Teachers’ beliefs and practices of cultural content in the ELT classroom: A multifaceted analysis through the EIL lens

Kaça, Engin
The use of English as an international language (EIL) has profound implications for the representation of culture in English language teaching (ELT). The dominant representations of Anglo-American cultures in the classroom fail to serve the various needs of learners resulting from the globally diverse contexts where English is used to fulfill an array of functions. This brings about the need to include local and international perspectives of culture in teaching in order to promote a sphere of interculturality (Kramsch, 1993). Using this argument as its foundation and deriving from an EIL viewpoint, the aim of this study was to examine teacher beliefs and practices regarding cultural content in the ELT classroom in an Intensive English Program (IEP) at an institution of higher education located in the Turkish Republic of Northern Cyprus (TRNC). To this end, first a questionnaire was implemented to explore the teacher beliefs of culture teaching. The results of the questionnaire aided the researcher to select four participants to observe during their teaching hours, which was necessary to find out their actual classroom practices of handling cultural content. Stimulated recall method was used in the post-observation interviews to explore the teacher motive and rationale when they refer to a specific cultural element. Finally, general in-depth interviews were conducted with a number of teachers from the same context. The findings of the study reveal the extent to which teachers’ beliefs and practices about the use of cultural content in the ELT classroom correspond to EIL assertions regarding the use of cultural content in the classroom. The study also shows whether teachers’ stated beliefs and their actual classroom behavior match. The study provides a direction for the promotion of EIL principles among ELT professionals. This would in turn contribute to the preparation of language learners for international communication.


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Citation Formats
E. Kaça, “Teachers’ beliefs and practices of cultural content in the ELT classroom: A multifaceted analysis through the EIL lens,” M.S. - Master of Science, Middle East Technical University, 2015.