Research Article
BibTex RIS Cite

Cultural Conflicts in EFL Classes: a Sample from Turkey

Year 2020, , 858 - 868, 20.03.2020
https://doi.org/10.24106/kefdergi.697814

Abstract

Foreign EFL instructors are commonly encountered at school of foreign languages of universities in Turkey. Foreign instructors coming from outer lands to teach English may have hard times to adapt to the culture of their new teaching context. Consequently, cultural confusions impeding learning may arise in EFL classrooms. This study investigated the cultural conflicts foreign instructors (N= 6) encounter at a state university in Turkey. Semi-structured interview questions developed by the researcher were utilized to explore the details of cultural conflicts and classify them. This study is based on heterophenomenology as it describes an explicitly third-person through self-reports. The results of the study suggest that foreign instructors experience a number of cultural conflicts in their classes.

References

  • Akarsu, F. B. K. (1984). Wilhelm Von Humbolt'da dil-kültür bağlantısı. İstanbul: Remzi Kitabevi. Alptekin, M. (1984). The question of culture: EFL teaching in non-English-speaking countries. ELT journal, 38(1), 14-20. Arvizu, S. F. (1994). Building bridges for the future: Anthropological contributions to diversity and classroom prac tices. Cultural diversity in schools: From rhetoric to reality. Albany: State University of New York Press. Babcock, S. P. (1993). The Significance of Cultural Influences within the ESL/EFL Classroom; A Taiwan Expe rience. Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in inter cultural communication (Vol. 8). Walter de Gruyter GmbH & Co KG. Bayyurt, Y. (2017). Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era. Native and non-native teachers in English language classrooms: Professional challenges and teacher education. Bolin, B., & Kurtz, L. C. (2018). Race, class, ethnicity, and disaster vulnerability. In Handbook of disaster re search (pp. 181-203). Springer, Cham. Boster, J. S. (2017). Categories and cognitive anthropology. In Handbook of Categorization in Cognitive Science (Second Edition) (pp. 75-106). Brock, C., & Tulasiewicz, W. (2018). Cultural identity and educational policy. Routledge. Bucholtz, M. (2003). `Sociolinguistic nostalgia and authentification of identity', Journal of Sociolinguistics, 7/3: 398-416. Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 196-220). Cambridge: Cambridge University Press. DeJaeghere, J. G., & Cao, Y. (2009). Developing US teachers’ intercultural competence: Does professional devel opment matter?. International Journal of Intercultural Relations, 33(5), 437-447. Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. Tesol Quarterly, 31(3), 451-486. Eliot, T. S. (2010). Notes towards the Definition of Culture. London: Faber & Faber. Ellis, B. (2014). The philosophy of nature: A guide to the new essentialism. Routledge. Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory and practice in language studies, 2(4), 784. Friedrich, P. (1989). Language, ideology, and political economy. American Anthropologist, New Series, 91, 295- 312. Geertz, C. (2014). 16 Ideology as a Cultural System. Ideology, 44. Ghadiri, M., Tavakoli, M., & Ketabi, S. (2015). Introducing culturally-adaptive English language pedagogy (CELP): integrating critical cultural awareness through the ‘little-c’culture in Iran’s EFL curriculum. International Jour nal of Society, Culture & Language, 3(2), 115-124. Ghanem, C. (2015). Teaching in the foreign language classroom: How being a native or non-native speaker of Ger man influences culture teaching. Language Teaching Research, 19(2), 169-186. Gibson, C. (2016). Culture. International Encyclopedia of Geography: People, the Earth, Environment and Technol ogy: People, the Earth, Environment and Technology, 1-4. González, O. (1990). Teaching language and culture with authentic materials. Virginia: UMI. Handford, M. (2016). The dynamic interplay between language and social context in the language classroom: Inter personal turn taking for ELF learners. In The Dynamic Interplay between Context and the Language Learner (pp. 151-171). Palgrave Macmillan, London. Hanson, B. (2015). Objectivities: constructivist roots of positivism. Quality & Quantity, 49(2), 857-865. Hinkel, E. (2005). Identity, culture, and critical pedagogy in second language teaching and learning. In E.Hinkel (Ed), Handbook of research in second language teaching and learning (pp. 891-893). Seattle: Lawrence Erl baum Associates, Publishers. Hofstede, G. (1991). Cultures and organisations: Software of the mind. London: McGraw- Hill. Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44 (3), 281–315. Johnstone, B. (2018). Discourse analysis. The USA: John Wiley & Sons. Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10 (12), 1-5. Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: the role of visuals. Elt Journal, 71(2), 186- 196. Kachru, Y. (2011). World Englishes: contexts and relevance for language education. New York, NY: Routledge. Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press. Kramsch, C. (2014). Identity, role and voice in cross-cultural (mis) communication. In Misunderstanding in social life (pp. 137-161). Routledge. Kramsch, C., & Widdowson, H. G. (1998). Language and culture. Oxford University Press. Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17(3), 295–306. Kumaravadivelu, B. (2008). Cultural globalization and language education. The UK: Yale University Press. Landtman, G. (2015). The origin of the inequality of the social classes. Routledge. LeVine, R. A. (2018). Culture, behavior, and personality: An introduction to the comparative study of psychoso-cial adaptation. Routledge. Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Re port to the Australian Government Department for Education Science and Training. Retrieved on the 8th of February, 2018 from http://search.ror.unisa.edu.au/record/UNISA_ALMA71109412630001831 Luk, J. C., & Lin, A. M. (2017). Classroom interactions as cross-cultural encounters: Native speakers in EFL les sons. Routledge. Lund, R. (2007). Questions of Culture and Context in English Language Textbooks: A Study of Textbooks for the Teaching of English in Norway (Doctoral dissertation). Retrieved on the 8th of February, 2018 from http://bora.uib.no/bitstream/handle/1956/2421/Dr?sequence=1 Mahmoud, M. M. A. (2015). Culture and English language teaching in the Arab world. Adult Learning, 26(2), 66- 72. Mathews, G. (2000). Global Culture/Individual Identity. London, New York: Routledge. McDowell, L. (2018). Gender, identity and place: Understanding feminist geographies. John Wiley & Sons. McKinley, J. (2018). Making the EFL to ELF transition in English-medium instruction at a global traction universi ty. English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London: Arnold. Neubert, A. (2000). Competence in language, in languages, and in translation. Benjamins Translation Library, 38, 3- 18. Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching prac tices: the Vietnamese context. Intercultural Education, 27(2), 165-178. Nieto, S. (2002). Language culture and teaching: Critical perspectives for a new century. London: Lawrence Erl baum Associates. Nieto, S. (2009). Language, culture and teaching: Critical perspectives. New York: Routledge. Obiegbu, I. (2016). Language and Culture: Nigerian Perspective. African Research Review, 10(4), 69-82. Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589-618. Pieterse, J. N. (2015). Globalization and culture: Global mélange. Lanham: Rowman & Littlefield. Risager, K. (2005). Languaculture as a key concept in language and culture pedagogy. In Led2003: Refereed Confe rence Proceedings of the 1st International Conference on Language, Education and Diversity. University of Waitako. Robinson, G. L. (1985). Crosscultural Understanding: Processes and Approaches for Foreign Language, English as a Foreign Language and Bilingual Educators. New York and Oxford: Pergamon. Rosyidi, A., & Purwati, O. (2017, October). Revealing Intercultural Communicative Competence in an EFL High School Textbook. In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Atlantis Press. Sapir, E. (2004). Language: An introduction to the study of speech. The US: Courier Corporation. Seidlhofer, B. (2009). Common ground and different realities: World Englishes and English as a lingua franca. World Englishes, 28(2), 236-245. Simpson, S. T. (2008). Western EFL teachers and East-West classroom-culture conflicts. RELC journal, 39(3), 381- 394. Sonleitner, N., & Khelifa, M. (2004). Western-educated faculty challenges in a Gulf classroom. Learning and Teaching in Higher Education: Gulf Perspectives, 2, 1-21. Stern. H. (1992). The cultural syllabus. In H. Stern, Issues and Options in Language Teaching (pp. 205-242). Ox ford: Oxford University Press. Stewart, P. J., & Strathern, A. J. (2017). Language and culture. In Breaking the Frames (pp. 69-78). Palgrave Mac millan, Cham. Storey, J. (2018). Cultural theory and popular culture: An introduction. Routledge. Street, B. (1993). Culture is a verb: Anthropological aspects of language and cultural process. Clevedon: Multilin gual Matters LTD. Taylor, E. B. (1874). Primitive Culture: Research into the Development of Mythology, Philosophy, Religion, Lan guage, Art and Custom. Holt. Thompson, L. (1993). Preface. In D. Graddol, L. Thompson, & M. Byram (Eds), Language and culture (pp. 23-42). Clevedon: Multilingual Matters. Thornton, R. (1988). `Culture: A Contemporary Definition'. In E. Boonzaeir and J. Sharp (Eds. ) South African Keywords (pp. 17-28). Claremont, South Africa: David Philip. Tsui, A. B., & Tollefson, J. W. (Eds.). (2017). Language policy, culture, and identity in Asian contexts. London: Routledge. Tylor, E. B. (1871). Primitive culture: researches into the development of mythology, philosophy, religion, art, and custom (Vol. 2). England: J. Murray. Van Dijk, T. A. (2015). Critical discourse studies: A sociocognitive approach. Methods of Critical Discourse Stu dies, 63-74. Wojnar, D. and Swanson, K. (2007). Phenomenology: An exploration. Journal of Holistic Nursing, 25 (3), 172-180.

İngilizce Derslerinde Kültürel Uyuşmazlık: Türkiye Örneği

Year 2020, , 858 - 868, 20.03.2020
https://doi.org/10.24106/kefdergi.697814

Abstract

Türkiye’de üniversitelerin yabancı diller yüksek okullarında yabancı öğretim görevlilerine yaygın olarak rastlanmaktadır. Bu bağlamda farklı kültürel çevrelerden gelen Türk öğrencilerle yabancı öğretim görevlilerinin kültürel çatışmalar yaşaması gayet doğaldır. Yabancı ülkelerden İngilizce öğretmek için gelen öğretim görevlileri yeni eğitim ortamlarının kültürüne uyum sağlamada zor anlar yaşayabilir. Sonuç olarak, İngilizce derslerinde öğrenmeyi engelleyen kültürel çatışmalar ortaya çıkabilir. Bu çalışma Türkiye’de bir devlet üniversitesindeki yabancı öğretim görevlilerinin (N= 6) karşılaştığı kültürel uyuşmazlıkları irdelemiştir. Kültürel uyuşmazlıkların detaylarını keşfedip sınıflandırmak için araştırmacı tarafından yarı-yapılandırılmış mülakat soruları geliştirilmiştir. Üçüncü kişileri kendi ifade ettikleri raporlar aracılığıyla betimlediğinden bu çalışma heterofenomenolojik bir çalışmadır. Çalışma yabancı öğretim görevlilerinin sınıflarında bir dizi kültürel uyuşmazlık yaşadığını ifade etmektedir.

References

  • Akarsu, F. B. K. (1984). Wilhelm Von Humbolt'da dil-kültür bağlantısı. İstanbul: Remzi Kitabevi. Alptekin, M. (1984). The question of culture: EFL teaching in non-English-speaking countries. ELT journal, 38(1), 14-20. Arvizu, S. F. (1994). Building bridges for the future: Anthropological contributions to diversity and classroom prac tices. Cultural diversity in schools: From rhetoric to reality. Albany: State University of New York Press. Babcock, S. P. (1993). The Significance of Cultural Influences within the ESL/EFL Classroom; A Taiwan Expe rience. Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in inter cultural communication (Vol. 8). Walter de Gruyter GmbH & Co KG. Bayyurt, Y. (2017). Non-native English language teachers’ perceptions of culture in English language classrooms in a post-EFL era. Native and non-native teachers in English language classrooms: Professional challenges and teacher education. Bolin, B., & Kurtz, L. C. (2018). Race, class, ethnicity, and disaster vulnerability. In Handbook of disaster re search (pp. 181-203). Springer, Cham. Boster, J. S. (2017). Categories and cognitive anthropology. In Handbook of Categorization in Cognitive Science (Second Edition) (pp. 75-106). Brock, C., & Tulasiewicz, W. (2018). Cultural identity and educational policy. Routledge. Bucholtz, M. (2003). `Sociolinguistic nostalgia and authentification of identity', Journal of Sociolinguistics, 7/3: 398-416. Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in Second Language Teaching and Learning (pp. 196-220). Cambridge: Cambridge University Press. DeJaeghere, J. G., & Cao, Y. (2009). Developing US teachers’ intercultural competence: Does professional devel opment matter?. International Journal of Intercultural Relations, 33(5), 437-447. Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers' sociocultural identities and practices in postsecondary EFL classrooms. Tesol Quarterly, 31(3), 451-486. Eliot, T. S. (2010). Notes towards the Definition of Culture. London: Faber & Faber. Ellis, B. (2014). The philosophy of nature: A guide to the new essentialism. Routledge. Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory and practice in language studies, 2(4), 784. Friedrich, P. (1989). Language, ideology, and political economy. American Anthropologist, New Series, 91, 295- 312. Geertz, C. (2014). 16 Ideology as a Cultural System. Ideology, 44. Ghadiri, M., Tavakoli, M., & Ketabi, S. (2015). Introducing culturally-adaptive English language pedagogy (CELP): integrating critical cultural awareness through the ‘little-c’culture in Iran’s EFL curriculum. International Jour nal of Society, Culture & Language, 3(2), 115-124. Ghanem, C. (2015). Teaching in the foreign language classroom: How being a native or non-native speaker of Ger man influences culture teaching. Language Teaching Research, 19(2), 169-186. Gibson, C. (2016). Culture. International Encyclopedia of Geography: People, the Earth, Environment and Technol ogy: People, the Earth, Environment and Technology, 1-4. González, O. (1990). Teaching language and culture with authentic materials. Virginia: UMI. Handford, M. (2016). The dynamic interplay between language and social context in the language classroom: Inter personal turn taking for ELF learners. In The Dynamic Interplay between Context and the Language Learner (pp. 151-171). Palgrave Macmillan, London. Hanson, B. (2015). Objectivities: constructivist roots of positivism. Quality & Quantity, 49(2), 857-865. Hinkel, E. (2005). Identity, culture, and critical pedagogy in second language teaching and learning. In E.Hinkel (Ed), Handbook of research in second language teaching and learning (pp. 891-893). Seattle: Lawrence Erl baum Associates, Publishers. Hofstede, G. (1991). Cultures and organisations: Software of the mind. London: McGraw- Hill. Jenkins, J., Cogo, A. & Dewey, M. (2011). Review of developments in research into English as a lingua franca. Language Teaching, 44 (3), 281–315. Johnstone, B. (2018). Discourse analysis. The USA: John Wiley & Sons. Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10 (12), 1-5. Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: the role of visuals. Elt Journal, 71(2), 186- 196. Kachru, Y. (2011). World Englishes: contexts and relevance for language education. New York, NY: Routledge. Kramsch, C. (1993). Context and culture in language teaching. Oxford, UK: Oxford University Press. Kramsch, C. (2014). Identity, role and voice in cross-cultural (mis) communication. In Misunderstanding in social life (pp. 137-161). Routledge. Kramsch, C., & Widdowson, H. G. (1998). Language and culture. Oxford University Press. Kubota, R. (1998). Ideologies of English in Japan. World Englishes, 17(3), 295–306. Kumaravadivelu, B. (2008). Cultural globalization and language education. The UK: Yale University Press. Landtman, G. (2015). The origin of the inequality of the social classes. Routledge. LeVine, R. A. (2018). Culture, behavior, and personality: An introduction to the comparative study of psychoso-cial adaptation. Routledge. Liddicoat, A. J., Papademetre, L., Scarino, A., & Kohler, M. (2003). Report on intercultural language learning. Re port to the Australian Government Department for Education Science and Training. Retrieved on the 8th of February, 2018 from http://search.ror.unisa.edu.au/record/UNISA_ALMA71109412630001831 Luk, J. C., & Lin, A. M. (2017). Classroom interactions as cross-cultural encounters: Native speakers in EFL les sons. Routledge. Lund, R. (2007). Questions of Culture and Context in English Language Textbooks: A Study of Textbooks for the Teaching of English in Norway (Doctoral dissertation). Retrieved on the 8th of February, 2018 from http://bora.uib.no/bitstream/handle/1956/2421/Dr?sequence=1 Mahmoud, M. M. A. (2015). Culture and English language teaching in the Arab world. Adult Learning, 26(2), 66- 72. Mathews, G. (2000). Global Culture/Individual Identity. London, New York: Routledge. McDowell, L. (2018). Gender, identity and place: Understanding feminist geographies. John Wiley & Sons. McKinley, J. (2018). Making the EFL to ELF transition in English-medium instruction at a global traction universi ty. English-Medium Instruction in Japanese Higher Education: Policy, Challenges and Outcomes. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). London: Arnold. Neubert, A. (2000). Competence in language, in languages, and in translation. Benjamins Translation Library, 38, 3- 18. Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching prac tices: the Vietnamese context. Intercultural Education, 27(2), 165-178. Nieto, S. (2002). Language culture and teaching: Critical perspectives for a new century. London: Lawrence Erl baum Associates. Nieto, S. (2009). Language, culture and teaching: Critical perspectives. New York: Routledge. Obiegbu, I. (2016). Language and Culture: Nigerian Perspective. African Research Review, 10(4), 69-82. Pennycook, A. (1989). The concept of method, interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589-618. Pieterse, J. N. (2015). Globalization and culture: Global mélange. Lanham: Rowman & Littlefield. Risager, K. (2005). Languaculture as a key concept in language and culture pedagogy. In Led2003: Refereed Confe rence Proceedings of the 1st International Conference on Language, Education and Diversity. University of Waitako. Robinson, G. L. (1985). Crosscultural Understanding: Processes and Approaches for Foreign Language, English as a Foreign Language and Bilingual Educators. New York and Oxford: Pergamon. Rosyidi, A., & Purwati, O. (2017, October). Revealing Intercultural Communicative Competence in an EFL High School Textbook. In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Atlantis Press. Sapir, E. (2004). Language: An introduction to the study of speech. The US: Courier Corporation. Seidlhofer, B. (2009). Common ground and different realities: World Englishes and English as a lingua franca. World Englishes, 28(2), 236-245. Simpson, S. T. (2008). Western EFL teachers and East-West classroom-culture conflicts. RELC journal, 39(3), 381- 394. Sonleitner, N., & Khelifa, M. (2004). Western-educated faculty challenges in a Gulf classroom. Learning and Teaching in Higher Education: Gulf Perspectives, 2, 1-21. Stern. H. (1992). The cultural syllabus. In H. Stern, Issues and Options in Language Teaching (pp. 205-242). Ox ford: Oxford University Press. Stewart, P. J., & Strathern, A. J. (2017). Language and culture. In Breaking the Frames (pp. 69-78). Palgrave Mac millan, Cham. Storey, J. (2018). Cultural theory and popular culture: An introduction. Routledge. Street, B. (1993). Culture is a verb: Anthropological aspects of language and cultural process. Clevedon: Multilin gual Matters LTD. Taylor, E. B. (1874). Primitive Culture: Research into the Development of Mythology, Philosophy, Religion, Lan guage, Art and Custom. Holt. Thompson, L. (1993). Preface. In D. Graddol, L. Thompson, & M. Byram (Eds), Language and culture (pp. 23-42). Clevedon: Multilingual Matters. Thornton, R. (1988). `Culture: A Contemporary Definition'. In E. Boonzaeir and J. Sharp (Eds. ) South African Keywords (pp. 17-28). Claremont, South Africa: David Philip. Tsui, A. B., & Tollefson, J. W. (Eds.). (2017). Language policy, culture, and identity in Asian contexts. London: Routledge. Tylor, E. B. (1871). Primitive culture: researches into the development of mythology, philosophy, religion, art, and custom (Vol. 2). England: J. Murray. Van Dijk, T. A. (2015). Critical discourse studies: A sociocognitive approach. Methods of Critical Discourse Stu dies, 63-74. Wojnar, D. and Swanson, K. (2007). Phenomenology: An exploration. Journal of Holistic Nursing, 25 (3), 172-180.
There are 1 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Ömer Gökhan Ulum This is me 0000-0001-7685-6356

Publication Date March 20, 2020
Published in Issue Year 2020

Cite

APA Ulum, Ö. G. (2020). İngilizce Derslerinde Kültürel Uyuşmazlık: Türkiye Örneği. Kastamonu Education Journal, 28(2), 858-868. https://doi.org/10.24106/kefdergi.697814

10037