INTRODUCTION
Dealing with the spread
of English as an international language, teaching English cannot be separated
from culture. Even the culture holds important part in language teaching.
Without having good knowledge about culture, English teachers will get
difficulties in teaching English as an international language, since culture
plays important role in teaching English as an international language.
Therefore, my topic is the role of culture in teaching English as an
international language. Thus, my thesis statement is the important role of culture
in teaching English as an International Language.
DISCUSSION
Chapter 1
discusses about the expansion of English as an international language. A
language to be international means that the language has developed to where it
is “no longer linked to a single culture or nation but serves both global and
local needs as a language of wider communication.” This chapter also examines
English has spread as quickly and widely as it has, pointing out that it was
due not only to complex historical, geographical, political, and economic
factors, but also to migration patterns. The last, this chapter briefly deals
with the negative aspects of this spread of English and several factors that
could in the future hinder the language’s spread. Furthermore, for the next
explanation about this chapter, we move on to an investigation of how English
is used by bilingual speakers. It will be discussed in chapter 2.
Chapter 2 deals with how bilingual
users of the language use English as an international language. Bilingual users
of English means that individuals who use English as a second language alongside
one or more other languages they speak. In this case, the requirements of
bilingual users in the Outer and Expanding Circle countries are in general
different from those of the Inner Circle (primarily due to migration needs).
However, this distinction is inadequate since some bilinguals in the Outer
Circle have come to use English in ways very similar to many Inner Circle
users. Furthermore, this chapter also examines in detail the various problems
associated with using the native speaker model as the final goal of English
learning. In this sense, 80 % of English teachers around the world today are
bilingual users of the language. The conclusion is if English continues to
spread, it is clear that the majority of users in the coming decades will be bilinguals
who use the language, alongside one or more others, largely for purposes of
wider communication. Moreover, for the next discussion, we move on now to a
discussion of language standards. It will be discussed in chapter 3
Chapter 3 examines
the controversial and complex topic of what form of English should be
considered the standard for the international use of the language. This chapter
investigates this problem from the perspective of intelligibility, examining
attitudes towards, and the lexical, grammatical, and phonological features of,
varieties of English. And it also discusses rhetorical and pragmatic standards
in English as an international language. Afterwards, in the next 2 chapters, we
will explore this more fully, focusing on how culture is relevant to the choice
of topics used in teaching of English and in the methods adopted. One of them
will be discussed in chapter 4.
Chapter 4 explores
the role culture plays in the teaching of English as an international language.
This chapter discusses that it is essential that teachers institute “a sphere
or interculturality in English as an International Language classrooms so that
individuals gain insight into their own culture. These insight can then be
shared in cross-cultural encounters undertaken in international contexts.” In
addition, this chapter explains the aspects of culture should be presented in
the classroom and lists general principles that need to be observed when
introducing culture in English as an International Language classrooms. Finally,
we move on now to an examination of the ways in which culture influences how
English as an International Language is taught. It will be dealt in chapter 5.
Chapter 5 begins
by elaborating on the concept of a culture of learning. In this case, the culture
in Western is different with the culture in Eastern. In the teaching of an
international language, bilingual users should be allowed to take ownership not
only of the language but also of the methods used to teach it. Next this
chapter describes how the spread of English has brought with the spread of
communicative language teaching (CLT). CLT is considered to be an appropriate
methodology in teaching English as an international language. However, from
this chapter mentioned that a key factor in determining an appropriate
methodology is what Prabhu calls a teacher’s sense of plausibility. In this
sense, it means that how local teachers are in the best position to know how to
use materials in ways that are congruent with the local culture of learning and
pointed out that an essential ingredient in the development of an appropriate
pedagogy is for educators to have a global awareness coupled with local
knowledge.
As my thesis statement is about the important role of culture in
teaching English as an international language, it is related to chapter 4 and 5
in McKay’s book. Therefore, I would like to make a synthesis which is based on
chapter 4 and 5 by combining with relevant ideas from journal article which is
related to my determined topic.
Based on McKay (2002: 100, 1st paragraph) in chapter 4 explains that in every
culture, recognizing the diversity that exists is very essential, and a sphere
of interculturality is also very salient to be established so that everyone
will be able to get better perception about their own culture. Then, to include the culture
in language teaching there are main reasons: the first is the existence of a culture itself that is embedded the language,
especially in the semantics. And the second is that learning the language is
motivated in the cultural content. And the last, in informing of how content is
carried out in EIL class there are three principles appeared, they are the
first is to increase the students’ interest, the teaching materials should be
closely linked to their own culture. Thereby, a sphere of interculturality will
be flourished. The second is to emphasize all the diversity that exists in all
cultures. And finally, by critically examining cultural content, so that the
students can understand better what opinions are appeared in the text and other
topics discussed in what way.
Meanwhile, again, according to McKay (2002: 121-122) in chapter 5 explains
that Inner circle model is not the only one of the targets in the choice of
language teaching methodology. In this case, learning and teaching are both
based on the culture of learning which is good anyway. Then, in determining the
appropriate methodology is actually derived from the teachers themselves. In
this sense that how a teacher is able to recognize and comprehend better the
local culture so that it can connect to design and apply the teaching materials
to students. Finally, the teacher will be able to create the best method of
teaching language especially teaching English.
Afterwards, based on Fulya Kurtulus Arslan & Abdullah Arslan (2012:
33 in Need for Culture Teaching 1st paragraph) say that to achieve
intercultural communication between people from different cultural backgrounds,
it is necessary to learn a foreign language especially English. Therefore in
communicating action and the reality of the target culture of the students, the
students’ involvement is very essential particularly in understanding the
meaning of native speakers and cultural references. With globalization, the
culture is very significant to be integrated by teachers so the students become
aware of the cultural differences between one another, and then when the
students have been aware of the cultural differences between one another, so
teachers have helped them become qualified. Thereby, they are able to deliver
communication by using the target language within the community in their society
life. Furthermore, likewise according to Kramsch (1993) in Fulya Kurtulus
Arslan & Abdullah Arslan (2012: 34 in Principles for Culture Teaching 2nd
paragraph) highlights new ways of looking at the teaching of language and
cultures namely the students’ involvement is very important which includes the
established of a sphere of interculturality, the culture is taught as part of
the interpersonal, and certainly there are differences when the culture is
taught.
Thus, it can be inferred that culture has really important role in
teaching English as an international language. So, dealing with all the
explanations above, I can create new knowledge that is culture holds very essential
role in the teaching English as an international language. The essential one is
especially in teaching, teachers cannot teach well without having better
knowledge of the culture where they teach. Therefore, they need to know and
understand better the culture first and also the situation and condition of
students as well. Thereby, they will be able create the best method by
comprehending the local culture and the situation plus condition of the
students where they teach exactly. So finally, their teaching activity will be
more effective and efficient.
CONCLUSION
Based on the discussion
above, the writer can conclude that culture holds very essential role
especially in teaching English as an international language. The essential one is especially in
teaching, teachers cannot teach well without having better knowledge of the
culture where they teach. Therefore, they need to know and understand better
the culture first and also the situation and condition of students as well.
Thereby, they will be able create the best method by comprehending the local
culture and the situation plus condition of the students where they teach
exactly. So finally, their teaching activity will be more effective and
efficient.
Eventually, from this synthesis essay I can get its benefits namely
first, I can know how to do synthesizing. And second, by making synthesis
essay, my statement becomes a one-sentence claim that presents the new
knowledge that I have created.
BIBLIOGRAPHY
McKay, Sandra Lee.
2002. Teaching English as an
International Language. Oxford University Press. Page 100, 1st paragraph in chapter 4 and page
121-122, in chapter 5
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