Integrating Global Issues in Genre Based Approach to Introduce Culture in the EFL Classroom BY : TITIK WINARTI
Integrating Global Issues in Genre Based Approach to Introduce Culture in the EFL ClassroomI. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFLII. GLOBAL ISSUESIII. GENRE BASED APPROACHIV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXTV. CONCLUSION
I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL Liddicoat et al. (2003:45) define culture as a complex system of concepts, attitudes, values, beliefs, conventions, behaviours, practices, rituals, and lifestyles of the people who make up a cultural group, as well as the artefacts they produce and the institutions they create.
I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFLAccording to Lazar (1993:66), our students comprehension isfrequently impeded not by linguistic features in a literary text, but bycultural ones. We owe it to them to help them understand what thesemight be. Language can never be divorced from culture.
I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFLLanguage learners need to develop not only their linguisticcompetence but also their intercultural communicativecompetence to overcome both linguistic and cultural barriers theymay encounter in interaction with people from other cultures.
I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFLTeaching in EFL classrooms from an intercultural perspectiveinvolves developing in learners critical cultural awareness oftheir own culturally-shaped world view and behaviours as wellas the skills and attitudes to understand and successfully interactwith people from other cultures, that is, to becomeinterculturally as well as linguistically competent. EFL teacherstherefore need to shift from a traditional stance to anintercultural one to develop both linguistic and interculturalcompetences of learners.
II. GLOBAL ISSUESAs language and culture aresymbiotic, cultivating globalissues for a peaceful worldis one of the most urgenttasks for teachers. Globalawareness, respect forother cultures andcommunication skills,especially communicativecompetence in English willbe more vital formulticultural citizens of theworld.
II. GLOBAL ISSUESHaratmeh (2003) says thatthe importance ofdeveloping interculturalcommunicative competencealongside linguisticcompetence has resultedfrom learners’ needs foracquiring intercultural skillsfor cross-culturalcommunication in whichthey may encounterlinguistic and culturalbarriers.
III. GENRE BASED APPROACHGenre based approach started with the Systemic Functional School ofLinguistics inspired by the work of MAK Halliday during the 1960s and70s. They viewed language as a resource for making meanings, and sostarted looking at whole stretches of discourse in context rather thanlooking at isolated chunks to uncover a set of rules.
III. GENRE BASED APPROACHFurthermore, genre based approach developed in the 2004English curriculum include transactional conversations (to getsomething done), interpersonal conversations (to establishand maintain social relations), short functional texts(announcements, greeting cards etc.), monologues andessays of certain genres. In other words, these are thecommunicative competence to be developed.
IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Teaching English in EFL Classroom presents global issues as part of cultural studies. It can help students become familiar with common elements of popular culture and make them more critical consumers of other cultures.
IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Global issues can be serious and gloomy. It is a challenge to teach about conflict, famine, poverty and discrimination without the classroom atmosphere becoming heavy and the students depressed. One of the keys to maintaining a positive attitude towards the class is to focus on solutions to the problems.
IV. INTRODUCING CULTURE THROUGH GLOBAL ISSUES-TOPIC TEXT Moreover, it is hoped that studying global issues made students more enthusiastic to learn English. Although students found studying a content-based curriculum challenging, they believed that learning about other countries and cultures enhances their understanding of the world. Students also thought studying global issues will be of practical benefit to them in the future.
V. CONCLUSION Teaching in EFL classroom should develop both students’ linguistic competence and their intercultural communicative competence. Cultural awareness helps learners broaden the mind, increase tolerance, and achieve cultural empathy and sensitivity. Global awareness, respect for other cultures and communication skills, especially communicative competence in English will be more vital for multicultural citizens of the world. There are some reasons why teachers should include global education in the syllabus such as world problems and globalization.
V. CONCLUSIONGenre based approach views language as a resource for makingmeanings and looking at whole stretches of discourse in contextrather than looking at isolated chunks to uncover a set of rules.This approach claims to be able to show EFL students wherethey are going wrong, not only in terms of grammar or lexis, butalso in how they string things together at sentence and clauselevel.
THANK YOUBelieve and act as if it were impossible to fail Charles F. Kettering