Pedagogy and TESOL

 In learning a second language, we also learn about the culture it comes from. This means that language and culture are closely linked and cannot be separated without losing meaning. As language teachers, we need to be aware of cultural stereotypes and avoid judging our students based on them. We also need to recognize and appreciate cultural differences and promote positive attitudes towards different cultures. In addition, we need to be mindful of language politics and how the spread of English as a global language can affect individuals who are not proficient in it. As teachers, we need to structure our lessons to be sensitive to these issues and promote language learning in a way that respects different cultures and languages.

The relationship between learning a second language and second culture is an important one, and it's something that H.D. Brown draws our attention to. As Brown notes, culture and language are intricately interwoven. A language is a part of a culture, and a culture is a part of a language. You can't separate the two without losing the significance of either language or culture. The acquisition of a second language is also the acquisition of a second culture.

However, this relationship is complex, and it has some principal features that we need to understand. One of these features is cultural stereotyping. Stereotypes are conventional and oversimplified conceptions or images. While stereotypes may accurately portray archetypal members of a culture, they are not truthful descriptions of individuals within that culture. If we judge a single member of a culture by overall traits of the culture, we both prejudge and misjudge that person.

As EFL/ESL teachers, we must be aware that these stereotypical views may be conveyed verbally or non-verbally. To avoid misjudging our students, we need to learn to recognize and understand the cultural differences between our students and ourselves. We also need to show appreciation for the individual differences between each student.

Attitudes toward a specific culture or language are often implied in the stereotypical view. In second language acquisition, learners gain from positive attitudes, such as increased motivation and attainment of proficiency, and lose from negative ones, such as decreased motivation and attainment of proficiency. As second language teachers, we need to be aware that these attitudes, especially the negative ones, emerge from a person’s indirect contact with the culture usually via entertainment sources such as television, movies, books, and other media. However, these negative attitudes can be changed, often by exposure to reality and contact with members of that culture. As EFL/ESL teachers, we can aid in dispelling myths about other cultures and replace those myths with an accurate understanding of the other culture as one that is different from one’s own, yet to be respected and valued.

Another aspect of TESOL pedagogy is language politics. English has been increasing its popularity as the International Language of Communication (EIL), making the distinction between EFL and ESL harder to perceive. Brown quotes a number of researchers in describing the concerns caused by the global distribution of EIL. Its spread as a method of communication in the areas of education, business, and government has hindered advancement of using native languages and frustrated economic and social progress for individuals not proficient in English.

As English teachers, we must consider these factors as they apply to our students and structure our lessons in a way that is sensitive to the ever-increasing linguistic imperialism of the English language. We must also be aware that language politics can affect our students' attitudes toward the language they are learning, which can in turn affect their motivation and attainment of proficiency. Therefore, it is crucial that we take these factors into account when we design our lessons and work to create a welcoming and inclusive classroom environment for all students, regardless of their cultural background or language proficiency.

Summary:

The article discusses the importance of understanding the relationship between language learning and culture. Stereotypes, attitudes, and sociopolitical concerns all play a role in this relationship. It is important for language teachers to recognize and understand cultural differences and to show appreciation for individual differences. Positive attitudes towards a culture or language can increase motivation and attainment of proficiency in second language acquisition. Language politics also play a role, as English has become the International Language of Communication, hindering the advancement of using native languages and frustrating economic and social progress for those not proficient in English.