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THE ROLE OF CULTURAL IDENTITY IN TEACHING FOREIGN
LANGUAGES TO NON-NATIVE SPEAKERS
Nematova Madinabonu,
student
Uzbek State World Languages University
Abstract
Cultural identity is claimed to be one of the main factors that effects foreign language teaching
to non-native speakers. The purpose of this study was to examine the role of cultural identity in
language teaching as well as language learning (including motivation for language learning,
language preference, and self-perceived language proficiency) for non-native speakers. Thus,
cultural identity is expressed in language, which is defined as an oral, physical, biologically innate
and basic form of communication. Language is a tool to express our feelings, emotions, thoughts,
needs, desire. For many people, language is inextricably linked to culture. Learning a new language
can open up new ways of understanding and experiencing one's culture. This study answers the
following questions: 1. Can cultural identity inhibit language teaching? 2. How can cultural identity
effect on teaching language skills? 3. What is the role of cultural identity in language teaching?
Therefore, in this article it is defined the culture identity, its relationship with language and what role
it plays in teaching and learning English as non-native speakers.
Key words:
cultural identity, teaching language, language learning, non-native, cultural
influence, EFL/ ESL students, language skills.
Currently, English is the foremost widely spoken language within the world. It
has been utilized for distinctive purposes around the world such as education,
commerce, tourism and science. Individuals all around the world proceed to
acknowledge English to reach their diverse points. A critical question emerges in terms
of English language at this point, that is, whether to educate “culture” and to kn
ow
around the cultural identity along with English or not. Cultural identity is the unique
traits of a specific group of people, like their language, religion, food, customs, music
and art. Cultural identity is what makes each country special and different from others.
Each place has its own special customs and traditions. Culture is not just stuff we use
and make. It's much more than that. Culture is what people in a certain group believe
in and value. Culture also involves how people's thoughts and beliefs about the world
and their own lives. Culture can be different in a small area, a group, or a part of a
society. Every workplace can have its own unique way of doing things that makes it
different from other similar workplaces. A part of a country might have its own way of
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doing things that is different from the rest of the country. A family may have their own
beliefs and ways of doing things. Because of this, people often follow their religion to
learn about different cultures.
Can cultural identity inhibit language teaching?
According to Wei (2005:56), language has a dual character: both as a means of
communication and a carrier of culture identity. Language without culture is
unthinkable, so is human culture without language. A particular language is a mirror
of a particular culture. Scientists 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. Culture, identity and language are all
connected and cannot be separated. In teaching and learning, some experts believe that
language learning and cultural learning are closely connected. This means that when
you learn a language, you are also learning about the culture of the people who speak
that language. So, when you teach a language, you are also teaching about the culture
of the people who speak that language. The text says that foreign language teachers
should know about cultural studies in the language classroom and try to help students
understand different cultures and get better at communicating. It is said that when we
learn a new language, we also learn about the culture of the people who speak that
language. And the teachers who teach us the language also teach us about their culture.
Teaching culture as a fifth language skill is important because English is used around
the world and because of global connection. The fifth language skill teaches people
how to change how they use English to learn and understand the values, traditions, and
special qualities of other cultures. It means learning how to use language to accept
differences and be open-minded and flexible about different ways of doing things.
How can cultural identity effect on teaching language skills?
To understand why culture is important, we need to know how much it affects
the way we learn and teach language, and how we can use that to our advantage.
Understanding how culture and identity affect language learning and teaching is
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important. We need to know how they affect different skills of learning English, like
listening, speaking, reading, writing, and vocabulary.
Cultural influence on
vocabulary:
Language helps us keep our culture alive, and words are the key building
blocks of language. Cultural differences will show up in the words used, and the way
words are explained will also show the differences between different countries or
cultures. Learning a language is more than just knowing grammar and word meanings.
It also includes understanding the culture, way of life, habits, customs, and history of
the people who speak the language. In simple terms, culture is made up of many
different things and each of these things can be explained with words. It is very
important to learn new words while also considering the culture they come from.
Cultural influence on listening:
In learning a new language, people often find it hard
to understand when others speak. Even when they practice a lot, they don't feel like
they are getting better. To make this happen, they try their best. For instance, some
people buy tape recorders to help them learn better and improve their listening skills.
They use it for many hours every day. However, when they encounter new things to
listen to, they still cannot comprehend them. There are many reasons for this, but we
have identified some of them. They have trouble with words, grammar and how they
say things.
Cultural influence on speaking:
Just like listening, speaking isn't just
about how you say words. It's also about much more than that. People must read a lot
to understand the culture of the language they are learning in order to communicate
well with others. In oral English practice, teachers should focus on using the language
in real-life situations and use everyday materials for practice. This can help people use
the right words in the right order. If someone is not familiar with the cultural
background, they may make mistakes or misunderstand things, even if they are good
at the language.
Cultural influence on reading:
Reading is not just repeating what
you already know. It's a complex process where you use outside information to
understand, analyze, and draw conclusions about the material. It's very important for
us to understand nonverbal signals, like learning about humanism, history, geography,
and local customs. Knowing how language works can affect how well we read, but it's
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more important to consider our cultural background when we read. The biggest
obstacles to reading well come from not just knowing the language, but also from
differences between the language we're reading and our native language.
What is the role of cultural identity in language teaching?
Teaching culture is not easy. Teachers can guide instead of forcing a certain way
of thinking, which can lead to cultural domination. Teaching students about the
important qualities in other cultures helps them understand that no one culture is better
than another. It also shows them that people from different cultures have differences.
Some people believe that in order to understand a foreign culture, it is important to
compare it with one's own culture. Learners need to talk to native speakers or read
books in order to understand people and their culture. Educators should not just give
them information, but help them make their own understandings. Non-native speakers
should have chances to make their own meanings and think about both the new culture
and their own culture. Taking into consideration the dynamic nature of culture some
guidelines are formulated by Lessard-Clouston (1997). Lessard-Clouston considers the
importance of developing knowledge about target culture together with skills necessary
for mastering communication and behavior in the target culture. He claims that cultural
awareness is necessary for developing learner’s understanding of the dynamic nature
of the target and learner’s own culture. From methodological point of view, teachers
must adopt systematic and structured approach as the learners benefit most when the
lessons and the cultural aspects of language teaching are well planned and developed.
Textbooks are important for lessons. English lesson books are made to help people
learn a new language. They should also include some things about the culture of the
language. Moreover, to be able to speak a second language well, you need to be good
at communicating. It's about learning how people act and communicate in different
cultures, and understanding what is considered normal and important in society.
Studying another language helps people understand and accept others who are different
from them. On the other hand, people from other countries often have basic and
predictable ideas about the culture they are learning about. Textbooks can be difficult
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to simplify because they often show narrow views of different cultures and encourage
people to talk about them.
It’s clear from the discussion above that culture and language are intricately
interwoven so that one cannot separate the two without losing the significance of either
language or culture'. If any one of them is separated the other remains incomplete. In
EFL or ESL class room the students should be taught English with the culture identity
associated with it so that the students can acquire the target language with cultural
background and correspond in real life situations. It is observed that many students,
who have excellent academic performance in English subject, sometimes, find it very
difficult to correspond with native speakers or in real life situations. This might be the
result of learning English without proper awareness of its culture. Therefore, the role
of culture identity plays in teaching and learning of English as a foreign/ second
language cannot be avoided while designing course for EFL/ ESL students and in the
class room situations. The teachers should keep in mind the importance of culture
identity and must have a prior knowledge of the cultural knowledge of the lesson and
material she/he is going to teach the students.
References
1.
Alptekin, C. 2002. ‘Towards intercultural communicative competence in ELT’. ELT Journal
56/1: 57-64.
2.
Byram, M. & Flemming, M. (Eds.) 1998. Language Learning from an Intercultural.
Perspective. Cambridge: Cambridge University Press.
3.
Cook, V. 1999. ‘Going beyond the native speaker in language teaching’. TESOL Quarterly
33/2: 185-209.
4.
G. Brown. (1990). Cultural Values: The Interpretation of Discourse. ELT, (1): 11-17.
5.
Kramsch, C. & Sullivan P. 1996. ‘Appropriate pedagogy’. ELT Journal 50/3: 199
-212.
