The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands.
Developing students’ intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.
'This book is unique in the study of teaching culture in foreign language learning in its focus on An Integrated Model for Non-Native English Countries. Its value, however, is not just for scholars and teachers of foreign languages in An Integrated Model for Non-Native English Countries, but for all who are interested in language learning in an increasing complex and globalising worked in which intercultural communication is of the essence. An important book that contributes to a better intercultural world by improving the teaching of culture in language teaching.' — Anja Swennen, University of Amsterdam, The Netherlands
'The book creates a dedicated space for reflecting on ways of teaching culture in foreign language classroom, a very under-researched area. It contains an ambitious yet refreshing endeavour to review, compare and integrate the existing models or arguments about ways of teaching culture in language learning over four geopolitical areas. By situating cultural learning in foreign language classroom in wider political contexts, the book offers some thought-provoking observations on different approaches and foci in teaching and learning culture and proposes an alternative, integrated model sensitive to contexts.' — Zhu Hua, Professor of Applied Linguistics and Communication, University of London
1. Introduction: A Perplexing Problem
2. Historical Development of Culture Pedagogy
3. Teaching Culture for Education: A Model in the UK
4. Teaching Culture for Interaction: A Model in the USA
5. Teaching Culture for Globalisation: A Model in Europe
6. Teaching Culture for Localisation: A Model in Asia
7. Developing an Integrated Model of Teaching Culture
8. Summary and Conclusion
Teaching English as an International Language (TEIL) is a new paradigm in English Language Teaching (ELT) that has emerged as a response to the rapid increase in the global spread of English, which has brought about structural, functional, and demographic changes to the language. These changes include the fact that the majority of communicative events in English that are currently taking place around the world are between so-called "non-native" speakers of the language. Around 2 billion people on the planet are now using English on a daily basis, and English has an official role in more than 70 countries and territories. The rapid spread of English among communities of speakers around the world has also led to the localisation or nativisation of the language and the development of many new varieties, such as Chinese English. These recent changes to the English language and the ways in which the language is being used call for revisiting many aspects of teaching, learning, and using English. Although an increasing number of publications have come out on the topic of EIL, no book series to date has been dedicated to the teaching and learning of EIL.
The series will publish original research and theoretical essays on various aspects of TEIL. It will also publish books that engage with practical aspects of TEIL, such as pedagogy, EIL assessment, EIL material development, and intercultural communication in EIL.
International Advisory Board
James Dean Brown, University of Hawai’i at Mānoa, Hawai’i
Seran Dogancay-Aktuna, Southern Illinois University Edwardsville, USA
James F. D’Angelo, Chukyo University, Japan
Jette G. Hansen Edwards, The Chinese University of Hong Kong, Hong Kong
Nobuyuki Hino, Osaka University, Japan
Guangwei Hu, Hong Kong Polytechnic University, Hong Kong
Aya Matsuda, Arizona State University, USA
Sandra McKay, San Francisco State University, USA
Mario Saraceni, University of Portsmouth, UK
Zhichang Xu, Monash University, Australia