MINISTRY OF EDUCATION AND TRAININGCAN THO UNIVERSITY LE BICH TUYEN INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE INTO EFL TEACHING PRACTICES AT A PRIVATE ENGLISH LANGUAGE CENTER IN
Introduction
The first chapter emphasizes the importance of exploring teachers' beliefs regarding the integration of culture into their teaching practices It is structured into four key sections: the background of the study, the rationale behind it, its significance, and the overall organization of the research.
Background of the study
Communicative Language Teaching (CLT), emerging in the late 20th century, emphasizes communication as the central goal of language learning, integrating cultural understanding as a vital component Liddicoat and Scarino (2013) assert that cultures shape how meanings are created and interpreted, highlighting the importance of intercultural communicative competence (ICC) in language education Byram (1997) reinforces the connection between linguistic and intercultural competence, illustrating the interplay of language and culture in English language teaching Furthermore, Bal and Savas (2022) note that language is deeply intertwined with society, making culture essential in language education, while Nguyen and Ho (2023) emphasize that languages encapsulate human cultural values, reflecting the historical evolution of cultures.
In recent years, the field of English as a Foreign Language (EFL) education has increasingly adopted intercultural pedagogy, challenging traditional communicative competence models that tend to idealize native speaker norms This shift reflects a growing recognition of the importance of cultural diversity and the need for learners to engage with a broader range of English usage, fostering more inclusive and relevant language education.
Intercultural language learning highlights the importance of recognizing and understanding one's own language and culture alongside additional languages and cultures This dialogue fosters mutual recognition and the mediation of diverse viewpoints To effectively engage in this process, learners must develop skills that enable them to mediate between various languages and cultures, emphasizing the significance of the learning process itself.
1 of meaning-making and the development of intercultural identity through active engagement (Byram & Wagner, 2018).
Several influential frameworks have been developed to conceptualize and assess ICC in foreign language education such as those proposed by Byram (1997), Fantini
Various models, including those by Deardorff (2006) and Risager (2007), aim to clarify the essential skills and processes for effective intercultural communication Notably, Byram's model has had a profound impact on language education policies, particularly those established by the Council of Europe, as highlighted by Dervin (2010) and Hoff (2020).
In the last twenty years, various researchers have established key principles for effectively integrating Intercultural Communicative Competence (ICC) in language education Liddicoat and Scarino (2013) identified four essential processes for ICC development: noticing, comparing, reflecting, and interacting, which enable learners to engage with and interpret cultural information Additionally, Newton (2016) emphasized three core principles for intercultural teaching: leveraging the social context of learning, prioritizing intercultural objectives, and implementing intercultural practices in the classroom.
To enhance Intercultural Communicative Competence (ICC), various effective techniques are recommended, including communicative tasks, task-based language teaching, and ethnographic methods like studying abroad or interviewing native speakers Technological tools and online platforms also play a crucial role in facilitating cultural exchanges and improving ICC Research shows that both studying abroad and utilizing technology can significantly boost learners' ICC, with combined approaches often producing the most favorable outcomes.
2019) In Asia, countries like China and Vietnam have integrated ICC into their language policies to enhance cultural competence alongside linguistic skills (Tajeddin
Research on national education documents indicates that although the incorporation of culture in language instruction is frequently highlighted, the actual implementation can differ significantly due to varying interpretations of Intercultural Communicative Competence (ICC) (Khanlarzadeh, 2023; Baker, 2015).
2 Therefore, the evidence from those different studies shows that integrating culture into EFL teaching is crucial for developing ICC The present study, titled
This article investigates the integration of Intercultural Communicative Competence (ICC) into English as a Foreign Language (EFL) teaching practices at a private language center in the Mekong Delta By analyzing the incorporation of cultural elements in EFL instruction, the study aims to enrich the conversation on improving ICC in language education and offers valuable recommendations for educators in comparable environments Additionally, it seeks to showcase effective teaching practices while identifying potential challenges in the cultural integration process within EFL teaching.
Rationale
In today's globalized society, the cultivation of intercultural competence (ICC) is essential for educators Teachers should focus on enhancing students' ICC not only in diverse ESL classrooms but also in various real-world situations, ensuring learners are well-prepared for multicultural interactions.
Teachers are essential facilitators in fostering language learning and intercultural skills, particularly in English, which serves as a global lingua franca This unique position allows learners to engage with diverse cultures and share their own identities Cultivating intercultural competence is vital for students' overall development, integrating both language acquisition and social skills By incorporating cultural elements into English language education, teachers enhance students' understanding of cultural nuances, improving their communication across cultural boundaries This integration not only boosts linguistic proficiency but also prepares students to thrive in a multicultural world A key objective of English language education is to equip learners with the skills necessary for competent interaction with individuals from various cultural backgrounds, promoting meaningful language use and authentic intercultural communication experiences.
3 enriches the language learning experience but also helps students become more flexible, empathetic, and aware of the world around them.
Integrating culture into language teaching is crucial, yet research shows mixed results regarding its impact on intercultural competence (Perry & Southwell, 2011) Teachers often encounter challenges such as limited opportunities for interaction with native speakers (Estaji & Rahimi, 2018) and concerns over inadequate resources and course materials (Chau & Truong, 2018) In Vietnam, intercultural content is frequently overshadowed by a focus on language proficiency, with cultural elements receiving minimal attention despite attempts to include them in the curriculum (Doan, 2014; Ho, 2014; Nguyen, 2016).
The Vietnamese English language teaching curriculum appears to prioritize grammar and linguistics over intercultural competence, which could lead to students excelling in language structure but lacking in effective intercultural communication skills.
The Mekong Delta region in Vietnam lacks empirical research on the integration of local culture into English as a Foreign Language (EFL) teaching practices at private language centers Understanding the beliefs of Vietnamese EFL teachers regarding cultural teaching is essential, as these beliefs significantly shape their instructional methods Investigating teachers' motivations and attitudes towards cultural integration can reveal the factors that influence their teaching approaches Furthermore, analyzing how EFL teachers incorporate culture into their lessons offers valuable insights into effective strategies and techniques used in the classroom This highlights the necessity of examining the beliefs, practices, and challenges faced by EFL teachers in cultural integration This research, focused on a private English language center in the Mekong Delta, aims to fill these gaps by exploring the implementation of cultural content in EFL instruction and its effects on language learning outcomes.
The significance of the study
This study is crucial for EFL education in Vietnam, emphasizing the need for intercultural competence and effective English communication in today's interconnected world It investigates EFL teachers' beliefs regarding cultural integration in their teaching practices at an English language center in the Mekong Delta The research highlights the strategies teachers use, the challenges they encounter, and the successes they achieve By exploring these elements, the study aims to provide valuable insights that can enhance the center’s curricula, teacher training programs, and educational policies Ultimately, the findings seek to improve the quality of EFL education in Vietnam, equipping learners with both linguistic skills and the intercultural understanding necessary for success in a globalized environment.
The organization of the study
The current study consists of the following chapters:
Chapter 1introduces the background of the study and the rationale of the study. Then, the significance and the of the study are presented.
Chapter 2 focuses on conceptualizing culture, relationships between language and culture, the importance of teaching culture in the EFL classroom, approaches to teaching culture, and teachers’ beliefs in teaching practices Additionally, this chapter describes intercultural competence along with its definitions, models, and the theoretical framework Then, empirical studies on the integration of culture into English language teaching, covering both international contexts and the Vietnamese context, are mentioned After that, the researcher discusses the current situation of teaching English in Vietnam Finally, research aims and questions are formulated.
Chapter 3 provides an overview of the research methodology employed in this study It begins by introducing qualitative research and the research setting, then moves on to describe the participants and states the role of the researcher Next, it explains the instruments used for data collection including semi-structured interviews and observations Additionally, data analysis is presented Trustworthiness and ethical considerations are also mentioned.
Chapter 4reports the findings of the present study in response to the research questions asked.
Chapter 5 discusses the research findings It also presents the implications of the study Then, limitations and recommendations for further studies are stated The last part is the conclusion.
Introduction
This study explores EFL teachers' beliefs on integrating culture into teaching practices at a private language center, emphasizing the conceptualizations of culture and the interplay between language and culture It highlights the significance of teaching culture in EFL classrooms, various approaches to cultural education, and teachers' beliefs regarding these practices The chapter also examines intercultural competence, including its definitions, models, and theoretical framework, while reviewing empirical research on cultural integration in English language teaching, both globally and in the Vietnamese context Finally, it assesses the current state of English teaching in Vietnam and outlines the research aims and questions.
Definitions of culture
Culture is a multifaceted concept that includes both visible elements, such as clothing and food, and invisible aspects like values and beliefs (Liddicoat & Scarino, 2013; Bal & Savas, 2022) It serves as a framework for individuals to live, communicate, interpret meanings, and pursue goals, while also shaping their identity through the perceptions of their cultural group (Liddicoat & Scarino, 2013) Choudhury (2014) defines culture as the unique characteristics of a group, encompassing languages, religions, cuisine, social customs, music, and arts, all influenced by shared beliefs and values Furthermore, culture integrates high culture, including history and arts, with popular culture, such as folklore and cuisine, along with the nuances of interpersonal communication, both verbal and non-verbal (Piller, 2017).
In Vietnam, culture is defined as a structured collection of beliefs, values, and norms that shape and influence individual behaviors within society, as noted by Nguyen (2013) This cultural framework is crucial in guiding social interactions and community practices.
Culture is transmitted through social interactions within a community, forming a unique cultural group According to Trinh (2015), culture encompasses the creations of individuals responding to universal human needs, distinguishing it from the culture of any specific group A lack of understanding of different cultures can result in communication breakdowns, as behaviors deemed normal in one community may seem unconventional to those from diverse cultural backgrounds.
Culture is a multifaceted concept that lacks a singular definition, often understood as the collective beliefs, values, practices, and behaviors shared by a community In this study, culture is specifically defined as the elements that distinguish a group or society, shaping their lifestyles and interactions While culture has long been recognized as vital in language education, traditional approaches to integrating culture have often been limited To enhance language learning, it is crucial to develop a deeper understanding of culture and investigate its role within the language classroom.
Relationships between language and culture
The intricate relationship between language and culture has been highlighted by scholars such as Byram (1997) and Liddicoat and Scarino (2013), who emphasize the importance of integrating cultural understanding into language education They argue that language learning should be approached comprehensively and reflectively, as language and culture are inseparable and mutually influential Language not only expresses cultural ideas and values but also shapes them, making cultural context essential for effective communication Without this understanding, learners may face misunderstandings, and studying culture in isolation can hinder language comprehension Therefore, incorporating culture into English language teaching is crucial for enhancing the overall learning experience.
The interplay between language and culture is crucial for effective communication, as acquiring a new language reflects one's own cultural perceptions and assumptions (Liddicoat & Scarino, 2013) Languages embody cultural values, while cultures shape the development of languages over time (Nguyen & Ho, 2023) This mutual reinforcement means that language not only transmits cultural knowledge across generations but also relies on cultural context for its acquisition and usage Consequently, understanding the intricate relationship between language and culture is essential for fostering intercultural understanding, as one cannot exist without the other (Choudhury, 2014).
In today's globalized world, English language learning aims to develop intercultural skills that enhance effective communication across cultures (Baker & Feng, 2020) The emergence of English as a global language has reshaped both the theoretical and practical approaches to teaching culture in English education (Kramsch, 2014) It serves as a gateway to understanding diverse global cultures while allowing learners to share their own cultural identities (Forman, 2014; Nguyen, 2014) Ultimately, English is recognized as essential for internationalization and globalization, making it vital for successful participation in intercultural communities (Baker & Feng, 2020).
The importance of teaching culture in EFL classroom
Culture and language are deeply interconnected, highlighting the essential role of teaching culture in English as a Foreign Language (EFL) classrooms Liddicoat and Scarino (2013) emphasize that culture has always been significant in language education To enhance language teaching and learning, it is crucial to foster a more nuanced understanding of culture and explore various methods for investigating it within the language classroom This perspective necessitates a thorough examination of how culture is conceptualized and applied in educational settings.
Integrating culture into language teaching significantly enhances students' communication skills with English speakers by providing contextual understanding and situational appropriateness (Trinh, 2015) This approach enriches linguistic instruction and fosters meaningful conversations across diverse cultural contexts, a view widely accepted by foreign-language educators (Chen & Le, 2018) However, it is crucial to recognize the challenges of cultural integration, including the potential risks of oversimplifying or stereotyping culture.
Díaz and Dasli (2017) highlighted a shift in language education from focusing solely on communicative competence to emphasizing the development of intercultural competence (ICC), which is essential for engaging with diverse cultural backgrounds in the 21st century (Liu, 2016) The impact of globalization and increased cross-cultural interactions has led to the emergence of world Englishes and a rise in intercultural communication (Sharifian, 2017) This evolution has prompted a new approach to teaching English as a global language, recognizing it as a vital tool for international communication that inherently includes cultural elements (Chen & Le, 2018) Consequently, there is a pressing need to re-evaluate traditional language teaching methods to effectively foster intercultural competence in learners.
The relationship between language and culture is fundamentally intertwined, highlighting the necessity of integrating cultural elements into English instruction This approach is essential for equipping learners for effective communication in a global context Furthermore, it supports the wider discourse on the significance of intercultural communication, which plays a crucial role in nurturing harmonious relationships and enhancing cultural understanding in our increasingly interconnected world.
In today's interconnected world, the significance of intercultural communication is paramount for nurturing positive relationships among diverse individuals Effective communication entails the skillful navigation of relationships by engaging with different cultures and identities It is essential to encourage learners to explore their own identities while fostering an understanding of others.
10 identities is essential Thus, the incorporation of culture in language teaching not only fosters language proficiency but also cultivates essential skills for intercultural communication.
Approaches in teaching culture in English language teaching
language share a deep connection, yet the methods for teaching culture vary Liddicoat
In language teaching, two primary approaches to culture are identified: the cultural approach, which focuses on acquiring knowledge of other cultures while maintaining learners' existing assumptions and values, and the intercultural approach, which is transformative and encourages learners to adapt their worldviews and cultivate a new intercultural identity through active engagement with different cultures Additionally, Piątkowska (2015) outlines three methods for effectively integrating culture into language instruction.
The knowledge-based approach to foreign language teaching emphasizes linguistic proficiency over cultural comprehension, viewing language and culture as separate entities (Kramsch, 1993; Thanasoulas, 2001) This method prioritizes the development of language skills through literary works and factual information about the target culture However, critics argue that it promotes passive learning and neglects the vital connection between language and culture, overlooking the importance of analyzing cultural values and beliefs (Kramsch, 1993).
The contrastive approach, rooted in cross-cultural psychology and anthropology, emphasizes the similarities and differences between learners' native and target cultures to enhance intercultural communication skills However, it can oversimplify cultural complexities, promote a binary perspective, and reinforce stereotypes and cultural conflicts.
The ICC approach moves from a focus on knowledge-centric teaching to a holistic method that emphasizes cultural awareness and cross-cultural communication skills It challenges the notion of emulating native speakers, promoting instead the importance of learners' abilities to navigate cultural subtleties.
The approach emphasizes enhancing learners' communication skills for effective cross-cultural interactions, acknowledging the evolving nature of culture and the importance of adaptability in various contexts (Marczak, 2010).
Piątkowska's (2015) frameworks provide valuable insights into cultural education but also present challenges that need to be addressed The knowledge-based approach offers essential cultural information, yet it may restrict students' grasp of cultural subtleties The contrastive approach, while fostering cultural awareness, risks perpetuating stereotypes Furthermore, the ICC approach emphasizes cross-cultural communication skills but may necessitate significant pedagogical support Although these frameworks move away from relying on native speakers as cultural models, this shift might inadvertently diminish the value of authentic cultural experiences Consequently, while Piątkowska's approaches are beneficial, they require thoughtful adaptation to meet the diverse needs of language learners.
Teachers' beliefs are complex constructs that encompass implicit and explicit dimensions, stability, and situational or generalized characteristics, influencing their knowledge and practices (Fives & Buehl, 2012) This complexity has resulted in varied interpretations of the term "belief" within educational literature (Shinde & Karekatti, 2012) According to Zheng (2009), beliefs consist of interconnected concepts that guide behavior, making them crucial in shaping teachers' attitudes, methods, performance, and policies, which in turn impact student development (Dogruer et al., 2010).
Beliefs play a crucial role in shaping teachers' knowledge and actions by filtering information, framing tasks like lesson planning, and guiding immediate decisions (Fives & Buehl, 2012) While these beliefs can evolve with experience, they typically remain stable within individuals and are fundamentally different from knowledge (Buehl).
Teachers' beliefs play a crucial role in managing the complexities of classroom dynamics, especially when integrating diverse cultures into their teaching practices and creating a positive learning environment (Civitillo et al., 2019).
Twelve teachers emphasize the importance of cultural acknowledgment in language education, with their beliefs shaping their approaches (Rohmani & Andriyanti, 2022) However, Pishghadam et al (2017) highlight that the incorporation of culturally relevant strategies in teaching is inconsistent, as evidenced by its varied application in classroom settings This study explores EFL teachers' beliefs and practices related to cultural integration, aiming to understand their strategies for incorporating cultural elements and the challenges they encounter.
Intercultural Communicative Competence (ICC), as defined by Byram (1997), consists of two primary sub-competencies: communicative competence and intercultural competence Communicative competence includes linguistic, sociolinguistic, and discourse skills, while intercultural competence encompasses attitudes like curiosity and openness, knowledge of social practices, skills for interpreting cultural perspectives, and critical cultural awareness Although ICC is often used interchangeably with intercultural communication, the latter focuses more on the communication and linguistic aspects It is proposed that viewing intercultural competence as a skill allows for its evaluation and tracking of development (Krajewski, 2011).
2011, p 13), which may extend beyond mere communication.
Despite numerous attempts by scholars over the past 30 years to define intercultural competence, there remains no single agreed-upon definition (Deardorff,
Intercultural competence is defined as the ability to interact effectively and appropriately with individuals from diverse cultural backgrounds (Perry & Southwell, 2011) Key attributes of intercultural competence include adaptability, tolerance, equality, and embracing diversity, which are essential for fostering meaningful engagement across different cultures (Leung & Tan, 2014).
Intercultural competence encompasses knowledge, motivation, communication skills (both verbal and non-verbal), and the ability to act appropriately in various cultural contexts (Lustig & Koester, 2021; Leung & Tan, 2014).
In summary, intercultural competence has been widely studied, revealing a shared focus on the importance of effective and appropriate interactions with people from diverse cultures This understanding highlights the essential role of intercultural competence in our increasingly interconnected world.
Intercultural competence (ICC) has been shaped by diverse perspectives, leading to the creation of several influential models, including Byram's (1997) ICC model, Fantini's (2000) ICC model, and Deardorff's (2006) pyramid model These models effectively cover multiple aspects of ICC In Europe, the development of ICC has been standardized through the Common European Framework of Reference (CEFR) for language education, instruction, and evaluation (Anderson & Corbett, 2013).
Intercultural competence
Intercultural Communicative Competence (ICC), as defined by Byram (1997), comprises two essential sub-competencies: communicative competence and intercultural competence Communicative competence includes linguistic, sociolinguistic, and discourse skills, while intercultural competence focuses on attitudes, knowledge, skills, and education necessary for effective cross-cultural interactions Key components of intercultural competence are curiosity, openness, understanding social groups, interpreting cultural perspectives, ethnographic skills through engagement, and critical cultural awareness Although ICC is often used interchangeably with intercultural communication or intercultural communicative competence, the latter specifically emphasizes communication and linguistic awareness aspects (Krajewski, 2011, p 12) Furthermore, if intercultural competence is regarded as a skill, it can be assessed and tracked in terms of its development (Krajewski).
2011, p 13), which may extend beyond mere communication.
Despite numerous attempts by scholars over the past 30 years to define intercultural competence, there remains no single agreed-upon definition (Deardorff,
Intercultural competence is defined by the ability to interact effectively and appropriately with individuals from diverse cultural backgrounds (Perry & Southwell, 2011) Effective communication is vital in these interactions, as emphasized by Leung and Tan (2014) Key attributes of intercultural competence include adaptability, tolerance, equality, and the embrace of diversity, which are essential for meaningful engagement across different cultures.
Intercultural competence encompasses a blend of knowledge, motivation, and communication skills—both verbal and non-verbal—along with the ability to act suitably in various cultural contexts (Leung & Tan, 2014; Lustig & Koester, 2021).
In summary, intercultural competence has been widely studied, revealing a consensus on its importance for effective and appropriate interactions across cultures This shared understanding highlights the vital role intercultural competence plays in our interconnected global society.
Intercultural competence (ICC) has been shaped by diverse perspectives, leading to the creation of several notable models, including Byram's (1997) ICC model, Fantini's (2000) ICC model, and Deardorff's (2006) pyramid model These frameworks thoroughly explore different aspects of ICC Additionally, the development of ICC has been institutionalized in Europe through the Common European Framework of Reference (CEFR), which serves as a guideline for language education, instruction, and evaluation (Anderson & Corbett, 2013).
Byram's ICC model, established in 1997, enhances traditional communicative competence by incorporating cultural dimensions, emphasizing the significance of managing intercultural interactions It outlines five key aspects of intercultural competence: knowledge, attitudes, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness This framework highlights the necessity of integrating culture into language education, asserting that effective communication transcends mere language skills to include understanding and engaging with cultural diversity Additionally, Byram's model is noted for its clarity and alignment with the Common European Framework of Reference (CEFR) (Matsuo, 2016).
Figure 2.1 Model of ICC (Byram, 1997, p 73)
In 2000, Fantini introduced an ICC model that aligns with Byram's intercultural components such as awareness, attitudes, skills, and knowledge While language is not explicitly included in his model, Fantini highlights its crucial role in enhancing intercultural competence He emphasizes the importance of integrating intercultural aspects into language education to equip learners with the necessary tools to thrive in both local and global contexts while fostering empathy and understanding Additionally, Fantini stresses the significance of self-awareness and reflection in developing awareness, which contributes to improved cognition, skills, and attitudes He asserts that intercultural competence is a lifelong journey, requiring ongoing development and adaptability to new challenges Engaging positively with individuals from diverse cultural and linguistic backgrounds is essential for enhancing intercultural competence over time.
Figure 2.2 Model of ICC (Fantini, 2000), p 28)
Deardorff's (2006) ICC framework presents a structured pyramid comprising five essential components that underpin cultural competence At the foundation, attitudes of respect and openness are crucial for fostering intercultural understanding Ascending the pyramid, the model stresses the importance of acquiring knowledge, comprehension, and skills necessary for engaging with diverse cultures It also emphasizes internal outcomes like adaptability and empathy, which are vital for navigating multicultural environments At the top, the framework focuses on external outcomes, advocating for the practical application of intercultural competence in real-world interactions and fostering positive cross-cultural relationships Overall, Deardorff's model serves as a valuable resource for individuals, educators, and organizations seeking to enhance their intercultural competence in an increasingly interconnected world.
Figure 2.3 Model of ICC (Deardorff, 2006, p 196)
Integrating culture into language education and fostering intercultural competence is essential, as highlighted by various models Byram's model expands on communicative competence by emphasizing the inclusion of cultural aspects, while Fantini's framework stresses the importance of language proficiency in enhancing intercultural skills Both models share a focus on key intercultural components such as awareness, attitudes, skills, and knowledge In contrast, Deardorff's pyramid framework outlines five core components, beginning with essential attitudes and culminating in both internal and external outcomes, serving as a valuable tool for understanding, assessing, and improving intercultural competence.
2.7.3 Byram’s intercultural competence model as a theoretical frameworkByram'sICC model was created through a joint effort between Byram and Zarate (1996) under the Council of Europe's guidance (Chen & Le, 2018) This collaboration aimed to translate sociocultural knowledge into actionable strategies within the language learners' linguistic development process There are five different "savoirs" or aspects of Byram’s (1997, pp 57-64) intercultural competence which could be summarized as follows:
The Knowledge (savoir) cluster emphasizes the importance of understanding the various components of culture, including social group dynamics and their creative expressions such as art, literature, and media It involves recognizing customs, traditions, and rituals, as well as the cultural nuances of both one's own country and that of others This comprehensive knowledge shapes individuals' perspectives within their cultural context, where behaviors, language, values, and symbols hold specific meanings Thus, being aware of potential differences in cultural references is crucial for effective intercultural communication Moreover, proficiency in intercultural interactions requires a deep appreciation for culture-specific knowledge.
17 also possess culture-general knowledge to effectively engage with a wide array of foreign cultures (Byram, 1997).
Attitudes, or savoir être, encompass the ability and willingness to move beyond ethnocentric views, fostering connections between one's culture and others This involves embracing values associated with social groups and society, which are essential for developing intercultural competence Key attitudes include curiosity, openness, and a readiness to challenge personal beliefs while honoring diverse cultures Additionally, it requires the capacity to detach from the notion that one's values are the sole correct ones, allowing for an outsider's perspective.
The skills of interpreting and relating (Savoir comprendre) encompass the ability to analyze and connect documents or events from different cultures with one's own Learners often interpret spoken and written texts in relation to each other, necessitating mediation skills for deeper understanding This concept highlights the importance of independent cultural learning and the capacity to attribute meaning to cultural phenomena Such skills align with educational theories that advocate for equipping individuals to adapt to a changing world and foster lifelong learning (Byram, 1997).
The skills of discovery and interaction, or savoir faire, encompass the ability to effectively navigate intercultural situations by recognizing and respecting the unique cultural identities of others This competency involves not only acquiring new cultural insights but also applying existing knowledge, attitudes, and skills during real-time communication As highlighted by Byram (1997), these skills are essential for fostering respectful and cooperative interactions in diverse environments.
Critical cultural awareness, or "Savoir s’engager," is essential for thoughtfully engaging with both foreign and domestic cultures It requires a mindset that assesses various viewpoints, practices, and creations through clear criteria, fostering meaningful interactions with diverse individuals This awareness is deeply connected to cultural studies and helps challenge stereotypes, ultimately enriching cross-cultural understanding.
18 critically evaluating another culture is interconnected with the development of the four other competency levels including a reflective assessment of one's own culture (Byram, 1997).
Empirical studies on the integration of culture into English language teaching
Research on the integration of culture into English language teaching has evolved over the years This section examines empirical studies that explore how cultural elements are incorporated into English language teaching practices in both international and Vietnamese contexts.
A study by Bickley et al (2014) in Canada explored intercultural communicative competence (ICC) within ESL classrooms, focusing on instructors' perspectives, learners' perceptions, resources for fostering ICC, and methods of promotion Conducted through an online questionnaire with 70 participants from the Alberta Teachers of English as a Second Language (ATESL), the findings revealed that 93% of ESL instructors were motivated to teach ICC, often incorporating Canadian cultural content (86%) and discussing topics such as personal space and gender roles Instructors facilitated cultural comparisons and encouraged the sharing of cultural aspects while addressing cultural conflicts Despite feeling prepared to handle cultural issues, there was a noted deficiency in formal ICC training and teaching materials, raising concerns among educators.
Achieving full ICC (Intercultural Competence) highlights the importance of implementing improved teaching practices and professional development strategies Key recommendations involve establishing clear teaching objectives and fostering a deeper cultural understanding among educators However, the study acknowledges limitations, including potential sampling bias and dependence on self-reported data To enhance the validity of findings, it suggests incorporating additional validation methods, such as interviews or focus groups.
A study by Fungchomchoei and Kardkarnklai (2016) in Thailand examined the perceptions of 61 English teachers regarding intercultural competence in English classrooms The research revealed that Thai teachers prioritize culture teaching and recognize the importance of cultural differences and intercultural communication skills to prepare students for life and foreign language learning While they focus on building strong relationships and engaging with foreign cultures through media and interactions with native English speakers, there is less emphasis on helping students understand their own cultures Common activities included sharing information about foreign cultures and student research The findings highlight the necessity for comprehensive training in intercultural concepts, teaching methods, and materials that support diverse approaches to intercultural communication.
A study by Estaji and Rahimi (2018) in Iran examined how EFL teachers' backgrounds influenced their perceptions of intercultural communicative competence (ICC) and its impact on cultural teaching practices Involving 111 participants from Tehran's English language institutes, the research utilized mixed methods, including surveys and interviews Findings revealed a significant link between teachers' ICC perceptions and their participation in cultural teaching activities, emphasizing ICC's critical role in shaping educational practices Although instructional levels did not affect ICC perceptions, variations emerged based on teachers' educational backgrounds Qualitative analysis highlighted the importance of ICC in enhancing cross-cultural communication, with differing levels of intercultural competence linked to exposure to various languages and cultures The study recommended future research avenues, such as larger studies and investigations into the relationship between ICC, personality types, ethnocentrism, and intercultural sensitivity.
A study by Safa and Tofighi (2022) explored the intercultural communicative competence (ICC) beliefs and practices of Iranian EFL teachers, involving a questionnaire distributed to 200 M.A students and teachers, along with observations of 30 teachers' practices The findings revealed no significant differences in ICC beliefs between pre-service and in-service teachers or among varying levels of experience Although teachers expressed a belief in integrating ICC into their teaching, observations highlighted a gap between their beliefs and actual practices The study concluded that while teacher training and experience enhance theoretical understanding of ICC, they do not adequately equip teachers with the skills for practical application, suggesting a need for improved teacher training programs to align theory with practice in ICC implementation.
In their 2022 study, Bal and Savas explored how EFL teachers in Turkish state schools approach intercultural language teaching, particularly in classrooms with foreign students Utilizing Interpretative Phenomenological Analysis (IPA), they examined the experiences of 30 teachers from various regions in Turkey, revealing a range of strategies such as cultural presentations, role-playing, and projects to enhance intercultural communicative competence (ICC) However, challenges arose, including students' biases towards English learning and the need to accommodate diverse linguistic backgrounds While some teachers struggled with limited resources and student disengagement, others benefited from receptive students and access to technology The study suggested further research to align teachers' perceptions with classroom practices, gather learners' perspectives through focus group interviews, and conduct needs analysis studies to inform international training programs for intercultural language teaching.
A study conducted by Rohmani and Andriyanti (2022) in Indonesia explored the beliefs, attitudes, and classroom practices of English teachers and their influence on teaching syllabi in junior high schools in Ngawi Utilizing a sequential explanatory mixed-methods design, the research gathered data from 144 teachers via questionnaires and conducted interviews with six teachers The findings highlighted the significant impact of teachers' beliefs and attitudes on their classroom practices and the development of teaching syllabi.
Integrating cultural elements into language teaching is essential, as it encompasses various aspects such as food, clothing, and transportation By teaching the culture associated with the English language, educators can minimize misconceptions and broaden the scope to include both American and British cultures Teachers leverage diverse materials like coursebooks, films, and social media to enhance students' understanding and appreciation of different cultures alongside language skills Although not all syllabi explicitly include cultural elements, educators actively incorporate them into learning activities, demonstrating a commitment to cultural integration in the EFL classroom Moreover, both state and private school teachers share a common belief in the significance of culture in language learning, highlighting the interconnectedness of language and culture.
Recent studies provide important insights into the role of intercultural communication competence (ICC) in language teaching across various contexts Bickley et al (2014) reveal that ESL instructors in Canada are highly motivated to teach ICC, despite lacking formal training and resources Conversely, Fungchomchoei and Kardkarnklai (2016) emphasize the importance Thai teachers place on cultural education and the necessity for thorough training in intercultural concepts Additionally, Estaji and Rahimi (2018) demonstrate a link between teachers' perceptions of ICC and their teaching practices, indicating that background and educational experiences significantly influence this relationship.
Recent studies on intercultural communication competence (ICC) in English as a Foreign Language (EFL) education reveal significant insights Research by Rohmani and Andriyanti (2022) emphasizes the importance of integrating cultural aspects of both American and British cultures in language teaching to minimize misunderstandings in language acquisition Additionally, Bal and Savas (2022) explore the strategies and challenges faced by Turkish EFL teachers in promoting ICC, underscoring the necessity of effective teacher training and cultural awareness Despite a shared belief in the integration of ICC into teaching, a gap remains between theory and practice, indicating a need for further research to enhance pedagogical practices in this area.
22 gaps between beliefs and practices, enhanced teacher training programs, and develop culturally responsive teaching materials.
The studies reveal significant differences in geographical locations, research methodologies, and teacher backgrounds, highlighting the unique cultural and educational contexts in which teachers operate Variations in teachers' experiences, qualifications, and cultural exposure influence their approaches to teaching culture These findings underscore the need for context-specific strategies and support to effectively integrate culture into English language classrooms.
Tran and Dang's (2014) study investigated the beliefs and practices of 23 Vietnamese and 15 native English teachers regarding cultural education in English language teaching at a foreign language center in Ho Chi Minh City Utilizing questionnaires and semi-structured interviews, the research revealed that although teachers had positive views on intercultural integration, their classroom practices were lacking A significant issue was the prioritization of communicative competence over intercultural competence, resulting in unclear objectives for intercultural teaching Traditional teaching methods, such as knowledge transfer and a teacher-centered approach, further impeded effective intercultural instruction The focus was often on introducing students to foreign cultures rather than developing positive intercultural attitudes and skills Notably, teachers' graduate education positively impacted their teaching practices, while coursebook usage showed minimal effect The study recommended aligning the curriculum with teachers' intercultural pedagogy and enhancing training and guidance on intercultural teaching to improve its effectiveness in English language education.
Nguyen et al (2016) investigated the views of Vietnamese EFL teachers regarding the significance of culture in language instruction and how they integrate cultural elements within a Vietnamese university context The study, which involved semi-structured interviews with 15 educators, revealed that culture was often regarded as a secondary consideration in their teaching practices.
Teachers heavily relied on provided materials in their teaching practices, often lacking an understanding of the integrated role of language and culture, with some even questioning the necessity of teaching culture When cultural aspects were covered, the emphasis was mainly on English-speaking cultures, neglecting those relevant to students' communication contexts Challenges such as low student proficiency, exam pressures, time constraints, heavy workloads, and limited cultural knowledge among teachers hindered effective cultural teaching Additionally, the lack of support and awareness in professional development programs further obstructed the integration of culture into language instruction, underscoring the urgent need for improved methods and resources to enhance learners' intercultural competence.
The current situation of teaching English in Vietnam
EFL education in Vietnam has been prioritized nationally from 2011 to 2025, making English a compulsory subject from primary to tertiary levels, with students expected to achieve proficiency according to the CEFR framework This framework categorizes proficiency into six levels: elementary (A1, A2), intermediate (B1, B2), and advanced (C1, C2) Specific proficiency goals are established for each educational stage, where primary students aim for level 1 after five years, lower secondary and vocational students target level 2, upper secondary graduates and non-English majors strive for level 3, and tertiary students, especially those in English-focused institutions, aim for levels 4 or 5 upon graduation.
The goal of Vietnamese EFL education is to provide students with essential skills for thriving in a multilingual and multicultural landscape, preparing them for academic and professional success in integrated environments (MOET, 2014; Prime Minister, 2008).
In Vietnamese EFL classrooms, the educational landscape reflects a negotiation between traditional and modern teaching methods Traditionally, teachers have been seen as authoritative figures who transmit knowledge, while students frequently adopt a passive learning role Despite the anticipated improvements in students' English competencies, this dynamic presents challenges in fostering active engagement and effective learning outcomes.
In Vietnam, the predominant teaching approach among educators is the grammar translation method, as noted by Le (2011) Although there have been attempts to incorporate diverse activities such as discussions and presentations, traditional lecturing continues to be the most common instructional method.
A study by Le (2011) highlights that Vietnamese EFL teachers restrict students' opportunities for English communication practice, leading to a situation where English, like other academic subjects, is primarily confined to the classroom As a result, while students may achieve proficiency in grammar and linguistics, they struggle with intercultural communication (Trinh, 2015) and lack practical skills for effective English use outside the classroom This disconnect from the objectives of the Intercultural Communicative Competence (ICC) approach underscores the urgent need for a transformation in teaching methodologies.
In Vietnam's EFL teacher education programs, there is a significant tension between traditional teaching methods centered on a single culture and the need for more inclusive, diverse perspectives (Doan, 2014) Ho (2014) highlights the critical role of cultural and intercultural knowledge, yet teaching practices remain heavily influenced by a focus on Anglophone cultures Despite efforts to incorporate intercultural elements into the curriculum, these aspects often remain marginalized (Doan, 2014; Ho, 2014) Nguyen (2016) noted that the emphasis is primarily on English language skills, with cultural content receiving minimal attention Nevertheless, EFL teachers in Vietnam are actively working to enhance the cultural dimensions of their teaching practices (Nguyen, 2016).
Vietnamese EFL education faces challenges in balancing traditional and modern teaching methods, which hampers students' ability to develop communicative proficiency and practical language skills beyond the classroom Additionally, further research is needed to understand teachers' perspectives on incorporating cultural instruction (Nguyen & Ho, 2023) To address these issues, it is essential to implement initiatives that promote communicative language teaching strategies, create student-centered learning environments, and improve students' intercultural competencies.
Research gaps
Despite the wealth of research on incorporating culture into English language teaching, notable gaps remain There is a pressing need to explore the beliefs, practices, and challenges faced by EFL teachers in relation to cultural integration (Safa & Tofighi, 2022) Furthermore, studies that include a variety of cultural perspectives are essential for a comprehensive understanding of this integration process.
This research, conducted at a private English language center in the Mekong Delta of Vietnam, involved 27 participants, including teachers with diverse backgrounds and varying levels of experience, to address existing gaps in the field.
Research aims and questions
This study investigates the beliefs of Vietnamese EFL teachers at a private language center in the Mekong Delta about integrating culture into their teaching practices It explores their strategies, challenges, and real-world experiences as they incorporate cultural elements into their pedagogy The research aims to identify the practical challenges faced by these teachers and the opportunities they leverage when integrating culture into their educational approaches.
Research question 1:What are EFL teachers’ beliefs about teaching culture?
Research question 2:How do EFL teachers integrate culture into their teaching practice?
Research question 3:What challenges and support do EFL teachers face in integrating culture?
Summary
This chapter provides a comprehensive review of EFL teachers' perspectives on integrating culture into teaching practices at a private language center It explores key aspects such as definitions of culture, the interplay between language and culture, and the significance of cultural instruction in EFL classrooms Various approaches to teaching culture and teachers' beliefs about their practices are discussed, alongside an examination of intercultural competence, including its definitions, models, and the theoretical framework for this study The chapter also reviews empirical studies on cultural integration in English language teaching across both international and Vietnamese contexts Additionally, it analyzes the current state of English teaching in Vietnam and formulates research aims and questions for future investigation.
Introduction
This chapter outlines the research methodology utilized in the study, beginning with an introduction to qualitative research and the research setting It details the participants involved and clarifies the researcher's role The chapter further discusses the data collection instruments, including semi-structured interviews and observations, and presents the data analysis process Trustworthiness and ethical considerations are addressed, concluding with a summary that reinforces the alignment of the research methodology with the study's objectives.
Qualitative research 29 3.3 Research setting .31 3.4
According to Denzin and Lincoln (2018), qualitative research involves an observer who is embedded within a specific context and actively engages in interpretive actions to reveal and understand the world.
Qualitative research encompasses a range of interpretive practices that reveal and transform the world around us By utilizing tools such as field notes, interviews, conversations, photographs, recordings, and personal memos, qualitative researchers aim to represent and understand phenomena within their natural contexts This approach emphasizes the importance of interpreting the meanings that individuals attribute to their experiences, allowing for a deeper comprehension of social realities.
Qualitative research methods encompass various approaches such as empirical phenomenology, grounded theory, ethnography, protocol analysis, and discourse analysis (Creswell, 2013) Researchers engage in consistent observation of individuals, events, and incidents, often complementing these observations with in-depth interviews and analysis of relevant documents (Fraenkel et al., 2012) This thorough methodology enhances the reliability of the findings (Creswell, 2013).
Qualitative research encompasses various methodologies that share key characteristics essential for a deep understanding of this approach, as highlighted by Fraenkel and colleagues (2012) According to Creswell (2013, p 45-47), there are nine defining features of qualitative research that contribute to its comprehensive nature.
Qualitative researchers prioritize collecting data in
Qualitative researchers serve as essential instruments in the data collection process, personally gathering information through document analysis, behavioral observation, and interviews Unlike traditional methods that depend on external tools, these researchers directly engage with the data, ensuring a more nuanced understanding of the subjects studied.
Qualitative researchers enhance their findings by utilizing multiple data sources, including interviews, observations, and documents This diverse approach allows them to organize and interpret the information effectively, identifying key themes and overarching categories that provide deeper insights into their research.
• Inductive data analysis: Qualitative researchers adopt an inductive approach.
It constructs patterns and themes from the ground up by organizing data into progressively more abstract units This iterative process involves constant refinement of themes through collaboration with participants.
• Participants' meanings: Throughout the research, the focus is on understanding the meanings participants ascribe to the problem not imposing preconceived meanings from the researchers or existing literature.
Emergent design in research emphasizes flexibility, enabling adjustments to plans as data collection unfolds This approach allows researchers to modify questions, data collection methods, and study participants to better align with the primary goal of gaining insights from participants.
Qualitative researchers frequently employ a theoretical lens, encompassing cultural concepts and orientations related to gender, race, or class, to steer their studies This approach aids in comprehending the social, political, and historical contexts surrounding the issues being investigated.
Qualitative research, rooted in interpretive inquiry, emphasizes the importance of understanding and interpreting observations made by researchers These interpretations are shaped by the researchers' backgrounds, contexts, and prior knowledge, leading to a rich tapestry of insights Additionally, the diverse perspectives of readers and participants further enhance the depth of understanding, allowing for multiple viewpoints on the issue at hand.
Qualitative researchers strive to provide a holistic view of the issues they study, integrating diverse perspectives and identifying various influencing factors Instead of emphasizing rigid cause-and-effect relationships, they focus on the complex interactions among these factors within specific contexts.
The qualitative approach is ideal for this study due to its flexibility in data collection methods According to Creswell (2013), qualitative research empowers individuals to share their stories and diminishes power dynamics between researchers and participants This study utilized a qualitative research approach to explore EFL teachers' beliefs about integrating culture into their teaching practices, aiming to uncover valuable insights into this critical aspect of education.
The research was conducted at "VStar," a private English language center in the Mekong Delta that has been operational for 15 years The center offers a variety of English courses for different age groups, including adults, adolescents, children, and kindergarten-aged individuals In addition to language instruction, VStar emphasizes creating an educational environment that fosters essential human values and vital skills for global citizenship, as highlighted by the founder on the center's website.
The researcher selected the VStar center as the research site due to two key reasons Firstly, the center's website highlights its dedication to not only providing English lessons but also fostering essential human values in learners.
The study highlights 31 essential skills for global citizenship, focusing on the integration of culture into teaching to improve students' intercultural competence The selection of the VStar language center for this research project is justified by the diverse backgrounds of its teachers, which can provide valuable insights into the challenges faced in the researcher's own educational environment.
This study utilized purposive sampling to recruit eight EFL teachers, aiming to explore their beliefs and practices regarding cultural integration in language teaching By deliberately selecting participants who met specific criteria, the research sought to enhance understanding while ensuring diversity and balance among viewpoints This approach enabled the researcher to capture a range of perspectives from teachers within the same educational context, ultimately identifying recurring trends in their integration of culture into teaching practices and beliefs.
Data analysis
The data analysis for this study was conducted in two phases The initial phase involved preliminary analysis immediately following interviews and observations, aligning with Creswell's (2013) assertion that simultaneous data collection and analysis enhance the research approach This phase commenced right after each interview and observation, during which the researcher revisited the recordings and performed a quick review of the observational data to identify key insights, setting the stage for the subsequent phase of analysis.
The second phase of the study involved primary data analysis through thematic analysis, a qualitative coding method recognized for its effectiveness (Creswell, 2013) This method comprises six essential steps: organizing and preparing data, familiarizing oneself with the data, applying predefined codes, identifying themes, reviewing and refining these themes, and reporting the findings (Braun & Clarke, 2006) Thematic analysis was employed to uncover commonalities, differences, and relationships among themes, making it beneficial for summarizing data, generating insights, and facilitating social and psychological interpretations In this research, thematic analysis was utilized across all data sources to explore EFL teachers' beliefs, practices, and challenges in integrating culture into their teaching.
•Organizing and preparing data for analysis: The researcher gathered data from interviews and observations.
•Becoming familiar with the data: The researcher transcribed and carefully read the gathered data.
•Coding the data using predefined codes: Considering elements such as labels for code creation, the researcher applied codes to reduce the raw material.
•Identifying themes among the codes: The researcher worked with the codes to identify and compare themes.
•Reviewing and refining these themes: Comparing and discussing theme clarity, the researcher revised themes based on the comparison.
•Reporting the results: The researcher presented the themes in alignment with the research questions.
- Listening again to each interview recording after it took place.
- Conducting a quick review of data after each observation.
- Applied thematic analysis(Braun & Clarke,
2006) + Organizing and preparing data for analysis.
+ Becoming familiar with the data.
+ Coding the data using predefined codes.
+ Identifying themes among the codes.
+ Reviewing and refining these themes.
Trustworthiness
To gather data for the study, the researcher followed established qualitative research principles, utilizing a variety of data collection methods such as semi-structured interviews and observations Prior to the main data collection, two pilot interviews were conducted with three participants to refine the questions The formal interviews involved eight participants, scheduled at mutually convenient times and locations, each lasting about thirty minutes and audio-recorded for accuracy The researcher transcribed the interviews in Vietnamese, later translating them into English with assistance from a third party to mitigate bias Additionally, observations were carried out in two classes for each participant to document teacher utterances.
The study utilized an observation checklist consisting of 38 activities, with data analyzed through thematic analysis for inclusion in the thesis results To ensure a broad spectrum of insights, the researcher recruited eight EFL teachers from diverse backgrounds, all employed at an English language center.
Mekong Delta, the participants, aged 24 to 40, held a variety of educational qualifications including two with master's degrees and six with bachelor's degrees With
With 2 to 17 years of teaching experience, this diverse group has successfully delivered a range of courses for children, teenagers, and adults Their extensive background is anticipated to provide valuable insights that will enhance the study's outcomes.
The researcher utilized a qualitative approach to conduct an in-depth exploration of authentic teaching environments, employing triangulation to validate findings from various data sources This methodology enhanced the reliability and validity of the results, ensuring a thorough examination of cultural integration in English as a Foreign Language (EFL) teaching.
In this study, ethical considerations were paramount, beginning with the distribution of an information letter to each participant This letter detailed the research's purpose, participant selection rationale, procedures, potential risks and discomforts, benefits of participation, feedback on results, and contact information After reviewing the letter, participants were provided with a consent form to confirm their willingness to participate, ensuring their anonymity and confidentiality The researcher adhered strictly to institutional guidelines to protect participants' rights and privacy, and any sensitive information shared was handled with the utmost care and respect.
This chapter outlines the methodology employed in the study, detailing the qualitative research approach, the research setting, participant involvement, and the researcher's role To mitigate limitations inherent in qualitative design, a variety of data collection methods, such as interviews and observations, were utilized The analysis of these datasets was conducted systematically, ensuring a thorough examination of the findings.
39 study's commitment to trustworthiness and adherence to ethical considerations to minimize any potential intrusion on the participants.
Summary
This chapter outlines the methodology employed in this study, detailing the qualitative research approach, research setting, participant selection, and the researcher's role To mitigate limitations inherent in qualitative design, a variety of data collection methods, such as interviews and observations, were utilized The analysis of these datasets was conducted systematically, ensuring thorough examination of the findings.
39 study's commitment to trustworthiness and adherence to ethical considerations to minimize any potential intrusion on the participants.
Introduction
Integrating cultural content into English as a Foreign Language (EFL) teaching is crucial for enhancing language skills and developing intercultural competence This chapter discusses the findings from a study investigating the beliefs and practices of Vietnamese EFL teachers concerning cultural integration in their classrooms The research specifically aimed to address three key questions related to this topic.
1 What are EFL teachers’ beliefs about teaching culture?
2 How do EFL teachers integrate culture into their teaching practice? 3 What challenges and support do EFL teachers face in integrating culture? By examining these questions, this chapter aims to uncover the underlying beliefs and methodologies that shape the cultural aspects of EFL instruction in Vietnam.
EFL teachers’ beliefs about teaching culture
Exploring the beliefs of Vietnamese EFL teachers about integrating culture into their teaching practices is crucial for enhancing language education This section examines how participants define culture and their perspectives on its connection to the English language It emphasizes the significance they place on incorporating cultural elements into English language instruction, the criteria for selecting cultural aspects, and the challenges they face during this integration process.
Investigating cultural beliefs provides essential insights into the influence of cultural integration on teaching methods and student involvement, leading to a more comprehensive and effective approach to English as a Foreign Language (EFL) education.
Participants offered diverse perspectives on the definition of culture, highlighting its complexity and the challenges in achieving a precise definition Their descriptions emphasized various aspects of culture, including customs and traditions, behaviors and manners, representation and identity, and language and communication This underscores the importance of understanding cultural meanings within different contexts.
41 aligns with Byram's (1997) emphasis on understanding deeper aspects of identity in intercultural interactions Alice, for example, reflected on the multifaceted nature of culture as follows:
Culture encompasses a wide array of elements, including the greetings exchanged among friends, the architectural styles of a country, and the traditional attire worn by its people It reflects the unique characteristics of a society, influencing their eating habits, educational practices, thought processes, and approaches to problem-solving.
All eight participants agreed that customs and traditions, which include practices, beliefs, and lifestyles, are essential components of culture These elements serve as the foundation for cultural expression, showcasing a society's values and beliefs Lucy emphasized the dual nature of culture, illustrating its complexity and significance in shaping identity.
Culture encompasses both tangible and intangible elements, with beliefs and thoughts representing the intangible aspects that are not visible In contrast, tangible culture includes food, language, customs, clothing, architecture, and festivals As Peter highlights, culture is shaped by customs, traditions, and beliefs that differ across various regions and locations, influencing behaviors and manners.
Five out of eight teachers acknowledged the significant role that manners and interpersonal interactions play in shaping culture Holly emphasized that culture defines a nation, highlighting the importance of teaching children polite responses, such as saying "thank you." Meanwhile, Jessie pointed out the variability of cultural norms, noting that different countries exhibit unique personalities and manners.
Four out of eight participants emphasized that representation and identity are essential for grasping the concept of culture They identified cultural symbols, landmarks, and architectural styles as key elements that define a cultural group As Lily expressed, "When I hear or see the word culture, I think of it as something representing a country or a nation."
42 (Lily, Int 3) Max elaborated on this by noting the layered nature of cultural identity:
Culture encompasses a wide range of concepts, traditionally viewed as an umbrella term Today, it includes various forms such as traditional culture, contemporary culture, indigenous culture, and foreign culture, reflecting its diverse and evolving nature.
Peter emphasized the significance of culture by highlighting three key elements: awareness, dissemination, and belief He noted that culture can be understood through various lenses, including multinational, environmental, and social life contexts.
Three participants, Lily, Lucy, and Max, defined culture as the language of a nation and the ways in which individuals interact They highlighted that language and communication styles are essential components of cultural expression, underscoring the importance of these elements in understanding culture.
EFL teachers in this study view culture as a multifaceted concept encompassing customs, traditions, behaviors, identity, and communication Their diverse perspectives highlight the intricate nature of cultural identity, significantly shaping their teaching methods and interactions with students.
4.2.2 The integral relationship between language and culture (Skills of interpreting and relating)
All interviewees unanimously recognized the strong connection between language and culture, highlighting language as a vital medium for cultural transmission and a means to promote cultural diversity This emphasizes the importance of language proficiency in fostering cultural understanding These insights align with Byram's (1997) framework of interpreting and relating skills, which involve comprehending linguistic and cultural contexts to improve communication.
Firstly, language was seen as pivotal in highlighting cultural nuances and conveying them across societies This allows people to understand a culture through its language For instance, Max stated:
Language is an essential component of culture, serving as a vital tool for its transmission Intangible cultural elements, such as Vietnam's singing traditions like 'Ca Tru' and 'Nha Nhac Cung Dinh Hue,' rely heavily on language for their expression The lyrics and language used in these traditions play a crucial role in conveying cultural heritage By highlighting cultural nuances, language facilitates cross-cultural understanding, allowing people to appreciate and comprehend the unique aspects of a region's culture through its linguistic expressions.
The interviewees highlighted that while learning a language facilitates basic communication, cultural immersion provides profound insights into the daily lives and behaviors of its speakers Lucy articulated this connection, stating, “Language and culture are interconnected; learning only the language addresses only part of communication, whereas understanding the culture enables us to grasp the lives of the people and appropriate behaviors.”
Summary
This chapter presents a thematic analysis of insights from eight Vietnamese EFL teachers regarding their beliefs and practices in teaching culture It highlights their understanding of culture, the intrinsic link between language and culture, and the significance of integrating cultural content to enhance students' cultural awareness The chapter examines how teachers select and prioritize cultural elements, the challenges they face, and the strategies they employ, such as utilizing teaching materials and flexible lesson planning Instructional methods discussed include collaborative learning, authentic materials, comparative approaches, and fostering cultural respect among students The chapter concludes by identifying the teachers' needs for support, which include training, resource access, curriculum integration, and the creation of a community of practice for sharing experiences and best practices.
Introduction
This chapter summarizes the key findings of the study and engages in a detailed discussion to link these results with existing research relevant to the two primary research questions It also outlines the pedagogical implications, addresses the study's limitations, and offers recommendations for future research The chapter concludes with a comprehensive summary of the overall study.
Discussions
This study explored the beliefs of Vietnamese EFL teachers regarding the integration of culture into their teaching practices and the strategies they use to teach cultural content Utilizing semi-structured interviews and classroom observations as primary research instruments, eight teachers were selected for interviews lasting twenty-five to forty minutes Classroom observations followed, employing a checklist to document the incorporation of cultural elements in lessons The data were analyzed thematically, and key findings will be summarized and discussed in relation to the two research questions posed by the study.
The ICC framework developed by Byram (1997) serves as the theoretical foundation for analyzing intercultural competence, encompassing five key components: knowledge of cultural elements such as social groups, art, literature, customs, and rituals; attitudes of curiosity, openness, and respect towards diverse perspectives; skills for interpreting cultural documents and events in relation to one's own context; abilities for discovery and interaction in intercultural settings with respect and cooperation; and critical cultural awareness that challenges stereotypes and promotes thoughtful evaluation of cultural practices Collectively, these elements provide a robust framework essential for understanding and navigating diverse cultural landscapes.
5.2.1 Teachers’ beliefs of cultural integration
This study highlights that EFL teachers have diverse and comprehensive conceptualizations of culture, encompassing customs, traditions, identity, language, and communication, which aligns with Byram's (1997) ICC framework that underscores the importance of understanding cultural meanings in intercultural interactions Byram's assertion that effective communication requires both language skills and cultural interpretation is supported by Liddicoat and Scarino (2013), who view culture as a complex interplay of knowledge, beliefs, values, and practices shaping individual worldviews The findings also reflect the intricate nature of cultural identity, corroborated by recent empirical research (Liddicoat & Scarino, 2013; Bal & Savas, 2022) Furthermore, the nuanced understanding of culture demonstrated by Vietnamese EFL teachers aligns with established frameworks, suggesting that ongoing professional development should focus on the multifaceted nature of culture to enhance teachers' capabilities in fostering intercultural competence among students.