Teaching culture through EFL classes in Turkey: a qualitative study of teachers’ conceptualizations and pedagogical orientations

References

• Alptekin, C. (1993). Target-language culture in EFL materials. English Language Teaching Journal, 47(2), 136–143. https://doi.org/10.1093/elt/47.2.136
   Google Scholar
• Atay, D. (2005). Reflections on the cultural dimension of language teaching. Language and Intercultural Communication, 5(3–4), 222–236. https://doi.org/10.1080/14708470508668897
   Google Scholar
• Atay, D., Kurt, G., Çamlıbel, Z., Ersin, P., & Kaslıoğlu, Ö. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10(3), 123–135.
   Google Scholar
• Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication. De Gruyter Mouton.
   Google Scholar
• Baleghizadeh, S., Shayesteh, L. A., & Li, S. (2020). A content analysis of the cultural representations of three ESL grammar textbooks. Cogent Education, 7(1), Article 1844849 https://doi.org/10.1080/2331186X.2020.1844849.
   Web of Science ®Google Scholar
• Bayyurt, Y. (2006). Non-native English language teachers’ perspective on culture in English as foreign language classrooms. Teacher Development, 10(2), 233–247. https://doi.org/10.1080/13664530600773366
   Google Scholar
• Byram, M. (2020). Teaching and assessing intercultural communicative competence. Revisited (2nd ed.). Multilingual Matters.
   Google Scholar
• Byram, M. (2012). Reflecting on teaching “culture” in foreign language education. In D. Newby (Ed.), Insights into the European portfolio for student teachers of languages (EPOSTL) (pp. 83–100). Cambridge University Press.
   Google Scholar
• Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching. A practical introduction for teachers. Council of Europe.
   Google Scholar
• Byram, M., & Risager, K. (1999). Language teachers, politics and cultures. Multilingual Matters.
   Google Scholar
• Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140–151. https://doi.org/10.1111/flan.12319
   Web of Science ®Google Scholar
• Castro, P., Sercu, L., & Méndez García, M. C. M. (2004). Integrating language‐and‐culture teaching: An investigation of Spanish teachers’ perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91–104. https://doi.org/10.1080/1467598042000190013
   Google Scholar
• Colmenero, K., & Lasagabaster, D. (2020). Enclosing native speakerism: Students’, parents’ and teachers’ perceptions of language teachers. Journal of Multilingual and Multicultural Development, 1–16. https://doi.org/10.1080/01434632.2020.1865384
   Web of Science ®Google Scholar
• Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Springer Nature. https://doi.org/10.1057/978-1-137-54544-2
   Google Scholar
• Dogancay-Aktuna, S. (2006). Expanding the sociocultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19(3), 278–295. https://doi.org/10.1080/07908310608668768
   Google Scholar
• Erarslan, A., & Asmalı, M. (2021). An analysis of intercultural competence in english language teaching programs in Turkey. In E. Zehir Topkaya & B. Demir (Eds.), Interculturality in English language learning and teaching (pp. 187–207). Egiten Kitap.
   Google Scholar
• Etri, W. (2022). Intercultural sensitivity and its effects on ELT curricula - Teacher insights. Higher Education Evaluation and Development, 16(1), 32–46. https://doi.org/10.1108/HEED-03-2021-0027
   Google Scholar
• Gao, F. (2021). Negotiation of native linguistic ideology and cultural identities in English learning: A cultural schema perspective. Journal of Multilingual and Multicultural Development, 42(6), 551–564. https://doi.org/10.1080/01434632.2020.1857389
   Web of Science ®Google Scholar
• Gashi, L. (2021). Intercultural awareness through English language teaching: The case of Kosovo. Interchange, 52(3), 357–375. https://doi.org/10.1007/s10780-021-09441-5
   Google Scholar
• Ghavamnia, M. (2020). Iranian EFL teachers’ beliefs and perspectives on incorporating culture in EFL classes. Intercultural Education, 31(3), 314–329. https://doi.org/10.1080/14675986.2020.1733862
   Web of Science ®Google Scholar
• Gray, J. (2010). The construction of English: Culture, consumerism and promotion in the ELT global coursebook. Palgrave Macmillan.
   Google Scholar
• Hinkel, E. (Ed.). (1999). Culture in second language teaching and learning. Cambridge University Press.
   Google Scholar
• Holliday, A. (2010). Intercultural communication and ideology. SAGE.
   Google Scholar
• Hua, Z., & Gao, X. A. (2021). Language, culture and curriculum: Lived intercultural experience of intercultural students. Language, Culture and Curriculum, 34(4), 458–465. https://doi.org/10.1080/07908318.2020.1871003
   Web of Science ®Google Scholar
• Huang, W., & Fang, F. (2022). EMI teachers’ perceptions and practices regarding culture teaching in Chinese higher education. Language, Culture and Curriculum, 1–17. https://doi.org/10.1080/07908318.2022.2115056
   Web of Science ®Google Scholar
• Jackson, J. (2014). Introducing language and intercultural communication. Routledge.
   Google Scholar
• Keles, U., & Yazan, B. (2020). Representations of culture and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, 136216882097692. https://doi.org/10.1177/1362168820976922
   Web of Science ®Google Scholar
• Kidwell, T. (2019). Teaching about teaching about culture. The role of culture in second language teacher education programs. The Electronic Journal for Teaching English as a Second Language, 22(4), 1–16.
   Google Scholar
• Kim, D. (2020). Learning language, learning culture: Teaching language to the whole student. East China Normal University Review of Education, 3(3), 519–541. https://doi.org/10.1177/2096531120936693
   Google Scholar
• Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
   Google Scholar
• Kramsch, C. (1998). Language and culture. Oxford University Press.
   Google Scholar
• Kramsch, C., & Zhu, H. (2020). Translating culture in global times: An introduction. Applied Linguistics, 41(1), 1–9. https://doi.org/10.1093/applin/amz020
   Web of Science ®Google Scholar
• Kubota, R. (2021). Global englishes and teaching culture. In A. F. Selvi & B. Yazan (Eds.), Language teacher education for global englishes: A practical resource book (pp. 135–143). Routledge.
   Google Scholar
• Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
   Google Scholar
• Larzén-Östermark, E. (2008). The intercultural dimension in EFL teaching: A study of conceptions among Finland-Swedish comprehensive school teachers. Scandinavian Journal of Educational Research, 52(5), 527–547. https://doi.org/10.1080/00313830802346405
   Web of Science ®Google Scholar
• Lee, E. (2015). Doing culture, doing race: Everyday discourses of ‘culture’ and ‘cultural difference’ in the English as a second language classroom. Journal of Multilingual and Multicultural Development, 36(1), 80–93. https://doi.org/10.1080/01434632.2014.892503
   Web of Science ®Google Scholar
• Lessard-Clouston, M. (1996). Chinese teachers’ views of culture in their EFL learning and teaching. Language, Culture and Curriculum, 9(3), 197–224. https://doi.org/10.1080/07908319609525231
   Google Scholar
• Liddicoat, A. J. (2004). The conceptualization of the cultural component of language education in Australian language-in-education policy. Journal of Multilingual and Multicultural Development, 25(4), 297–317. https://doi.org/10.1080/01434630408666534
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
   Google Scholar
• Luk, J. (2012). Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong. Language, Culture and Curriculum, 25(3), 249–264. https://doi.org/10.1080/07908318.2012.716849
   Web of Science ®Google Scholar
• Marshall, C., & Rossman, G. B. (2016). Designing qualitative research. SAGE.
   Google Scholar
• Menard-Warwick, J. (2008). The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas. TESOL Quarterly, 42(4), 617–640. https://doi.org/10.1002/j.1545-7249.2008.tb00151.x
   Web of Science ®Google Scholar
• Munandar, M. I., & Newton, J. (2021). Indonesian EFL teachers’ pedagogic beliefs and classroom practices regarding culture and interculturality. Language and Intercultural Communication, 21(2), 158–173. https://doi.org/10.1080/14708477.2020.1867155
   Web of Science ®Google Scholar
• Nguyen, L., Harvey, S., & Grant, L. (2016). What teachers say about addressing culture in their EFL teaching practices: The Vietnamese context. Intercultural Education, 27(2), 165–178. https://doi.org/10.1080/14675986.2016.1144921
   Web of Science ®Google Scholar
• Önalan, O. (2005). EFL teachers’ perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. Journal of Language and Linguistics Studies, 1(2), 215–235.
   Google Scholar
• Porto, M. (2013). Language and intercultural education: An interview with Michael Byram. Pedagogies: An International Journal, 8(2), 143–162. https://doi.org/10.1080/1554480X.2013.769196
   Google Scholar
• Prodromou, L. (1992). What culture? Which culture? Cross-cultural factors in language learning. English Language Teaching Journal, 46(1), 39–50. https://doi.org/10.1093/elt/46.1.39
   Google Scholar
• Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Multilingual Matters.
   Google Scholar
• Risager, K. (2018). Representations of the world in language textbooks. Multilingual Matters.
   Google Scholar
• Sadeghi, K., & Sepahi, Z. (2018). Cultural content of three EFL textbooks: Teachers’ and learners’ cultural preferences and cultural themes of textbooks. Pedagogies: An International Journal, 13(3), 222–245. https://doi.org/10.1080/1554480X.2017.1417128
   Web of Science ®Google Scholar
• Taşdemir, H., & Gürbüz, N. (2021). An investigation into the cultural dimension in EFL classes: Turkish instructors’ views and practices. Canadian Journal of Applied Linguistics, 24(1), 54–74. https://doi.org/10.37213/cjal.2021.30667
   Web of Science ®Google Scholar
• Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System, 95, 102362. Article https://doi.org/10.1016/j.system.2020.102362.
   Web of Science ®Google Scholar
• Tran, T. Q., & Dang, H. V. (2014). Culture teaching in English language teaching: Teachers’ beliefs and their classroom practices. Korea TESOL Journal, 11(1), 1–11.
   Google Scholar
• Uzum, B., Akayoglu, S., & Yazan, B. (2020). Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA. ReCALL, 32(2), 162–177. https://doi.org/10.1017/S0958344019000235
   Web of Science ®Google Scholar
• Yazan, B. (2016). Early career EFL teachers’ instructional challenges. Journal of Theory and Practice in Education, 12(1), 194–220.
   Google Scholar
• Young, J. T., & Walsh, S. (2010). Which English? Whose English? An investigation of ‘non-native’ teachers’ beliefs about target varieties. Language, Culture and Curriculum, 23(2), 123–137. https://doi.org/10.1080/07908311003797627
   Web of Science ®Google Scholar