ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
186
CULTURAL COMPETENCE IN LANGUAGE TEACHING MATERIALS
FOR NON-PHILOLOGICAL FIELDS
Muxamedova Muhlisa Avazjon qizi
PhD student at Chirchik state pedagogical university
https://doi.org/10.5281/zenodo.14215074
Abstract
The need for language teachers to become more culturally competent in
their instruction has grown as a result of the expanding globalization of
language instruction. However, cultural competence is frequently left out of
language teaching materials, which makes the language learning process less
authentic and contextually relevant. Investigating the significance of cultural
competency in language teaching materials, especially for non-philological
directions and putting forth a framework for doing so are the goals of this
article.
Key words:
Language instruction, cultural competency, communicative
approach, cultural exchange, global understanding, cultural awareness,
intercultural communication
Introduction
Language training has changed dramatically over the last few decades,
moving away from the traditional focus on grammar and vocabulary and toward
a more communicative approach that places a higher priority on cultural
competency (Byram, 1997). The growing understanding of the role that
language plays in promoting global understanding, cultural exchange, and
communication has led to this paradigm shift. As a result, language teachers now
concentrate on helping students become proficient communicators in a
particular language and culture rather than just teaching them grammar and
vocabulary rules. Kramsch (1993) defined cultural competency as the capacity
to understand and appreciate the complexities of a target culture, including its
values, customs, and behaviors. This idea is essential to language learning
because it helps pupils comprehend the language and its context on a deeper
level. Being culturally competent involves more than just knowing the language;
it also entails understanding the cultural context in which it is used. In order to
create a relevant and realistic learning experience, cultural competence is
crucial in language training (Kramsch, 2006). Students can do the following
when cultural competency is integrated into language instruction:
1) Gain a greater comprehension of the language and its cultural background
.
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
187
2) Improve your interaction with local speakers and cultural customs.
3) Gain a more sophisticated understanding of the intricacies of language and
culture.
4) Develop a more understanding and receptive communication style.
Despite its significance, cultural competency is frequently left out of
language instruction materials, especially when it comes to non-philological
directions (Garcia, 2009). Programs for teaching languages that emphasize the
development of useful language abilities, such business English or English for
Specific Purposes (ESP), are referred to as non-philological directions. These
programs frequently place more emphasis on honing technical language abilities
than on developing cultural competency, which makes language learning less
authentic and contextually relevant.
THEORETICAL FRAMEWORK
This article is based on Byram’s (1997) proposal that cultural competency
is a cognitive and social construct. Knowledge, skills, attitudes, values, and
critical cultural awareness are the five elements that make up Byram's model of
cultural competency. A framework for incorporating cultural competency into
language teaching resources will be developed using this approach.
METHODOLOGY
Various mixed-methods approach are used in this article for gathering and
analyzing data using both qualitative and quantitative techniques. To learn more
about how language teachers view cultural competency in language teaching
resources, a survey was given to them. In order to investigate the integration of
cultural competence, a content analysis was also conducted on a selection of
language teaching resources.
The findings of the survey showed that although language teachers believed
that cultural competence was crucial for successful language instruction, they
also felt that there wasn't enough of it in the resources they used. A similar
pattern was seen in the content analysis of language teaching resources, which
showed that few of them included cultural competency.
The conclusions of the article emphasize the value of cultural competency
in language instruction materials, especially for non-philological paths. A lack of
contextual relevance and authenticity in the language learning process can
emerge from culturally insensitive instructional materials, which can lower
student motivation and engagement. Cultural competency should be
incorporated into language teaching materials, especially for non-philological
directions, according to this article’s recommendations. Language teachers
ACADEMIC RESEARCH IN MODERN SCIENCE
International scientific-online conference
188
should also receive training on how to become more culturally competent in
their instruction. The small number of language teachers in the sample and the
narrow range of language teaching resources examined are two of the article’s
shortcomings.
CONCLUSION
Based on Byram’s idea of cultural competence, the article suggests a framework
for incorporating cultural competency into language instruction materials.
Knowledge, skills, attitudes, values, and critical cultural awareness are the five
elements that make up the framework. Language teaching resources that are
appropriate for learners' needs and culturally competent can be created using
this paradigm. The usefulness of the suggested framework in creating culturally
sensitive language teaching resources should be examined in future studies.
Research should also look at how cultural competency affects learner
engagement and motivation.
References:
1.Byram, M. (1997). Recognising receptive autonomy in language learning.
Multilingual Matters.
2. Garcia, O. (2009). Education, multilingualism and translanguaging in the 21st
century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.),
Multilingual education for social justice: Globalising the local (pp. 128-145).
Multilingual Matters.
3. Kramsch, C. (1993). Context and culture in language teaching. Oxford
University Press.
4. Kramsch, C. (2006). The multilingual subject. Oxford University Press.
5. Sh.Sarimsakova. Madaniyat va muloqot. Зарубежная лингвистика и
лингводидактика, 2024.
