in their lessons, 50%interviewees from Presidency, AIUB and SEU indicated that

they mostly talked about “British/American people’s specific customs, traditions and beliefs

that differ from those of ours.” “I think learning about the differences between our

everyday life features and those of theirs appeals the students most, and I do what interests

them” - stated one teacher. 40%teachers from NSU, AIUB and Presidency declared that they

“clarified idioms and vocabulary that lead the students to misconceptions.” 10%teachers

from NSU said that they usually give specific information on “holidays and festivals such as

Easter and Halloween.” When the third research question is concerned, the results of the

follow-up interviews reveal that most of the participants tend to define culture in the

sociological sense, being made up of customs, traditions, beliefs, and interpersonal

dynamics of a community. Some participants stated that, “for students to be

communicatively competent they need to develop an awareness of cultural variations;

otherwise they cannot become successful language users!”

One teacher from SEU said, “Discussing cultural features takes long time, and I have a

schedule to catch. I do not have that much of time.” One teacher from NSU stated,” Since

Bangladesh is advancing to par with the modern countries, it is very important to teach

some elements of the target language culture to the students as they will be the leaders of

the future globalization wave”. Another teacher from AIUB responded by saying, “Topics

related to Bangladeshi language, society, education. Side by side issues from other cultures

in order to broaden students’ ways of thinking.

Discussion and Conclusion:

For most of the participants, culture meant the traditions, customs, family and home life,

and institutions of a community as well as social relations in it. The aesthetic definition of

culture, which emphasized the art, music and literature etc. of a community, was the second

most favored one among the participants. Contrary to expectations resulting from the

subjects’ being language teachers, they did not mention the definitions associated with

language and communication (semantic and pragmatic senses) that frequently. This

indicates that teachers perceive “culture” in general to be composed of sociological facets

rather than elements related with language. Teachers’ priorities in the overall concept of

culture might change when it comes to teaching, due to instructional concerns such as

practicality and reliability. Most of the teachers emphasized the feasibility of presenting

cultural information at any level of proficiency as well as the probability of its being

presented at the early stages. They thought that their students had mostly positive

reactions to cultural information. Additionally, findings indicate that teachers found it

advantageous to inform the students about target language culture. They also specified it to

the Bangladeshi context, mostly suggesting that Bangladeshi learners of English should be

taught English/American culture. In fact, they called attention too many advantages in a

spectrum from improving general background knowledge to adding interest to teaching and

learning, as well as respecting other cultures. However, some teachers were also concerned

about the disadvantages of including cultural information in their lessons. They seemed to

be uncomfortable with inclusion of too much cultural information this might create a boring

atmosphere or could lead to linguistic/cultural imperialism. Some interviewees asked me

why we need to teach our student western culture whereas we have a rich culture! One of

the teachers said that, there is no target language anymore in the world as English is being

spoken all over the world in their own unique ways! Two teachers emphasized, “I like to

teach local culture to sustain interest inside classrooms”. “Local and only local culture

should be taught.” One teacher commented, “Traditional Anglo-Saxon culture as well as the

emerging International culture in English- norms, values, etiquette, and pragmatics should

be the major focus.”

Moreover, teachers perceived that their students mostly had positive attitudes towards the

target language culture. This may reflect a perceived positive attitude towards the target

language culture in EFL classrooms. They do not resist learning about other cultures and

people, which may indicate their self-awareness and confidence in own culture. However, as

stated before, the subjects’ responses reflect only their opinions. Teachers’ perceptions

here may partially be a sign of their positive attitudes. A significant finding of this study was

that although teachers thought that “culture” was necessary for their students, it generally

was not their primary concern compared to other subject matter in ELT. Reading and

vocabulary were regarded as being considerably far more important than “culture.” The

study also revealed teachers’ positive attitudes towards incorporating cultural information.

It goes without saying that foreign language teachers should be foreign culture teachers,

having the ability to experience and analyze both the home and target cultures (Byram,

Morgan et al., 1994: 73). It is hoped that the present paper has contrived to clarify most of

the issues it set out to investigate, and has helped contribute to a better understanding of

culture and its importance in the foreign language classroom in the Bangladeshi context.

This study was one effort to find answers specifically in a Bangladesh context; however, in

accordance with the nature of the research, it triggered more questions than it answered.

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