Successful Integration of Cultural Learning Into English Teaching: Curriculum Transformation and Implementation

The purpose of this study was to investigate a case of curriculum planning and the integration of cultural learning into English teaching as well as the learning outcomes of the students. Through curriculum transformation and an application of task-based teaching, the researcher explored whether college students participating in an international cultural exchange activity could enhance their cultural learning and English language proficiency. This study is an example of qualitative research, with data collected through individual interviews, observations by the researcher, and field notes.The results show that transforming a curriculum and applying task-based teaching methods positively and deeply can help students culturally and bring success to their language learning. This study suggests that transforming a curriculum entails the capability of language instructors to reconceptualize the subject matter and textbook knowledge they possess for classroom teaching as well as a knowledge of the fundamentals of curriculum to cultivate a capacity for curriculum understanding and reflective teaching.

Agar, M. H. (1980). The professional stranger: An informal introduction to ethnography. New York: Academic Press.

Allwright, D., & Hanks, J. (2009). Second language acquisition studies and the learner. New York: Palgrave Macmillan.

Amer, N. (2017). The effects of task-based language teaching (TBLT) on the reading comprehension in EFL classes. International Journal of Sciences: Basic and Applied Research, 36(3), 123-130.

Amer, N. B., & Demirel, Ö. (2020). The impacts of task-based language instruction on the development of learners in language schools. Revista Argentina de Clínica Psicológica, 29(5), 977-984.

Archer, C. (1986). Culture bump and beyond. In J. M. Valdes (Ed.), Culture bound: Bridging the gap in language teaching (pp. 170-178). Cambridge: Cambridge University Press.

Auerbach, R. (1992). Making meaning, making change: Participatory curriculum development for adult ESL literacy. Washington: Center for Applied Linguistics.

Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theory and methods (4th ed.). Boston: Allyn and Bacon.

Bruner, J. S. (1962). On knowing: Essays for the left hand. Cambridge: Harvard University Press.

Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, P. Skehan, and M. Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 23-48). London: Longman.

Cheng, X. T. (2004). Task-based language teaching. Beijing: Beijing Higher Education Press.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. London: Sage.

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367-383. Retrieved from https://doi.org/10.1017/S0272263100008391

Damen, L. (1987). Cultural learning: The fifth dimension in the language classroom. Boston: Addison-Wesley.

Deng, Z. (2007). Transforming the subject matter: Examining the intellectual roots of pedagogical content knowledge. Curriculum Inquiry, 37(3), 279-295. Retrieved from http://dx.doi.org/10.1111/j.1467-873X.2007.00386.x

Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 486-516). New York: Macmillan.

Edwards, C., & Willis, J. (Eds.). (2005). Teachers exploring tasks in English language teaching. New York: Palgrave MacMillan.

Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University Press.

Ellis, R. (2003). Tasks in SLA and language pedagogy. Oxford: Oxford University Press.

Ely, M., Anzul, T., Garner, D., & Steinmetz, A. M. (1991). Doing qualitative research: Circles within circles. London: Falmer Press.

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). Chicago: University of Chicago Press.

Freire, P. (1973). Education for critical consciousness. New York: Seabury.

Graves, K. (1996). Teachers as course developers. Cambridge: Cambridge University Press.

Graves, K. (2000). Designing language courses: A guide for teachers. Boston: Heinle & Heinle.

Henderson, J. G., & Gornik, R. (2007). Transformative curriculum leadership (3rd ed.). Hoboken: Merrill/Prentice Hall.

Hess, J. D. (1994). The whole world guide to culture learning. Yarmouth: Intercultural Press.

Huang, Z. J. (2006). New thinking on education localization. In Curriculum and Instruction Society of the Republic of China (Ed.), Localization and globalization of curriculum teaching (pp. 1-24). Taipei City: Yangzhi Culture.

Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. In N. K. Denzin and Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). London: Sage.

Jiang, L. (2019). The application study of TBLT in English reading in high school (Unpublished Master’s thesis, Guizhou Normal University).

Johnson, K. (1979). Language teaching and skill learning. Oxford: Blackwell.

Klak, T., & Martin, P. (2003, July). Do university-sponsored international cultural events help students to appreciate “difference”? International Journal of Intercultural Relations, 27(4), 445-465.

Krashen, S., & Terrell, T. (2000). The natural approach: Language acquisition in the classroom (3rd ed.). Harlow: Pearson Education Press.

Lee, J. (2000). Tasks and communicating in language classrooms. New York: McGraw-Hill.

Leung, C. (2001). Evaluation of content learning in the mainstream classroom. In B. Mohan, C. Leung, and C. Davison (Eds.), English as a second language in the mainstream: Teaching, learning and identity (pp. 205-231). Harlow: Pearson Education.

Lin, Y. B. (2017). Research on the theory and practice of task-based teaching in English reading class in secondary vocational schools (Unpublished Master’s thesis, Zhejiang University of Technology).

Long, M. H. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam and M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77-99). Bristol: Multilingual Matters.

Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design. TESOL Quarterly, 26, 27-56. Retrieved from https://doi.org/10.2307/3587368

Lou, W.-L. (2008). Cultivating the capacity for reflective practice: A professional development case study of L2/EFL teachers (Unpublished doctoral dissertation, Kent State University).

Marshall, C., & Rossman, G. B. (2006). Designing qualitative research (4th ed.). London: Sage.

McCaffrey, J. A. (1993). Independent effectiveness and unintended outcomes of cross-cultural orientation and training. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 219-240). Yarmouth: Intercultural Press.

McCutchen, G. (1997). Curriculum and the work of teacher. In D. J. Flinders and S. J. Thornton (Eds.), The curriculum studies readers (pp. 178-197). London: Routledge.

Moran, P. R. (2001). Teaching culture: Perspectives in practice. Boston: Heinle & Heinle.

Null, W. (2011). Curriculum: From theory to practice. London: Rowman & Littlefield.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.

Nunan, D. (1992). Research and methods in language learning. Cambridge: Cambridge University Press.

Nunan, D. (1996). The learner-centered curriculum. Cambridge: Cambridge University Press.

Nunan, D. (1999). Second language teaching & learning. Boston: Heinle & Heinle.

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.

Nunan, D. (2007). What is this thing called language? New York: Palgrave Macmillan.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London: Sage.

Qix, M. H. (1999). Comparison of Chinese and Western cultures in English teaching. Journal of Soochow Foreign Languages, 14, 193-216.

Richards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman.

Richards, J. C., & Rodgers, T. S. (Eds.). (2001). Approaches and methods in language teaching: A description and analysis (2nd ed.). Cambridge: Cambridge University Press.

Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. London: Sage.

Samuda, V., & Bygate, M. (2008). Tasks in second language learning. New York: Palgrave Macmillan.

Schwab, J. J. (2004). The practical: A language for curriculum. In D. J. Flinders and S. J. Thornton (Eds.), The curriculum studies reader (2nd ed., pp. 103-117). London: Routledge Falmer. (Original work published in 1969)

Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards and J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 13-30). New York: Palgrave Macmillan.

Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press.

Skehan, P. (1998b). Task-based instruction. Annual Review of Applied Linguistics, 18, 268-286. Retrieved from https://doi.org/10.1017/S0267190500003585

Sowell, E. (2005). Curriculum: An integrative introduction (2nd ed.). Harlow: Pearson/Merrill/Prentice Hall.

Stake, R. E. (1995). The art of case study research. London: Sage.

Swales, J. (1990). Genre analysis: English in academic and research setting. Cambridge: Cambridge University Press.

Tomalin, B., & Stempleski, S. (1993). Cultural awareness. Oxford: Oxford University Press.

Tsai, Y. (2009). Explore the feasibility of integrating cultural learning into foreign language education in Taiwan. International Cultural Studies, 5(1).

Tsou, W. (2005). The effects of cultural instruction in foreign language learning. RELC Journal, 36(1), 39-57. Retrieved from https://doi.org/10.1177/0033688205053481

Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.

Van Maanen, J. (1988). Tales of the field: On writing ethnography. Chicago: University of Chicago Press.

Walker, D. F., & Soltis, J. F. (2004). Curriculum and aims (4th ed.). New York: Teachers College Press.

Wallerstein, N. (1983). Language and culture in conflict. Boston: Addison-Wesley.

Weaver, G. R. (1993). Understanding and coping with cross-cultural adjustment stress. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 137-167). Yarmouth: Intercultural Press.

Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Washington: Association for Supervision and Curriculum Development.

Willis, J. (1996). A framework for task-based learning. London: Longman.