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Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey

Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey

Enisa Mede, Zeynep Mutlu Cansever
Copyright: © 2020 |Pages: 19
ISBN13: 9781522596189|ISBN10: 1522596186|EISBN13: 9781522596196
DOI: 10.4018/978-1-5225-9618-9.ch021
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MLA

Mede, Enisa, and Zeynep Mutlu Cansever. "Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey." Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 391-409. https://doi.org/10.4018/978-1-5225-9618-9.ch021

APA

Mede, E. & Cansever, Z. M. (2020). Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey. In I. Management Association (Ed.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 391-409). IGI Global. https://doi.org/10.4018/978-1-5225-9618-9.ch021

Chicago

Mede, Enisa, and Zeynep Mutlu Cansever. "Integrating Culture in Language Preparatory Programs: From the Perspectives of Native and Non-Native English Instructors in Turkey." In Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 391-409. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9618-9.ch021

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Abstract

This chapter aims to investigate the role of culture in English Language Preparatory Programs in Turkey. Specifically, the chapter attempts to gain insights on what types of culture teaching activities native and non-native English instructors use in their classroom, find out if there is any difference between the two groups of participants and lastly, identify to what extent they implement culture in their teaching practices.. The sample population of this study were 95 (44 native and 51 non-native) EFL instructors working in the preparatory program. Data were collected from a questionnaire, semi-structured interviews and classroom observations. The findings revealed that both groups of instructors agreed that language and culture are closely related and that culture should be integrated in classrooms frequently to help students to become intercultural speakers as well as become more competent in how to develop a relationship with people of other languages and cultures.

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