Faculty department

Findings and Results

Pie charts showing the results of the questionnaires According to these responses, the most important aspects of the target culture, in this case, the Egyptian culture, that the non-native learners of the target language (Egyptian Arabic) need to learn were defined and put into order of importance. Conclusions and Recommendations: Suggesting ways of integrating culture into the foreign language syllabus. One teaching unit as a guideline for course designers as well as for teachers was designed to suggest how these cultural aspects could be introduced into the language class.
This chapter looks at engages with the ‘the known’ or ‘taken for granted’ in relation to the concept of ‘intercultural competencies’. I will ask whether it is fruitful to use the term ‘competence’ in order to describe the potential and desirable outcomes of intercultural learning, as the term seems to suggest specific, predefined and potentially testable behaviours, dispositions and knowledge. I will engage with this question on two distinct but interrelated levels: the conceptual level and the level of educational policy. In terms of the former, I argue that the nature and outcomes of intercultural learning are generally unpredictable because the engagement with difference occurs at very subjective boundaries between the known and the unknown. In relation to the latter, I will discuss the now often
Second language researchers (e.g., Byram, 1997; Byrnes, 1991; Kramsch, 1993) have long theorized the need for foreign language (FL) teachers to facilitate learners’ reflection on their own culture and cultural identity to foster cross-cultural understanding, yet to date, there remains uncertainty about appropriate cultural instruction in the field of FL education (Philips & Abbott, 2011). The current study investigates pre-service FL teachers’ perceptions of teaching culture at two Southeastern universities. This mixed methods study of pre-service FL teachers’ perceptions of teaching cultures incorporates analysis of Standards-based lesson plans and examination of the design and assessment of these assignments. Findings indicate a paucity of attention to culture and notable problematic
Abstract:
Language plays a crucial role not only in the construction of culture but also inthe emergence of cultural changes. The possibility of changing the attitudes of people bygiving them a new vocabulary to build social realities whether national, gender or racialrealities that allow them to access to opportunities to develop and use language tocommunicate and create relationships. This article presents a literature review about therole of culture in teaching a foreign language taking into account some pedagogical anddidactic aspects involved in the teaching process. As the main result, it is concluded that itis impossible to teach a language without teaching the culture; the teacher becomes amediator between foreign languages and culture, that is why certain aspects of teachingcan influence the inclusion or exclusion of that elements in a foreign language classroom
Kramsch (2015) mentioned that speakers and writers donot just perform culture; “they construct it in interaction with others so culture acquisition should be a desirablegoal of language learning” (p.33). Another significantfactor that Kramsch (1996) highlights is that, in spite ofthe advances made by the research in the spheres of theintercultural and the multicultural, language teaching still operating on a relatively narrow conception of bothlanguage and culture. Language continues to be taught as afixed system of formal structures. The effort to include culture within language educationhas occurred since anthropology and linguisticanthropology begin to resonate within applied linguistics(Kramsch, 2014, McLeod, 1976). It is well known thatcultural competence plays an language learning since understanding language involvesknowledge that overeat grammar or syntax, and includefeatures of the social world (Cakir, 2006), when teachersare teaching languages cannot ignore the cultural load thatlanguages bears, and thus they do not teach only structurebut also general knowledge (Savu, 2016), “it is not enoughfor a person to be able to produce grammatical sentences;one must also know when they are contextuallyappropriate” (Hannerz, 1973, p. 238). American andBritish culture are the representation of “culture” relatedto the English-speaking countries in terms of Englishlanguage teaching (Li, 2016; Ellis, 1994). Culture is aconcept that has been the central of multiple debates, thenotion is so thorny that cultural theorists have defined it indifferent ways. However, many definitions share a core. Inact, the term culture often refers to thoserepresentations, ideas, beliefs, practices and patterns ofbehavior that are transmitted socially.portant role in successful Foreign Language Teaching-Learning and Culture
 According to Hager (2011), culture is a set of attitudes,behaviors, and symbols that a group of people has incommon, and they are usually passed on from onegeneration to the next. Attitudes include beliefs (religious,moral, ideological, political, etc.), stereotypes, values,opinions, superstitions, and general knowledge (empiricaland theoretical). Uddin (2014) affirms that culture is in thecharacteristics of a particular group of people, defined bylanguage, religion, cuisine, social habits, music, and arts. 
Thus, “culture finds its expression in language, so thelearning process of a new language remains incomplete without achieving familiarity with its culture” (Hamza,2018, p.797). The previous idea can be complemented when thin motivations, the achievements in the process of learningand the understanding of other cultures by the learner,then there is place for the integrative motivations 
and wherethe desire to learn a language is related, in some sense,closer to the desire to understand a different culture andbe part if it can be in some sense closer to the process ofunderstanding a new culture (Byram & Feng, 2004). There is a further point to be considered: 
Kramsch (2014)mentioned that speakers do not just perform culture;“they construct it in interaction with others” (p.42) in that way culture is acquired, is learned and help to achieve thegoals in the language learning process, but even when it is well known that culture must be involved in thecurriculum, many language teachers does not know withcertain what cultural aspects should be including in thecurriculum. Another significant factor that Kramsch(1995) highlights is that, “despite the advances made bythe research in the spheres of the intercultural and themulticultural, language teaching is still operating on arelatively narrow conception of both language andculture. Language continues to be taught as a fixed systemof formal structures” (p.83).Hager (2011) has focused particularly on the origins ofculture and has established that the latter emerges fromthe subjects' lifestyle, and it occurs as “individuals pooland accumulate their discoveries, and institute customsand traditions to organize their labors and settle theirconflicts” (p.20). Taking into account the previousconcept of culture, it is important to get to know thecommunity and the environment that surrounds us insideand outside the educational institutions, in this way, the work with the students in the classroom will be moresignificative (Freevman & Johnson, 1998). On the subject, Tang´s words provide relevant clarification regarding therelationship between culture and language in anypopulation:
In the field of foreign language teaching, oneaspect that occasionally emerges as a topic ofdiscussion is the relationship between knowledgeof a foreign language and knowledge of theculture from which that language "originated".From my (admittedly limited) experience withforeign language education, it would appear thatthe question of "culture" is often relegated to theend of a language teaching plan. (1999, p.1). Lin Sun (2013) goes beyond defining culture andestablishes a link between the latter and education. 
According to the author, foreign language teaching shouldinclude four fundamental components, namely: language motivations, the achievements in the process of learningand the understanding of other cultures by the learner,then there is place for the