Teaching of Culture in English as an International Language: An Integrated Model (Routledge Advances in Teaching English as an International Language Series)

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students’ intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries. Cover Half Title Title Page Copyright Page Dedication Table of Contents List of figures Preface and acknowledgements List of abbreviations 1.Introduction: A perplexing problem 1.1 Economic globalisation and English as an international language 1.2 Technological innovation and EIL 1.3 The significance of teaching culture in EIL References 2.Historical development of culture pedagogy 2.1 Stage one: Explicit culture studies 2.2 Stage two: Communicative language teaching 2.3 Stage three: Intercultural communication – new development 2.4 Concluding remarks References 3.Teaching culture for education: A model in the UK 3.1 An overview of Byram’s early works 3.2 Byram’s (1997) model of intercultural communicative competence 3.3 Critique of Byram’s (1997) model 3.4 Significance 3.5 Concluding remarks References 4.Teaching culture for interaction: A model in the USA 4.1 The role of sociocultural context and interaction in language learning 4.2 An overview of Kramsch’s perspective 4.3 Kramsch’s model: a discussion 4.4 Kramsch’s cultural competence model 4.5 Critique of Kramsch’s model 4.6 Concluding remarks References 5.Teaching culture for globalisation: A model in Europe 5.1 Rationale for teaching culture for global citizenship 5.2 Karen Risager’s model 5.3 Critique of Risager’s model 5.4 Concluding remarks References 6.Teaching culture for localisation: A model in Asia 6.1 China’s attitudes towards foreign cultures and foreign languages 6.2 Three-dimensional model of teaching culture 6.3 Critique of Chen’s model 6.4 Concluding remarks References 7.Developing an integrated model of teaching culture 7.1 Comparative analysis of the four models 7.2 Reconstructing a new integrated model 7.3 Clarifying the starting point for departure 7.4 Intercultural learning process 7.5 Developing intercultural capacity 7.6 Concluding remarks References 8.Summary and conclusion References Index "The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and the national interests, balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries"-- Provided by publisher Exploring questions of why, what, and how to best teach English as an international language (EIL) and cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific.