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Integrating Culture in Language Classrooms: The Effects in Teaching and Learning

Integrating Culture in Language Classrooms: The Effects in Teaching and Learning

Aslı Akyüz, Ayfer Tanış, Eftima Khalil, Özdenur Ardıç, Enisa Mede
Copyright: © 2018 |Pages: 24
ISBN13: 9781522530688|ISBN10: 1522530681|EISBN13: 9781522530695
DOI: 10.4018/978-1-5225-3068-8.ch030
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MLA

Akyüz, Aslı, et al. "Integrating Culture in Language Classrooms: The Effects in Teaching and Learning." Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., IGI Global, 2018, pp. 579-602. https://doi.org/10.4018/978-1-5225-3068-8.ch030

APA

Akyüz, A., Tanış, A., Khalil, E., Ardıç, Ö., & Mede, E. (2018). Integrating Culture in Language Classrooms: The Effects in Teaching and Learning. In D. Polly, M. Putman, T. Petty, & A. Good (Eds.), Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs (pp. 579-602). IGI Global. https://doi.org/10.4018/978-1-5225-3068-8.ch030

Chicago

Akyüz, Aslı, et al. "Integrating Culture in Language Classrooms: The Effects in Teaching and Learning." In Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs, edited by Drew Polly, et al., 579-602. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3068-8.ch030

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Abstract

Language and culture go hand in hand. Naturally, they are intertwined and inseparable from one another. Therefore, language teachers who are teaching the language itself also need to recognize the importance of integrating culture in their teaching practices and raise the awareness of the learners about the culture that the target language belongs to. In light of these observations, the present chapter aims to find out whether technology is an effective tool to integrate culture in language classrooms as well as identify the perceptions of teachers and students about learning and teaching the target language through culture. The participants were 153 students and 26 teachers enrolled in a language preparatory program at a public university in Turkey. While the quantitative data were collected through the Target Culture Knowledge Test, the qualitative data were collected by means of in-depth interviews in semi-structured design. The results of the study revealed that technology (i.e., videos) is an effective tool to provide students with background information about the target culture. The findings also reported positive perceptions towards learning and teaching the target language through culture. Based on the findings, this study can contribute to the program developers and teacher educators for the development of quality in teaching and learning in language preparatory programs.

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