ERIC Number: ED275153
Record Type: RIE
Publication Date: 1983-Mar
Reference Count: 0
From Communicative Competence to Cultural Competence.
Growth of interest in teaching culture within English as a second language (ESL) instruction shows that the basic view of language is changing. However, development of a coherent conceptual framework for teaching culture in ESL has not kept pace with the production of culture-oriented materials. Culture learning is more complex than language learning because (1) learners may belong to groups occupying structurally different positions in society, with differential relationships to the dominant group and culture; (2) cultural rules, contrasted with linguistic rules, are often vague and framed only in terms of preferences, and (3) a homogeneous culture is often difficult to identify. Definitions of culture and culture education vary greatly, but recent work supports the concept that cultural competence and communicative competence are closely related. As a culture learner, the ESL student needs systematic presentation of the major values and norms governing everyday life; as a result techniques such as experiential culture learning, cross-cultural comparison, and viewing culture through metaphor have been suggested. The teacher's attitude toward the relevance of cultural competence is critical. What remains to be formulated is a broad concept of intercultural interactional competence that can be applied in English instruction. (MSE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Handscombe, Jean, Ed.; And Others. On TESOL '83. The Question of Control. Selected Papers from the Annual Convention of Teachers of English to Speakers of Other Languages (17th, Toronto, Canada, March 15-20, 1983); see FL 015 035.