The Diploma Paper explores techniques to teach American culture in English lessons in Grade 11. The author believes that teaching American culture, especially in the 21st century, is of high importance.
The chosen research method was a case study in a Riga School. Interviews, questionnaire, students' portfolios and feedback were chosen as data collection methods.
The data reflect that the use of the teaching techniques enhanced students’ intercultural skills. American culture contributed to Grade 11 students' ability to draw connections among ideas, justify a stand or decision as well as produce a new original work or point of view. Even though the research showed beneficial results, the author suggests carrying out further research to gather more data on the topic in other age groups.
Table of Contents
INTRODUCTION
1. TEACHING CULTURE TO ENGLISH LANGUAGE LEARNERS
1.1 Defining Culture
1.2 Rationale to Teach Culture in the English Language Classroom
2. TEACHING AMERICAN CULTURE IN THE ENGLISH LANGUAGE CLASSROOM
3. TECHNIQUES FOR TEACHING AMERICAN CULTURE
4. CASE STUDY ON TEACHING AMERICAN CULTURE IN GRADE 11
4.1 Analysis of the Teachers’ Interviews
4.2 Analysis of the Students’ Questionnaire
4.3 Implementation of Techniques to Teach American Culture in English Lessons in Grade 11
4.4 Analysis of the Students’ Portfolios
4.5 Analysis of the Students’ Feedback
CONCLUSION
THESES
BIBLIOGRAPHY
Objectives and Research Themes
The primary objective of this diploma paper is to explore and implement effective techniques for teaching American culture within Grade 11 English lessons, aiming to enhance students' intercultural competence and motivation through the integration of cultural studies and language learning.
- The theoretical foundations of teaching culture to English language learners.
- The specific concept and diversity of American culture in the modern educational context.
- Methodologies and techniques for integrating cultural studies into the classroom (e.g., critical incidents, culture capsules).
- Empirical findings from a case study involving teacher interviews, student questionnaires, and practical lesson implementation.
Excerpt from the Book
INTRODUCTION
Culture is an essential part of the language teaching and learning process, and there are multiple reasons for this. First of all, the cultural aspect makes the language more relevant and of practical use outside of the classroom. It is important to teach culture because it contains important values of life. Students are able to learn how to interact with others, to behave properly in a new society, to appreciate and comprehend others' culture and the way of life by knowing culture. Besides learning the language through culture, students will also learn the people, the politics, and so on. If students are rich of knowledge about culture, they will appreciate it and keep it alive, otherwise, the culture will die as well as the history of a certain culture and its people.
According to Howland (2015), since 2010, the United Nations has officially recognized the importance of English, with UN English Language Day observed each year on April 23rd. Learning English impacts not only individuals and societies but also the world. The author of the Diploma Paper believes that being able to speak English allows to communicate effectively in numerous countries which opens up lots of possibilities for people.
The ways of teaching the American culture and the reasons for it are still quite unclear. While English is the national language of the United States, teachers lack knowledge about the country. Outside of school, students are affected by the media and other factors in their everyday life that lead them to misinterpreted, prejudiced and stereotypical points of view about the United States of America and its culture. This is the reason why teachers should be familiar with certain guidelines to ensure that they teach the American culture through language appropriately.
Summary of Chapters
INTRODUCTION: Establishes the importance of integrating culture into language teaching to foster relevant communication skills and broader worldly awareness among students.
1. TEACHING CULTURE TO ENGLISH LANGUAGE LEARNERS: Examines theoretical definitions of culture and explores the rationale for why culture must be an inseparable component of English language instruction.
2. TEACHING AMERICAN CULTURE IN THE ENGLISH LANGUAGE CLASSROOM: Explores the diverse nature of American culture, its history, and its contemporary significance as a subject for English learners.
3. TECHNIQUES FOR TEACHING AMERICAN CULTURE: Details various pedagogical approaches such as culture capsules, critical incidents, and authentic environments to effectively teach American culture.
4. CASE STUDY ON TEACHING AMERICAN CULTURE IN GRADE 11: Presents empirical findings from interviews, student questionnaires, and practical lesson implementations, evaluating the effectiveness of the chosen techniques.
Keywords
techniques, teaching, American culture, critical incidents, culture capsule, language learning, intercultural competence, students, Grade 11, classroom, education, research, pedagogy, cultural awareness, communication.
Frequently Asked Questions
What is the fundamental focus of this diploma paper?
The research focuses on exploring and testing various pedagogical techniques to integrate American culture into English lessons for Grade 11 students to enhance their intercultural skills.
Which central topics are addressed in the study?
The study addresses the theoretical definitions of culture, the specific challenges of teaching American culture, and practical classroom applications including student portfolios and critical incident discussions.
What is the primary research goal?
The goal is to determine how specific techniques, when applied in Grade 11, influence students' knowledge, motivation, and ability to think critically about cultural differences.
Which scientific method does the author employ?
The author uses a case study approach, conducting structured interviews with teachers, surveys with students, and implementing several experimental lessons to collect data.
What content is covered in the main section of the paper?
The main section covers the rationale for teaching American culture, an overview of various teaching techniques like 'slice-of-life' and 'culture capsules', and a detailed analysis of the case study results.
How are the key findings characterized?
The research is characterized by the discovery that students are highly motivated by cultural learning and that traditional textbooks often lack sufficient depth regarding American culture.
Why are 'critical incidents' considered a key technique?
They are emphasized because they effectively engage students at a personal level, forcing them to evaluate cultural behaviors and solve cross-cultural misunderstandings through critical thinking.
How does the 'American Dream' relate to the curriculum?
The author uses the 'American Dream' as a central theme to help students analyze the contrast between idealized images and the realities of modern American society.
- Arbeit zitieren
- Faruhs Matkasimovs (Autor:in), 2016, Techniques to Teach American Culture in English Lessons in Grade 11, München, GRIN Verlag, https://www.grin.com/document/340234
