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MEANINGS OF THE PHENOMENON OF CULTURE AND INTEGRATING CULTURE INTO ENGLISH CLASSES

Year 2022, Volume: 5 Issue: 2, 237 - 249, 31.12.2022
https://doi.org/10.48174/buaad.52.9

Abstract

Culture is a distinctive trait of the human being as s/he is the one having the required competence to generate the entity of culture, which mainly involves the use of mind and language. Culture functions as the mental and social adaptations of the human being to meet the challenges of his/her environment. All elements in culture, the material objects, patterned behaviours, interpersonal relations, and shared beliefs, values, ideas, and feelings, are symbols representing various meanings. The culture is indeed a polysystem of meaning systems, the technological, the social, and the ideological. The culture as a polysytem is heterogeneous and dynamic due to the societal processes of inheritance, adaptation and invention. The intra- and intersystemic interactions between centres and peripheries make culture an energetic process of improvement in a constant state of change. The shared ideas, symbols and behaviours within culture are the results of collective problem-solving mechanisms and these elements are continuously transmitted from generation to generation. Thus, culture is a set of learnt and taught phenomena produced and reproduced across generations and language is the basic tool for the continuity of the process. This article analyses the multifaceted meanings of culture as a social, symbolic, systemic, and language-related phenomenon. The article also focuses on the integration of culture into English language teaching. Viewing the issue from the perspective of English as a lingua franca, it is suggested that local cultures of learners and non-native speakers of English be incorporated into English classes.

References

  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
  • Anderson, R. (1984). The superorganic and its environments in White’s science of culture. Journal of Anthropological Research, 40(1), 121-128.
  • Arthur, J. & Davies, I. (2010). The Routledge education studies textbook. London: Routledge.
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
  • Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a lingua franca. Berlin: De Gruyter.
  • Bektaş Çetinkaya, Y. (2020). (Ed.). Intercultural competence in ELT: Raising awareness in classrooms. Berlin: Peter Lang.
  • Boroch, R. (2016). Formal concept of culture in the classification of Alfred l. Kroeber and Clyde Kluckhohn. Analecta R.,25, 61-101.
  • Brown, H. D. (2007). Teaching by principles – An interactive approach to language pedagogy. Englewood Clipps: Prentice – Hall.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
  • Byram, M. (2009). The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (ed.). The SAGE Handbook of Intercultural Competence (pp. 321-332). Thousand Oaks, CA: Sage.
  • Cannizaro, M. & Anderson, M. (2016). Culture as habit, habit as culture: Instinct, habituescence, addiction. In D. E. West & M. Anderson (eds.), Consensus on Peirce’s concept of habit (pp. 315-339). Gewerbestrasse, Cham: Springer.
  • Carter, M. J. & Fuller, C. (2015). Symbolic interactionism. Sociopedia.isa Retrieved from https://www.researchgate.net/publication/303056565_Symbolic_Interactionism
  • Cattrysse, P. (1997). Polysystem theory and cultural studies. Canadian Review of Comparative Literature. 24(1), 49-55.
  • Combi, M. (2016). Cultures and technology: An analysis of some of the changes in progress -Digital, global and local culture. In K. J. Borowiecki, N. Forbes, A. Fressa (eds.), Cultural heritage in a changing world (pp. 3-15). New York: Springer Open.
  • Duan, M. (2012). On the arbitrary nature of linguistic sign. Theory and Practice in Language Studies, 2(1), 54-59.
  • Eliot, T.S. (1948). Notes towards the definition of culture. London: Faber & Faber.
  • Epstein, C. (2018). Technology shapes cultures. Retrieved from https://web.colby.edu/st112wa2018/2018/02/16/technology-shapes-cultures/
  • Even-Zohar, I. (1997). Factors and dependencies in culture. A revised outline for polysystem culture research. Canadian Review of Comparative Literature. 24(1), 15-34.
  • Galloway, N. (2013). Global Englishes and English language teaching (ELT) - Bridging the gap between theory and practice in a Japanese context. System, 41, 786- 803. http://dx.doi.org/10.1016/j.system.2013.07.019
  • Galloway, N. & Rose, H. (2014). Introducing Global Englishes. Axon: Routledge.
  • Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
  • Goode, E. (2000). How culture molds habits of thought. The New York Times. Retrieved from https://www.nytimes.com/2000/08/08/science/how-culture-molds-habits-of-thought.html
  • Ho, S. T. K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6(1), 63-76.
  • Keller, A.G. (1915). Social evolution. New York: Macmillan.
  • Kemaloglu-Er, E. (2021). Explicit, implicit or both? Novel ways of ELF integration into into Global Englishes language teaching. In A. F. Selvi & B. Yazan (Eds.), Language Teacher Education for Global Englishes – A practical resource book (pp. 94-99). Routledge.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. C. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL contexts (pp. 147-163). Bristol, UK: Multilingual Matters.
  • Kemaloglu-Er, E. & Biricik Deniz, E. (2020). Defining ELF as a sociolinguistic concept and a pedagogical perspective. In Y. Bektas Cetinkaya (Ed.), Intercultural competence in ELT – Raising awareness in classrooms (pp. 21-37). Peter Lang. https://doi.org/10.3726/b17543
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kroeber, A. L. & Kluckhohn, C. (1952). Culture: a critical review of concepts and definitions. Cambridge, Massachusetts: the Peabody Museum of American Archaeology and Ethnology, Harvard University.
  • Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. London:Yale University Press.
  • Mambrol, N. (2020). Analysis of T.S. Eliot’s notes towards the definition of culture. Retrieved from
  • https://literariness.org/2020/07/05/analysis-of-t-s-eliots-notes-towards-the-definition-of-culture/
  • Marquez, G. (2017). Instinct, habits, workmanship, idle curiosity and technological progress: prerequisite of innovation. Económicas CUC, 38(2), 113-120. http://dx.doi.org/10.179 81/econcuc.38.2.2017.09
  • McKay, S. L. (2003). Toward an appropriate EIL pedagogy: re-examining common ELT assumptions. International Journal of Applied Linguistics 13(1), 1–22
  • Murdock, G. P. (1965). Culture and society. Pittsburg: Pittsburg Press.
  • O’Connor, J. (2022). Working paper reset: Art, culture and the foundation of economy. Adelaide: University of South Australia.
  • Rabiah, S. (2012). Language as a tool for communication and cultural reality discloser. Retrieved from https://osf.io/preprints/inarxiv/nw94m/
  • Rolston, S., Kroeber, A. L., and White, L. (2003). Kroeber, White, and Bidney: Triangulating the superorganic. History of Anthropology Newsletter, 30(2), Retrieved from https://repository.upenn.edu/han/vol30/iss2/3
  • Sapir, E. (1963). Selected writings of Edward Sapir in language, culture and personality. California: California University Press.
  • Saussure, F. D. (1974). Course in general linguistics. London: McGraw-Hill.
  • Sarı, E. (2010). The construction of cultural boundaries and identities in intercultural communication: The case of Mardin as a multicultural city. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(2), 37-62.
  • Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–58.
  • Selvi, A. F. & Yazan, B. (2021). (Eds.). Language teacher education for Global Englishes – A practical resource book. New York: Routledge.
  • Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. GlobalPAD Core Concepts.
  • Stocking, G.W. (2002) (ed.). American anthropology, 1921-1945: papers from the American anthropologist. Nebraska: University of Nebraska Press.
  • Taylor, E. (2010). Primitive culture. Cambridge: Cambridge University Press (Original work published 1871).
  • Temel Eğinli, A. & Nazlı, A.K. (2018). Kültürün koruyucu gücü: kültürel semboller. Egemia, 2, 56-74.
  • Tucker, J. (2014). Science institutions in modern British visual culture: The British Association for the Advancement of Science, 1831–1931. Historia Scientiarum, 23(3), 191-213.
  • Vettorel, P. (2021). World Englishes, English as a lingua franca and ELT materials. A critical perspective. In Y. Bayyurt (ed.), Bloomsbury World Englishes volume 3: Pedagogies (pp. 59-74). London: Bloomsbury Academic.
  • Vettorel, P. & Lopriore, L. (2013). Is there ELF in ELT coursebooks? Studies in Second Language Learning and Teaching, 3(4), 483-504.
  • White, L. (1940). The symbol: the origin and basis of human behavior. Philosophy of Science, 7(4), 451-463.

Kültür Olgusunun Anlamları ve Kültürün İngilizce Sınıflarına Entegre Edilmesi

Year 2022, Volume: 5 Issue: 2, 237 - 249, 31.12.2022
https://doi.org/10.48174/buaad.52.9

Abstract

Kültür insanın ayırt edici bir özelliğidir çünkü insan, kültür varlığını oluşturması için gerekli olan ve temel olarak akıl ve dili kapsayan yetinin sahibidir. Kültür insanın çevresinde olan zorlukları çözebilmesi için gerekli akılsal ve sosyal adaptasyonlar olarak işlev görür. Kültürdeki tüm ögeler, maddi nesneler, örüntülü davranışlar, kişilerarası ilişkiler ve paylaşılan inanç, düşünce ve duygular, çeşitli anlamları temsil eden sembollerdir. Kültür aslında teknolojik, sosyal ve ideolojik anlam dizgelerinin çoğul bir dizgesidir. Çoğul bir dizge olarak kültür, kalıtım, adaptasyon ve icat şeklindeki sosyal süreçler nedeniyle heterojen ve dinamiktir. Merkezler ve çevreler arasındaki dizge içi ve dizgeler arası etkileşimler kültürü sürekli değişim gösteren bir durumda olan enerjik bir gelişim süreci haline getirir. Kültürde paylaşılan düşünceler, semboller ve davranışlar kolektif sorun çözme mekanizmalarının sonuçlarıdır ve bu ögeler nesillerden nesillere sürekli olarak aktarılır. Buna göre kültür nesiller arasında üretilen ve yeniden üretilen, öğrenilmiş ve öğretilmiş olgular bütünüdür ve bu sürecin devamlılığı için dil temel bir araçtır. Bu makale sosyal, sembolik, dizgesel ve dille ilişkili bir olgu olarak kültürün çok yönlü anlamlarını analiz etmektedir. Makale aynı zamanda kültürün İngilizce dili öğretimine entegre edilmesine odaklanmaktadır. Konuya ortak bir dil olarak İngilizce perspektifinden bakılarak öğrenicilerin ve ana dili İngilizce olmayan konuşmacıların yerel kültürlerinin İngilizce sınıflarına dahil edilmesi tavsiye edilmiştir.

References

  • Akbari, R. (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283.
  • Anderson, R. (1984). The superorganic and its environments in White’s science of culture. Journal of Anthropological Research, 40(1), 121-128.
  • Arthur, J. & Davies, I. (2010). The Routledge education studies textbook. London: Routledge.
  • Baker, W. (2012). From cultural awareness to intercultural awareness: Culture in ELT. ELT Journal, 66(1), 62-70.
  • Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as a foreign language classrooms. Teacher Development, 10(2), 233-247.
  • Bayyurt, Y. & Akcan, S. (Eds.). (2015). Current perspectives on pedagogy for English as a lingua franca. Berlin: De Gruyter.
  • Bektaş Çetinkaya, Y. (2020). (Ed.). Intercultural competence in ELT: Raising awareness in classrooms. Berlin: Peter Lang.
  • Boroch, R. (2016). Formal concept of culture in the classification of Alfred l. Kroeber and Clyde Kluckhohn. Analecta R.,25, 61-101.
  • Brown, H. D. (2007). Teaching by principles – An interactive approach to language pedagogy. Englewood Clipps: Prentice – Hall.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
  • Byram, M. (2009). The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (ed.). The SAGE Handbook of Intercultural Competence (pp. 321-332). Thousand Oaks, CA: Sage.
  • Cannizaro, M. & Anderson, M. (2016). Culture as habit, habit as culture: Instinct, habituescence, addiction. In D. E. West & M. Anderson (eds.), Consensus on Peirce’s concept of habit (pp. 315-339). Gewerbestrasse, Cham: Springer.
  • Carter, M. J. & Fuller, C. (2015). Symbolic interactionism. Sociopedia.isa Retrieved from https://www.researchgate.net/publication/303056565_Symbolic_Interactionism
  • Cattrysse, P. (1997). Polysystem theory and cultural studies. Canadian Review of Comparative Literature. 24(1), 49-55.
  • Combi, M. (2016). Cultures and technology: An analysis of some of the changes in progress -Digital, global and local culture. In K. J. Borowiecki, N. Forbes, A. Fressa (eds.), Cultural heritage in a changing world (pp. 3-15). New York: Springer Open.
  • Duan, M. (2012). On the arbitrary nature of linguistic sign. Theory and Practice in Language Studies, 2(1), 54-59.
  • Eliot, T.S. (1948). Notes towards the definition of culture. London: Faber & Faber.
  • Epstein, C. (2018). Technology shapes cultures. Retrieved from https://web.colby.edu/st112wa2018/2018/02/16/technology-shapes-cultures/
  • Even-Zohar, I. (1997). Factors and dependencies in culture. A revised outline for polysystem culture research. Canadian Review of Comparative Literature. 24(1), 15-34.
  • Galloway, N. (2013). Global Englishes and English language teaching (ELT) - Bridging the gap between theory and practice in a Japanese context. System, 41, 786- 803. http://dx.doi.org/10.1016/j.system.2013.07.019
  • Galloway, N. & Rose, H. (2014). Introducing Global Englishes. Axon: Routledge.
  • Geertz, C. (1973). The interpretation of cultures. New York: Basic Books.
  • Goode, E. (2000). How culture molds habits of thought. The New York Times. Retrieved from https://www.nytimes.com/2000/08/08/science/how-culture-molds-habits-of-thought.html
  • Ho, S. T. K. (2009). Addressing culture in EFL classrooms: The challenge of shifting from traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6(1), 63-76.
  • Keller, A.G. (1915). Social evolution. New York: Macmillan.
  • Kemaloglu-Er, E. (2021). Explicit, implicit or both? Novel ways of ELF integration into into Global Englishes language teaching. In A. F. Selvi & B. Yazan (Eds.), Language Teacher Education for Global Englishes – A practical resource book (pp. 94-99). Routledge.
  • Kemaloglu-Er, E. & Bayyurt, Y. (2019). ELF-awareness in teaching and teacher education: Explicit and implicit ways of integrating ELF into the English language classroom. In N. C. Sifakis & N. Tsantila (Eds.), English as a Lingua Franca for EFL contexts (pp. 147-163). Bristol, UK: Multilingual Matters.
  • Kemaloglu-Er, E. & Biricik Deniz, E. (2020). Defining ELF as a sociolinguistic concept and a pedagogical perspective. In Y. Bektas Cetinkaya (Ed.), Intercultural competence in ELT – Raising awareness in classrooms (pp. 21-37). Peter Lang. https://doi.org/10.3726/b17543
  • Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kroeber, A. L. & Kluckhohn, C. (1952). Culture: a critical review of concepts and definitions. Cambridge, Massachusetts: the Peabody Museum of American Archaeology and Ethnology, Harvard University.
  • Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. London:Yale University Press.
  • Mambrol, N. (2020). Analysis of T.S. Eliot’s notes towards the definition of culture. Retrieved from
  • https://literariness.org/2020/07/05/analysis-of-t-s-eliots-notes-towards-the-definition-of-culture/
  • Marquez, G. (2017). Instinct, habits, workmanship, idle curiosity and technological progress: prerequisite of innovation. Económicas CUC, 38(2), 113-120. http://dx.doi.org/10.179 81/econcuc.38.2.2017.09
  • McKay, S. L. (2003). Toward an appropriate EIL pedagogy: re-examining common ELT assumptions. International Journal of Applied Linguistics 13(1), 1–22
  • Murdock, G. P. (1965). Culture and society. Pittsburg: Pittsburg Press.
  • O’Connor, J. (2022). Working paper reset: Art, culture and the foundation of economy. Adelaide: University of South Australia.
  • Rabiah, S. (2012). Language as a tool for communication and cultural reality discloser. Retrieved from https://osf.io/preprints/inarxiv/nw94m/
  • Rolston, S., Kroeber, A. L., and White, L. (2003). Kroeber, White, and Bidney: Triangulating the superorganic. History of Anthropology Newsletter, 30(2), Retrieved from https://repository.upenn.edu/han/vol30/iss2/3
  • Sapir, E. (1963). Selected writings of Edward Sapir in language, culture and personality. California: California University Press.
  • Saussure, F. D. (1974). Course in general linguistics. London: McGraw-Hill.
  • Sarı, E. (2010). The construction of cultural boundaries and identities in intercultural communication: The case of Mardin as a multicultural city. Ankara Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(2), 37-62.
  • Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–58.
  • Selvi, A. F. & Yazan, B. (2021). (Eds.). Language teacher education for Global Englishes – A practical resource book. New York: Routledge.
  • Spencer-Oatey, H. (2012). What is culture? A compilation of quotations. GlobalPAD Core Concepts.
  • Stocking, G.W. (2002) (ed.). American anthropology, 1921-1945: papers from the American anthropologist. Nebraska: University of Nebraska Press.
  • Taylor, E. (2010). Primitive culture. Cambridge: Cambridge University Press (Original work published 1871).
  • Temel Eğinli, A. & Nazlı, A.K. (2018). Kültürün koruyucu gücü: kültürel semboller. Egemia, 2, 56-74.
  • Tucker, J. (2014). Science institutions in modern British visual culture: The British Association for the Advancement of Science, 1831–1931. Historia Scientiarum, 23(3), 191-213.
  • Vettorel, P. (2021). World Englishes, English as a lingua franca and ELT materials. A critical perspective. In Y. Bayyurt (ed.), Bloomsbury World Englishes volume 3: Pedagogies (pp. 59-74). London: Bloomsbury Academic.
  • Vettorel, P. & Lopriore, L. (2013). Is there ELF in ELT coursebooks? Studies in Second Language Learning and Teaching, 3(4), 483-504.
  • White, L. (1940). The symbol: the origin and basis of human behavior. Philosophy of Science, 7(4), 451-463.
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Elif Kemaloğlu Er 0000-0003-1238-1018

Publication Date December 31, 2022
Acceptance Date December 30, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Kemaloğlu Er, E. (2022). Kültür Olgusunun Anlamları ve Kültürün İngilizce Sınıflarına Entegre Edilmesi. Bayterek Uluslararası Akademik Araştırmalar Dergisi, 5(2), 237-249. https://doi.org/10.48174/buaad.52.9

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