Culture and EFL instructions at High School level in Vietnam Presenters: Nguyen Thi Huong Lan, MA TESOL Thái Th ị C ẩ m Trang, MA TESOL Thái Th ị C ẩ.

Culture and EFL instructions at Culture and EFL instructions at High School level in Vietnam High School level in Vietnam

Culture and EFL instructions at Culture and EFL instructions at High School level in Vietnam High School level in Vietnam

Presenters: Nguyen Thi Huong Lan, MA TESOLPresenters: Nguyen Thi Huong Lan, MA TESOL Thái Thị Cẩm Trang, MA TESOLThái Thị Cẩm Trang, MA TESOL

Hanoi National University of EducationHanoi National University of Education

Outline• Overview of Vietnam ELT regarding the cross-

cultural analysis of the nationally developed English textbooks.

• Supplementary activities used to improve the students’ cross-cultural awareness.

The set of English textbooks currently used for high school level in VN

About the set of textbooks- Theme-based approach with six broad themes - 16 topics as titles for sixteen units in the

textbook.- 5 sections: reading, speaking, listening,

writing, language focus.

Reading and listening sections of the textbooks are under investigation

Procedures of the textbook analysis

• List the titles of 48 units to investigate the main themes presented in the textbooks.

• Read passages of Reading and Listening sections and highlight main topics / subtopics of each passage / section as well as their illustration if any.

• Categorize the contents of the passages and illustrations according to the checklists developed for the analysis.

• Tabulate total number of each category and calculate the percentage found for each category.

• Present the results in tables.

Checklist 1Cultural treatment in English textbooks

• Reference to the source culture• Reference to Asian countries• Reference to English-speaking countries• Cross-national comparison• General texts related to science, biographies

of scientists and world figures• Reference-omitted texts

Adopted from Cortazzi and Jin 1999

Checklist 2

Checklist 2Cultural categories in English textbooks

Adopted from Chastain

Geography Festivals & Holidays

History Science & Technology

Language & Literature Business & Economics

Sociology & lifestyle Politics

Nature Sports

Fine Arts Education

Hobbies Health

Findings from Checklist 1

Types of reference Frequency (percentage)

the source culture 15 (16%)

Asian countries 6 (6%)

English-speaking countries 19 (20%)

Cross – national comparison 3 (3%)

General texts 34 (35%)

Reference-omitted texts 19 (20%)

Other comments: The textbooks show dominance of British and

American cultures in its content rather than other English speaking countries such as Australia, New Zealand, Canada, …

Although 6% of the books refer to Asian countries, these texts are just about SEA Games and Asian Games except for one listening text about China.

Findings from Checklist 2

Geography 8% Festivals & Holidays 5%

History 3% Science & Technology 8%

Language & Literature 2%

Business & Economy 1%

Society & lifestyle 28% Politics 4%

Nature 17% Sports 9%

Fine Arts 1% Education 10%

Hobbies 3% Health 0%

Comments Cultural content in both reading and listening

sections are limited and basic. The textbooks do not prove helpful in

developingintercultural competence and cultural

understanding.

Supplementary activitiesFactors influencing the choice of activities* The situation in which the foreign language is

taught* Learners’ age and their command of a foreign

language* The teacher: Teacher’s preferences and

preparation

Supplementary activities

• Activities that focus on creating an authentic classroom environment.

• Activities that focus on providing cultural information.

• Activities that focus on developing students’ cross-cultural awareness

Activities that focus on creating an authentic classroom environment.

• May be conducted at the beginning of English learning time

• Designed to set a memorable learning • Ss may be asked to collect posters, wall

charts, bulletin boards, maps and realia related to the cultural topics in the syllabus

Activities that focus on providing cultural information & developing SS’ cross-

cultural awereness .

- cultural aside: an item of cultural information presented by the teacher when it arises in the text.

- cultural capsule: a brief description of one aspect of other cultures followed by a discussion of the contrasts between the source and other cultures.

- quiz: useful activity.

DEMO ACTIVITES

Activity 1: Pre – reading English 12-Unit 3 (Ways of

Socialising)

Work in 6 groups

Look at the statements

Choose the correct answer A, B or C

1. In ________ you should clasp your hands together and lower your head and your eyes when you greet someone.

A. Japan B. Singapore C. Thailand

2. In ________ you should spend at least five minutes saying hello.

A. Britain B. Afghanistan C. Russia

3. In ________ you shouldn’t sit down in a café until you’ve shaken hands with everyone you know.

A. France B. America C. Australia

4. In ________ mustn’t wink. It is offensive.

A. China B. Brazil C. Pakistan

5. In ________ you should not expect people to shake hands. Bowing the head is a mark of respect.

A. Thailand B. Japan C. Malaysia

Activity 2: Post - reading English 10-Unit 16 (Historical

Places)

Work in 2 teams: A & B

Look at the pictures & pieces of information

Say the names of the places

4. It stretches approximately 8,851.8 kilometers, just like an enormous dragon.

2. It was built about 2000 years ago mostly under the Ming Dynasty.

3. It was built in order to help defend the country against the outside invaders.

1. It was listed as a World Heritage by UNESCO in 1987.

The Great Wall

2. Its name means “ Crown Palace.

3. It was built by a Muslim Shah Jahan in the memory of his wife Mumtaz Mahal.

1. It is regarded as one of Seven Wonders of the world

4. It was built during 21 years (1632-1653) at Agra, India.

The Taj Mahal

3. It is located in New York Harbor.

2. It is a gift of friendship from the people of France to the people of the United States.

4. It is a symbol of freedom and of the US.

1. It was designed by the French sculptor Bartholdi, in collaboration with the French engineer Eiffel.

The Statue of Liberty

2. Its image is depicted on the five-euro coin.

The Colosseum

of Rome

1. Its structure contains four storeys above the ground and some rooms below the ground.

3. It is regarded as the greatest amphitheatre of the ancient time.

4. It was built in Rome, Italy about 1920 years ago.

Conclusion- The analysis of the textbooks may not give the whole picture of how teaching culture is treated in all high schools in Asia. The same work should be done in other Asian countries in the future.

- The findings may help teachers adjust their culture teaching content and assist textbook compilers in the future.

Thank you for listening!