INTRODUCTION
Rationale
English is the leading language for global communication, widely recognized as the most preferred second and foreign language With non-native speakers outnumbering native speakers, the importance of effective intercultural communication becomes paramount As communication is deeply rooted in cultural contexts, enhancing intercultural competence (IC) should be a key focus in English language education, alongside the development of learners' communicative competence (CC).
In response to ASEAN integration and globalization, teaching English as a foreign language (EFL) in Vietnam aims to enhance interculturality, preparing Vietnamese students to become capable global citizens The new curriculum for upper secondary education emphasizes intercultural objectives, including raising comprehensive intercultural awareness, fostering positive attitudes towards self and others, and reflecting home culture values in English To support these goals, the pilot coursebooks for Tieng Anh 10, 11, and 12 incorporate intercultural content from English-speaking cultures, Vietnamese culture, and other cultures.
The success of the educational reform initiated by the Vietnamese Ministry of Education and Training in 2014 relies not only on improved coursebooks but also on the active involvement of teachers As the primary implementers of these reforms, teachers possess valuable insights into their students' interests, motivations, aptitudes, and cultural identities, which are crucial for effective learning outcomes.
The Communicative Approach (CA), also known as Communicative Language Teaching (CLT), is the primary pedagogical method for foreign language education in contemporary general education While CLT acknowledges the importance of culture, it emphasizes Communicative Competence (CC) (Richards, 2006) Within CC, sociolinguistic competence is often linked to Intercultural Competence (IC) or Intercultural Communicative Competence (ICC) However, Byram (1997) argued that sociolinguistic competence tends to promote adherence to native speakers' norms rather than fostering mutually agreed intercultural standards in communication This perspective is supported by advocates of intercultural education (Byram, 1997; Crozet, Liddicoat & Lo Bianco, 1999; Deardorff, 2006; Liddicoat, 2002).
Integrating culture into English as a Foreign Language (EFL) teaching is essential, as intercultural competence (IC) possesses distinct dimensions and a developmental framework, rather than being a mere byproduct of language instruction (Scarino, 2013; Newton et al., 2010; Newton, 2016).
FL requires an additional teaching approach to supplementing CLT and support the attainment of the intercultural objectives stated by MOET (2012).
Research aims and research questions
This research aims to enhance teachers' practices of intercultural integration in English as a Foreign Language (EFL) lessons by investigating the current integration of culture and identifying potential challenges Additionally, it seeks to introduce an effective intercultural language teaching approach that diversifies and improves these practices, ultimately fostering learners' intercultural competence (IC) and communicative competence (CC) The study is guided by two main research questions and their corresponding sub-questions.
Question 1: What are the teachers’ perceptions and practices of integrating culture into teaching EFL in upper secondary schools?
- How do they perceive the roles and practices of integrating culture into their teaching?
- How do they integrate culture into their teaching?
Integrating culture into teaching English as a Foreign Language (EFL) raises important concerns and expectations among educators, particularly regarding its impact on student engagement and comprehension The implementation of the Intercultural Language Learning and Teaching (IcLLT) model in upper secondary classes is seen as a promising approach, as it fosters cultural awareness and enhances language proficiency Educators are keen to understand the effectiveness of this model in promoting a more holistic learning experience that connects language skills with cultural insights, ultimately preparing students for a globalized world.
- In what way could IcLLT model be applied to teach Communication and Culture lessons and skill lessons in the pilot and standard Tieng Anh coursebooks of grade 10?
- What are the participating teachers’ responses to the implementation of IcLLT model?
- What are the participating students’ responses to the implementation of IcLLT model?
Research scope
This research focused on EFL teachers’ perceptions and practices regarding intercultural integration, emphasizing their beliefs in its importance while noting the limited exploration of the connection between language and culture due to restricted language input in general education Observations were made from only six 45-minute lessons, which may not represent the broader teaching practices across the province The study examined three supporting factors for teachers’ intercultural practices: graduate education, international experience, and coursebook teaching experience, while excluding other factors like intercultural competence and seniority due to their complexity Additionally, the empirical research tested the intercultural approach within a limited timeframe and participant group, specifically two lessons in two Grade-10 classes, focusing on Reading and Speaking skills from the standard coursebook and Communication and Culture sections from a pilot coursebook The effectiveness of the intercultural language learning and teaching (IcLLT) was assessed based on the engagement and perceptions of both teachers and students during the implementation of the four lessons.
Research significance
The research aims to achieve several outcomes, including providing educational managers with valuable feedback on the current state of intercultural integration in EFL teaching through an examination of teachers' perceptions and practices It seeks to enhance awareness among teachers and students regarding the significance of culture in EFL education Additionally, implementing an intercultural teaching approach is expected to improve teachers' methods by offering practical strategies for incorporating cultural elements into their lessons Ultimately, this research aspires to enhance the effectiveness of intercultural integration as a vital component of English teaching reform.
Thesis organization
The thesis is organized into five chapters, beginning with Chapter 1, which outlines the research background, aims, questions, scope, significance, and key term definitions Chapter 2 reviews the integration of culture into language teaching, examining literature from past to present and identifying a research gap Chapter 3 details the research methodology, including context, participants, data collection, and analysis, while ensuring research reliability, validity, and feasibility Finally, Chapter 4 presents and discusses findings related to the two research questions, focusing on teachers' perceptions and practices of intercultural integration.
(2) a trial implementation of an intercultural language teaching approach to teaching
This article examines the implementation of English as a Foreign Language (EFL) in two Grade 10 classes utilizing different coursebooks approved by the Ministry of Education and Training (MOET) Chapter 5 encapsulates the main findings, highlighting implications for intercultural education, while also addressing the study's limitations and offering suggestions for future research enhancements.
Term definitions
In this study, the key terms are defined and specified as follows:
Culture is a dynamic and intricate system encompassing the concepts, attitudes, values, beliefs, conventions, behaviors, practices, rituals, lifestyles, artifacts, and institutions that define a specific cultural group.
Cultural exchange activities refer to extracurricular activities which involve participants of different cultural backgrounds in meaningful social interactions in the target language
IcLLT lesson refers to a part of IcLLT model recognized with intercultural language activities occurring in classroom settings (see related term intercultural language activity )
IcLLT model refers to an open five-stepped model of construction – connection – interaction – reflection - extension, which is characterized by intercultural language activities (see the related term, intercultural language activity )
- Construction refers to intercultural language activities to encourage learners actively to construct their own intercultural knowledge
- Connection refers to intercultural language activities to encourage learners to make implicit or explicit comparison and connection between home and other cultures
- Interaction refers to intercultural language activities to encourage learners to engage in genuine social interactions about an intercultural topic
- Reflection refers to intercultural language activities to encourage learners to give critical reflections on an intercultural topic
- Extension refers to intercultural language activities to encourage learners to practice intercultural communication in genuine social interactions
Intercultural (Competence) objectives refer to the outcomes of a specific EFL lesson or EFL curriculum in general, relating different dimensions of IC, namely intercultural knowledge, intercultural attitudes, and intercultural skills
Intercultural (language) teaching refers to the intentional integration of cultures in teaching EFL, involving the conduction of intercultural language activities to build learners’ IC and CC
Intercultural Communicative Competence refers to the ability to communicate effectively and appropriately within and across cultural and linguistic backgrounds in a language other than one’s native language (Fantini, 2006)
Intercultural Competence is the ability to communicate effectively across diverse cultural and linguistic backgrounds in one's native language According to Fantini, Arias-Galicia, and Guay (2001), it encompasses four key dimensions: intercultural knowledge, intercultural attitudes, intercultural skills, and intercultural awareness.
Intercultural integration refers to the incorporation of culture into teaching EFL
Intercultural language activities refer to interactive activities to exploit intercultural content in EFL lessons to build learners’ ICC
Specific culture and general culture: specific culture refers to the culture of any identifiable group(s) of culture; and general culture refers to the culture of unidentifiable group(s) of culture.
Summary
This chapter provides a comprehensive overview of research focused on intercultural integration in English as a Foreign Language (EFL) teaching within general education It discusses the context, objectives, scope, significance, and structure of the study, along with key term definitions to establish foundational knowledge and guidelines for the subsequent sections of the thesis.
LITERATURE REVIEW
Defining culture
Culture is a multifaceted concept that lacks a universal definition, varying across different academic disciplines In culturology and ethnography, Frake (1981) describes culture as a "set of principles for map-making and navigation," while Hofstede (1984) views it as the "collective programming of the mind" that differentiates groups of people Brooks (1997, as cited in Choudhury, 2013) categorizes culture into "big C" and "small c." "Big C" culture encompasses formal aspects such as arts, history, and customs, as noted by Lee and Matteliano (2009), while "small c" culture refers to informal elements like communication styles and cultural norms In summary, as Kramsch (2015) articulates, "big C" culture includes the visible, formal aspects of civilization.
“products”, and “little c” culture consists of “practices” and “perspectives”
Culture is a dynamic and complex system that encompasses not only facts and artifacts but also actions, understanding, concepts, attitudes, values, beliefs, behaviors, practices, rituals, and lifestyles of cultural groups (Liddicoat, 1997; Liddicoat et al., 2003) This perspective highlights that culture is constantly evolving, reflecting the changing practices, beliefs, and values of its people (Browett, 2003; Sewell, 2005).
In alignment with Liddicoat et al.’s (2003), Browett (2003), and Sewell
In 2005, the thesis defines culture as a dynamic system encompassing concepts, attitudes, values, beliefs, behaviors, practices, and institutions specific to a cultural group While some may argue that this definition fails to capture the fluidity of culture and its relationship with language, it remains relevant for integrating culture into English as a Foreign Language (EFL) education in Vietnam This approach aims to enhance cultural understanding and promote intercultural competence (IC) among young adults by addressing both the visible and invisible aspects of culture, ultimately enriching students' educational experiences.
Culture and language relationship
The ties between language and culture is briefly presented from the perspectives of Hymes (1989), Sapir (1929), Kramsch (1998), Liddicoat (2002), and Risager (2007)
Hymes (1989) and Sapir (1929) present opposing views on the relationship between language and culture Sapir's hypothesis of linguistic determinism suggests that language shapes thought and culture, implying that the structure of a language can significantly influence an individual's worldview However, this hypothesis faces criticism, as the connection between culture and language is viewed as more causal than merely correlational.
Hymes (1964, 1989) argues that language is deeply intertwined with culture and is influenced by the specific contexts of participants, settings, and communication channels Ultimately, Hymes (1989) emphasizes that language plays a crucial role in shaping cultural identity, a view that aligns with Sapir's perspectives.
Language and culture are deeply interconnected, as highlighted by Kramsch (1998), who asserts that language expresses and embodies cultural realities Liddicoat (2002) supports this view, emphasizing that culture influences our communication patterns, stating, "culture shapes what we say, when we say it, and how we say it.” This underscores the crucial role of language in transmitting cultural codes Risager (2007) introduces the concept of “linguaculture,” noting that while language and culture are intertwined, they can be addressed separately in language education Specifically, culture can be approached as both context and content in teaching, suggesting strategies for integrating language and culture without implying their separation Overall, the works of Kramsch, Liddicoat, and Risager collectively affirm the significance of understanding the relationship between language and culture in education.
(2007) confirm the interrelation of language and culture which calls for the integration of culture in language teaching.
Intercultural competence
Cultural competence is defined by the interpretation of culture, often viewed as the way of life for a group of people, and refers to the ability to navigate and adhere to these ways There is some inconsistency in terminology, as cultural competence and intercultural competence (IC) are sometimes used interchangeably Jacobs (2012) defines cultural competence as the ability to interact effectively with individuals from diverse backgrounds, while Grima (2002) emphasizes effective communication across various cultures Although both definitions suggest a relationship between cultural competence and IC, Fantini et al (2001) differentiate the two, stating that cultural competence encompasses the language-culture skills individuals develop for functioning within their own societies, characterized by acceptable and intelligible performance.
On the other hand, IC denotes to the “multiple abilities that allow one to interact effectively and appropriately across cultures” (p 8) Based on Fantini et al (2001),
Intercultural competence (IC) encompasses the ability to communicate effectively and appropriately across diverse cultural and linguistic backgrounds, including one's native language This definition aligns with the working definitions of culture proposed by Liddicoat et al (2003), Browett (2003), and Sewell (2005) Based on this understanding, the concept of intercultural communicative competence (ICC) will be further explored and defined in the subsequent sections of this research.
2.3.2 Intercultural competence and related terms
2.3.2.1 From communicative competence towards intercultural competence
The concepts of Communicative Competence (CC), Intercultural Competence (IC), and Intercultural Communicative Competence (ICC) have evolved within the fields of linguistics and sociolinguistics, often leading to overlapping and confusing elements To better understand IC and ICC, this research revisits the foundational notion of communicative competence.
CC of Hymes (1972), Canale and Swain (1981), Canale (1984), Celce-Murcia, Dửrnyei, and Thurrell (1995), and Van Ek (1986)
The concept of Communicative Competence (CC) was first introduced by Hymes in 1972 to incorporate sociocultural aspects into communication According to this influential sociolinguist, sociolinguistic competence is a crucial component of CC, as it allows individuals to use language appropriately and effectively within various contexts.
Canale and Swain (1981) emphasize that communicative competence (CC) comprises three elements: grammatical competence, sociolinguistic competence, and strategic competence In 1984, Canale introduced discourse competence as a fourth component, distinguishing it from sociolinguistic competence Sociolinguistic competence involves understanding appropriate language use in various socio-cultural contexts, enabling effective communication based on participants and interaction purposes However, Byram (1997) argues that social norms are closely linked to native language cultures, suggesting that sociolinguistic competence may not adequately address interculturality and should not be considered the core of intercultural communication (IC), contrary to common beliefs.
Celce-Murcia et al (1995) categorize communicative competence (CC) into five key components: linguistic, sociocultural, strategic, discourse, and actional competence, highlighting two significant terminological distinctions They redefine grammatical competence as part of linguistic competence, encompassing lexis, phonology, morphology, and syntax, and differentiate actional competence from sociocultural competence to emphasize pragmatic competence Sociocultural competence involves the ability to convey appropriate messages in various social and cultural contexts, while actional competence focuses on understanding communicative intent through the performance and interpretation of speech acts Overall, CC models are rooted in the works of Hymes (1972), Canale and Swain (1981), Canale (1984), and Celce-Murcia et al (1995), emphasizing the functional and practical application of language across diverse communicative settings.
A part of CC framework proposed by Van Ek (1986) is closely connected to
The six elements of Communicative Competence (CC) include linguistic, sociolinguistic, discourse, strategic, sociocultural, and social competence, with sociolinguistic and sociocultural competence being distinct Sociolinguistic competence refers to the ability to create meaningful utterances and interpret language appropriately in various communicative situations, while sociocultural competence involves using language specific to sociocultural contexts A key strength of Van Ek’s (1986) CC framework is its emphasis on sociocultural and social competence, highlighting the importance of cultural context and interactional qualities such as motivation, attitude, tolerance, and empathy CC models incorporate intercultural elements that influence learners' attitudes and awareness, significantly impacting their language and culture acquisition (Liddicoat et al., 2003) Ultimately, the definition of CC has evolved from its initial three elements (Canale & Swain, 1981) to encompass a broader understanding of language use that is context-dependent and influenced by participants' attitudes, making it a more dynamic concept closely aligned with Intercultural Competence (IC).
The distinction between Intercultural Competence (IC) and Communicative Competence (CC) is abstract and should be clearly defined to avoid overlap CC consists of four key elements: linguistic, sociolinguistic, discourse, and strategic competence Van Ek's (1986) six competences were later refined by Byram (1997) into the five-savoirs model and by Fantini (2000) into the A + ASK quartet model Further details on the IC model and its components will be provided after a review of the distinctions and definitions of IC and ICC.
2.3.2.2 Intercultural competence versus intercultural communicative competence
Defining and distinguishing between Intercultural Competence (IC) and Intercultural Communication Competence (ICC) presents complex challenges in the fields of culture and intercultural education Currently, there is no consensus in the literature regarding the definitions of IC and ICC, highlighting the ongoing debate and differing perspectives on these concepts.
IC research are the distinction and alternation suggested by Byram, Gribkova, and Starkey (2002) and Fantini (2006) respectively
Byram et al (2002) make a distinction between ICC and IC ICC refers to an
Intercultural competence (IC) is defined as the ability to facilitate understanding among individuals from diverse social identities and to engage with them as complex beings with unique identities (Byram et al., 2002) It involves mediating between cultures through one's native language, while intercultural communication competence (ICC) encompasses IC, along with linguistic, sociolinguistic, and discourse competencies (Byram, 1997).
Figure 2.1 Model of intercultural communicative competence (Byram, 1997)
Fantini (2000, 2006) distinguishes between intercultural competence (ICC) and intercultural communication (IC), noting that ICC encompasses IC, cultural competence (CC), and other elements IC consists of four key dimensions: knowledge, attitudes, skills, and awareness Fantini (2006) defines ICC as “a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself,” highlighting the integral role of IC and CC within the broader concept of ICC.
In this thesis, intercultural communication (IC) and intercultural competence (ICC) are defined as distinct concepts based on the works of Byram et al (2002), Byram (1991, 2012), and Fantini (2006) IC refers to the ability to communicate effectively and appropriately in one’s native language across diverse cultural and linguistic contexts, while ICC pertains to this ability in a non-native language The criteria for "effectively" and "appropriately" are evaluated from both insider and outsider perspectives, with "effectively" indicating the achievement of intended outcomes and "appropriately" denoting suitability for specific cultural contexts Although ICC cannot be viewed merely as an extension of IC, this research emphasizes the importance of fostering students' IC in the context of teaching.
CC Also, in some contexts, IC and ICC are used interchangeably when CC is taken granted to focus on the role of interculturality
2.3.3 Structures and models of intercultural competence
This research examines the three closely related models, proposed by Byram
2.3.3.1 Byram’s model of intercultural competence (1997)
Byram (1997) identifies five essential components of intercultural competence, known as savoirs: (1) savoir être, which refers to attitudes; (2) savoirs, encompassing knowledge; (3) savoir comprendre, highlighting the skills to interpret and relate; (4) savoir apprendre/faire, focusing on the skills to discover and interact; and (5) savoir s’engager, which emphasizes critical cultural awareness.
Figure 2.2 Elements of intercultural competence (Byram, 1997)
The five interconnected savoirs encompass attitudes, knowledge, skills to interpret and relate, skills to discover and interact, and critical cultural awareness Attitudes such as curiosity and openness are essential for engaging with both home and other cultures Knowledge refers to understanding products and practices within these cultures Byram (1997) highlights the importance of skills to interpret and relate, which involve the ability to analyze and connect cultural documents or events Additionally, skills to discover and interact facilitate the acquisition and application of knowledge and attitudes in real-life communication Critical cultural awareness enables individuals to assess and evaluate cultural products and perspectives Byram emphasizes that a lack of interest in other cultures can hinder the development of critical awareness, and he identifies classrooms, fieldwork, and independent learning as key locations for cultural education.
Byram’s (1997) model, while widely accepted in intercultural education, particularly in Europe, faces several criticisms It outlines the components of intercultural competence (IC) but fails to reflect the degree of IC development and the interconnectedness of competences (Scarino, 2009; Matsuo, 2015) Additionally, the model does not adequately address the relationship between language and culture (Liddicoat & Scarino, 2010; Risager, 2007) Critics argue that Byram’s emphasis on national culture may introduce cultural bias favoring the target language culture, leading to oversimplification and stereotyping (Matsuo, 2015; Risager, 2007) Given this inclination towards target language culture, Byram's perspective on intercultural communicative competence (ICC) may not be suitable for English as a Foreign Language (EFL) contexts in a globalized setting like Vietnam.
2.3.3.2 Fantini’s model of intercultural communicative competence (2000)
Summary
This chapter examines the integration of culture into English as a Foreign Language (EFL) teaching by exploring various perspectives on culture, intercultural competence (IC), and intercultural integration It emphasizes the dynamic relationship between culture and language in the context of global and regional integration, highlighting the necessity of applying an intercultural language teaching approach to enhance students' intercultural competence and cultural competence.
The IcLLT model is designed to integrate intercultural elements into EFL lessons, focusing on enhancing learners' intercultural communicative competence (ICC) through personal engagement in social interactions and critical reflections Additionally, the article discusses related research on teachers' perceptions and practices in intercultural language teaching, as well as trial implementations in various contexts.