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9
Adapting English lessons to
raise culture awareness in an EFL classroom
Adaptación de las lecciones
para concienciar sobre la cultura en una clase de inglés como lengua extran=
jera
Jessica Valentina Galimberti. [1], =
Silvia
Elizabeth Cárdenas Sánchez. [2], =
&
Ivonne Lorena Ochoa Jarrín [3]
Recibido:
19-04-2019 / Revisado: 25-05-2019 /Aceptado: 29-06-2019/ Publicado: 15-07-2=
019
Abstract. DOI: https://doi.org=
/10.33262/cienciadigital.v3i3.1.684
Ecuador is known as a multicultural country as the=
re
is a permanent multiethnic and edifying interaction between people in varied
contexts, and the classroom is not the exception. Nevertheless, when learni=
ng a
foreign language, as for instance English in Ecuador; the cultural aspect
becomes more apparent since it implies the study of another language, which
represents another culture. This article review examines the influence of
students cultural background in English as a foreign language (EFL) learni=
ng
in Ecuador. Relevant studies were reviewed to get insights and experiences =
from
foreign language learning contexts similar to the Ecuadorian one. It also
addresses the importance of considering students diverse backgrounds in le=
sson
planning. Thus, it could provide with some selected activities for English
teachers to apply during language formal instruction
Resumen.
Ecuador
es conocido como un país multicultural; en consecuencia, hay una interacción
cultural continua entre las personas en diferentes contextos, y las aulas no
son la excepción. Sin embargo, cuando se aprende una lengua extranjera, com=
o es
el caso del inglés en el Ecuador, el aspecto cultural se hace más evidente,=
ya
que implica el estudio de otra lengua, que representa otra cultura. Esta
revisión de literatura examina la influencia del aprendizaje cultural de los
estudiantes en inglés como lengua extranjera (EFL) en Ecuador. Se revisaron=
los
estudios relevantes para obtener información y experiencias de contextos de
aprendizaje de idiomas extranjeros similares a los ecuatorianos. También ab=
orda
la importancia de considerar los diversos antecedentes de los estudiantes
durante la planificación de las lecciones. Por lo tanto, proporcionará algu=
nas
actividades seleccionadas para que los profesores de inglés apliquen durant=
e la
instrucción formal del idioma.
P=
alabras
claves: conciencia cultural, EFL, estrategias de enseńanz=
a.
Introduction.
For years, our education h=
as
been divided into two groups. The first group was Bilingual Education for t=
hose
students who belonged to another ethnic group and spoke languages other than
Spanish. Under this type of instruction, students could use their first
language (L1). The second group was Hispanic Education for mestizo students=
. Under
this type of education, teachers used Spanish in the classroom.
Today, this has changed
because the Ecuadorian president joined both kinds of education into a sing=
le
one. This has brought big problems to teachers because they are not prepare=
d to
deal with culturally diverse students, especially with students whose native
language is other than Spanish.
English is a mandatory sub=
ject
in the curriculum, starting in the eighth year of Basic Education. Teaching
English as a Foreign Language is very important in our educational system a=
nd,
according to Ecuadorian In-Service English Teacher Standards (Inglés, 2012), culture is one of the five domains of =
the
language. It explains that teachers must understand and teach Ecuadorian
culture and other cultures using different resources like the internet (
Teachers, independently of
their place of work, must consider students cultural backgrounds and help =
them
achieve their goals. However, in most cases, it requires making some cultur=
al
adaptations, looking for additional resources, or creating materials.
Many teachers consider that
including culture in language instruction is a waste of time. Consequently,
they work with the curriculum given and avoid using extra-curricular materi=
als
to adapt their teaching process. Furthermore, in Ecuadorian public schools,
English teachers are required to use the English text provided by the Minis=
try
of Education. Even though it is a book with great activities, it does not
contain facts related to Ecuadorian culture.
Ecuador is a multicultural
country. It does not occupy a large territory; however, it has a vast amoun=
t of
traditions, languages, legends, and historical places in it. Since Ecuador
possesses such characteristics, culture must have serious consideration in
educational contexts and above all in foreign language classes because a
language is the representation of a culture. Therefore, it would be interes=
ting
to compare the Ecuadorian educational setting with similar settings in other
countries to put on a balance what has been done and what is still missing =
to
do to become more effective at dealing with the reality of having culturally
diverse students in the EFL classrooms.
The use of extracurricular
materials in an English class may increase cultural awareness and the
opportunities to develop language skills. Furthermore, teachers can create a
classroom environment, which includes learners participation and cultural
integration since most schools in Ecuador work with students who come from =
different
cultures. If teachers take into consideration cultural diversity, students =
will
have a sense of meaningfulness in their English classes.
Litera=
ture
review
Multic=
ultural
education
According to Baptiste (199=
5),
multicultural education is a comprehensive philosophical reform of the sch=
ool
environment essentially focused on the principles of equity, success, and
social justice for all students (p. 5). Equity is when the curriculum and
instruction are adapted for diverse students. Success is when the school
represents all kinds of students. Finally, social justice occurs, and the
learning is based on reflection about social change (Baptiste, 1995, p.
5).
Furthermore, Banks (2007)
mentions that multicultural education is an idea, an educational reform
movement, and a process. The idea is that students deserve equal opportunit=
ies
in schooling (p. 3). The reform movement ensures equal opportunities for
everybody. Finally, the process continually incorporates or improves (Banks,
2007. p. 4).
The implementation of
multicultural education has faced a lot of problems throughout history beca=
use
people and movements have had to fight to ask for better opportunities. The
civil rights movements have been a relevant element in multicultural educat=
ion.
Women asking for the same opportunities in education, minority groups desi=
re
to better schooling opportunities and changing of the curriculum must be
considered in integrating culture in education (Banks, 2007).
Even when the United State=
s of
America and the United Kingdom do not have a core culture because their
population has different origins, segregation and discrimination are still
evident in educational contexts (Banks, 2007). Ecuador faces a similar
situation since curriculum adaptations, and teachers readiness has not been
addressed yet.
According to Díaz-Rico and
Weed (2002), culture is everything around us where people get their identit=
y.
Furthermore, Banks (2007) defines culture as a set of beliefs, symbols, and
interpretations that belong to a group and how the members of a community u=
se
artifacts, tools or other cultural elements (p. 8).
Moreover, Darder
(1991) categorizes culture as language, cultural values or value orientatio=
n,
heritage, cultural artifacts, and cognitive styles. The meaning and nature=
of
culture, as such, is derived out of the lived experiences of different soci=
al
groups and the practical activities of ownership, control, and maintenance =
of
institutions (Darder, 1991, p. 29). Teachers m=
ust be
aware of these changes because they affect learners (W=
lodkowski
& Ginsberg, 1995, p. 9). Additionally, multicultural teachers are aware=
of
their responsibility in educating diverse learners (Bennett, 2003, p.
41-42).
Instru=
ctional
adaptations in Ecuadorian English curriculum
According to the third dom=
ain
of Ecuadorian In-Service English teachers (2012), Teachers know, understan=
d,
and use evidence-based practices and strategies related to planning,
implementing, and managing standards-based English and content instruction.
Also, teachers have to select, adapt, and use materials that must help stud=
ents
in the learning process to acquire the English language (P. 7). Based on th=
ese
standards, teachers have the opportunity to look for extracurricular materi=
als
that are going to help students to learn a foreign language. However, teach=
ers
must make the corresponding adaptations at the planning stage.
Banks (2007) argues that =
when
formulating plans for multicultural education, educators should conceptuali=
ze
the school as a micro culture that has norms, values, statuses, and goals l=
ike
other social systems (p.24). However, implementing accommodations in a
curriculum does not ensure multicultural education; it depends on teachers
attitudes about diverse groups in order to implement an innovative program
(Banks, 2007, p. 22).
A teacher must be prepared to work with multi-ethnic students to provide a multicultural curriculum. They have to be critical, learn students backgrounds, create a democratic classroom and self-reflect about culture issues. Therefore, Ecuadorian education system has been evolving since society has been changing at the same time during the past few decades (Darder, 1991). On the other hand, non-English teachers believe that culture is not their concern as considered ethnicity and racism, so that they misunderstand the importance of including multicultural education in their lesson plans.<= o:p>
Banks (2007) argues that,
implementing multicultural education involves five dimensions to consider. =
The
first one is content integration, in which teachers should provide examples=
and
content related to ethnicity and culture. However, in subjects like
English, it is easy to implement this, but in others like Math, it is harde=
r,
because educators have to be creative and adapt their lesson plans including
cultures (p. 20). The second principle is knowledge construction process, w=
here
teachers help students to identify the importance of culture in each conten=
t of
study. In the third dimension, prejudice reduction, teachers need to plan
activities to help students understand and respect ethnic and cultural grou=
ps
(Gray, 2007). Finally, empowering Ecuadorian education standards means
allowing students participation in each activity (p. 21-22). As well, Boyer
states that increased diversity is now the basis for a transformed curricu=
lum
(p. 50). Therefore, a meticulous selection of materials to be used in the E=
FL
classroom is very important to reach academic achievement and ethnic growth
(Boyer & Baptiste, 1996, p. 52-8).
According to Martins and W=
hite
(2013), students culture may differ from one another and teachers have to =
be
alert to act properly in order to avoid conflicts. Another way of incorpora=
ting
culture can be forming workstations where students can present topics about
their culture as music, food, and important characteristics. By doing these
activities, the whole class could learn about culture from their classmates.
Finally. Martins and White (2003) conclude that schools must offer learning
environments that welcome ethnically diverse students, practice culturally
responsive teaching, and promote academic success for all students
(Martins-Shannon & White, 2012).
Furthermore, Nieto (2007)
argues that culturally responsive education approach is a tool to avoid
students failure in multicultural learning. Students achievement occurs w=
hen
schools reforms are anti racist and anti-biase=
d, and
when teachers identify students talents and strengths or when teaching and
learning are connected and based on high expectations for all the students
(Nieto, 2007).
Strategies
After reviewing some
literature about integrating cultural curriculum material in English classe=
s,
it is necessary to look for strategies that could help teachers to implement
them. The following strategies could help teachers to raise cultural awaren=
ess
in an EFL class.
1.
Traditions Families have
This strategy helps to
describe traditions on students families (Warner, Lynch, Nabors, &
Simpson, 2008).
Skills: Listening, speaking, writing
Description
Teacher asks students to t=
hink
about some dates that Ecuadorian people celebrate such as Christmas, Carniv=
al,
and Eastern among others. Then, the teacher encourage students to share spe=
cial
things that their family does during those holidays. They can present their
work using pictures, essays or videos if it is possible. Finally, the teach=
er discusses with students
about their presentation. It could be a great strategy to apply in English&=
nbsp;when
the topic lesson is family members.
2.
Nutritionally sounds diets.
Most of English books cont=
ains
topics related with food for almost each level Therefore, this strategy cou=
ld
help teachers to know students food habits, and learn about other
cultures.
Skills: Listening, speaking, writing, reading
Description
Teacher divides the class =
in
groups of 5 students. Then students have to select some foods and write in a
chart. After that, each student chooses one item and complete the table.
Finally, they present their choices to the classroom.
|
Food choice |
Place
where food is grown/produced or eaten |
If it
could talk, what the food would say |
Cartoon or food
picture |
Livi=
ng
things that eat this food |
Recipe |
Nutritional facts |
|
1.=
|
||||||
|
2. |
||||||
|
3. |
||||||
|
4. |
||||||
|
5. |
= | = | = | = | = | = |
3. Capturing cultur=
al bias
Some strategies can be use=
d at
the beginning of the class like a warm up and could help to raise awareness=
of
the importance of students cultural behaviors.
Skills: Listening, speaking, writing and reading
Description
Teacher provides to studen=
ts
some adjectives that describe culturally learned behaviors. Students choose=
5
adjectives to describe people that they would like to be around them. Then =
they
choose 5 adjectives to describe people that they would not like to be around
them. Finally, students discuss the results in groups and teacher could ask
some questions like; Why didn't you like any behaviors? Why did you li=
ke
some behaviors? Where did you learn to like and dislike those behaviors?, a=
nd
so on. (Pedersen, 2004, p. 15)
4. A
personal culture history
Teacher can help students
become more aware of the role of culture in their lives by asking them to
describe their own personal cultural history (Pedersen, 2004, pág. 240)
Skills: Listening, speaking, writing, and reading
Description
This activity can be sent =
as
homework. Students have to reflect on their cultural backgrounds. Teacher c=
an
give some questions to guide their work. This questions can be: How would y=
ou
describe your culture?, Who was the most significant culture teacher in your
life?, How has your culture changed over time?, How many different cultures=
do
you belong to?
5. All about me
Some strategies help teach=
ers
to know their students. This activity could help teachers to identify diver=
sity
in the classroom
Skills: Listening, speaking, writing and reading
Description
Teacher asks students to
present their family in front of the class. Students can use pictures, fami=
ly
photos or an artifact that represents their family. While they are talking
about their family, teacher can do a diagnostic assessment of students
backgrounds (Cooper & Levin, 2011, p. 40)
Implic=
ations
Ecuador as a multicultural
country has many advantages that can be linked in the learning process.
However, teachers just want to develop the curriculum established by the
government without any change. If teachers do not meet all of the students
necessities, such as abilities, cultural and linguistic differences; the
results would not be positive both sides; nor teachers' nor students.
As a consequence of this
attitude and decision, the percentage of students that fail the exams is
higher; so that changing teachers traditional way of thinking would be the
best solution and way to finally start working and aiming the students suc=
cess
in all subjects. This is a process in which educators have to become aware =
of
Ecuador multicultural and multiethnic perspectives and use mentioned treasu=
re
in their daily lesson plans.
Modifying the curriculum w=
ould
be a hard implication from the Ecuadorian teachers point of view, but it is
necessary to include in the lesson plans, culture and standards that a good
education implies. Mainly, it is necessary to assess students preparing a
diagnostic test in order to analyze their level of English. In conclusion,
Ecuadorian education has to adjust some aspects of its academic curriculum =
and
in this process everybody has to contribute, especially English teachers ne=
ed
to be prepared and trained for any situation could occur and overall unders=
tand
that every student deserves equal opportunities.
References.
Banks, J. A. (2007). Multicultural education: Characteristics and goals=
. In
J. A. Banks, & C. McGee Banks, Multicultural Education. Issues and
perspectives (pp. 3-30). Hoboken: John & Sons, Inc.
Bennett, C. I. (2003). Comprehensive multicultural education. Theory and
Practice. Boston: Pearson education, Inc.
Boyer, J. B., & Baptiste, H. (1996). Transforming the curriculum for
multicultural understanding. San Francisco: Caddo Grap=
Press.
Cooper, J. E.,
& Levin, B. B. (2011). Developing critical cultural competence. Oaks:
Corwin.
Darder<=
/span>, A. (1991).
Culture and power in the classroom. London: Bergin & Garvey.
Díaz-Rico, L. T., & Weed, K. Z. (2002). The cultural,
language, and academic development handbook. Boston: Allyn & Bacon.
Gray, D. L. (2007). Encouraging multicultural diversity in the curricul=
um.
In M. A. Trent, T. Grizzie, M. Sehorn, A. Lang,=
&
E. Rogers, Religion, culture, curriculum, and diversity in 21st century Ame=
rica
(pp. 47-55). Maryland: University Press of America, Inc.
Inglés, E. T. (2012). Ministerio de Educación del Ecuador. Retrieved from
www.educacion.gob.ec:
http://educacion.gob.ec/wp-content/uploads/downloads/2012/09/estandares_201=
2_ingles_opt.pdf
Martins-Shannon, j., & White, M. (2012, Winter). EBSCO HOST. Retrie=
ved
from www.ebscohost.com:
http://web.a.ebscohost.com/ehost/detail?sid=3Db98719a4-49a1-438a-8995-78112=
d32b379%40sessionmgr4002&vid=3D1&hid=3D4101&bdata=3DJnNpdGU9ZWh=
vc3QtbGl2ZQ%3d%3d#db=3Deft&AN=3D91690210
Pedersen, P. B. (2004). 110 experiences for multicultural learning.
Washington, DC: American Psychological Association.
Warner, L., Lynch, S., Nabors, D. k., & Simpson, C. (2008). Themes =
for
inclusive classrooms. Lesson plans for every learner. Beltsville: Gryphon
House, Inc.
Wlodkowski, R. J., &
Ginsberg, M. (1995). Diversity & Motivation. Culturally responsive
teaching. San Francisco: Jossey-Bass.
PARA
CITAR EL ARTÍCULO INDEXADO.
Galimberti, J., Cárdenas Sánchez,
S., & Ochoa Jarrín, I. (2019). Adapting
English lessons to raise culture awareness in an EFL classroom. Ciencia Digital, 3(3.1), 158-166. https://doi.org=
/10.33262/cienciadigital.v3i3.1.684
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