Language learning and cultural competence in primary and secondary EFL classrooms: two intertwined skills

Abstract

[eng] In the last decades, there has been substantial research undertaken into the role of culture in the English as a Foreign Language (EFL) classroom. In this study, primary and secondary English language teachers’ perspectives on the role and relevance of ‘culture’ in second language acquisition are investigated through an analysis of the instructional materials used in the classrooms with a special focus on cultural representations to determine if they are conducive to develop students’ (inter)cultural awareness. The participants of the study were ten primary and secondary school teachers from Majorca, Spain. The results of this study support the view that while culture is now recognized as a pivotal component in EFL classrooms by both teachers and educational policymakers, its integration remains precarious. Course materials often promise to include cultural sections aimed at developing students’ cultural skills. However, in practice, the tasks are generally too simplistic and language-based, and the cultural representations are based merely on factual knowledge. The findings presented in this piece of research indicate that a reevaluation of the cultural contents of EFL textbook would significantly aid teachers in fostering their students’ critical understanding of culture. Additionally, exploring other forms of multimodality could further enhance cultural understanding.