What is culture? Should it be taught?
Masoud Ranjbaran
Iran University of Science and Technology
Foreign Language Department
The complexity of culture is the main reason that it prevents scholars to reach consensus on its definition. Looking through the lens of each researcher, they provide useful information about different aspects of the concept. This construct is the cynosure of different disciplines such as anthrophony, sociology, psychology and linguistics. Kroeber and Kluckhohn (1952) after cogitating over 300 studies failed in their attempt to propose a well-accepted definition among these studies. Despite its perceived intricacy, they identified three major characteristics of culture: its historical dimension, its interdependency …show more content…
In the context of second language teaching and learning (SLT/L), it is allege that culture is not the fifth skill (i.e. after speaking, listening, reading and writing skills) to be taught rather it is an omnipresent construct playing crucial rule right from the first day in SLT/L classrooms (Kramsch, 1993). Stressing the importance of culture, Atkinson (1999) argue that in the field of teachers of English to speakers of other languages (TESOL) profession, after learning and teaching, culture is the most permanent concept that teachers explicitly or implicitly encounter in the SLT/L classrooms. Scholars who devote their studies to the concept of culture emphasize that teacher must avert to judge a given culture rather they must expand their knowledge of culture in order to facilitate the process of learning for students who come from disparate cultures. Regardless of differences between diverse cultures, they all possess some characteristics which provide some particular interpretations. Damen (1987) as an ethnographer hints …show more content…
They focus on how specific characteristic of societies is reflected in their culture. Hosfstede et al. (2002) identify five dimensions of a culture. In this classification each dimension of culture lies along a continuum between two extreme states. Following chart indicates Hosfstede et al.’s classification.
Dimension Continuum
Identity Collectivism Individualism
Hierarchy Large power distance Small power distance
Social gender roles Feminine Masculine
Truce value Strong uncertainty avoidance Weak uncertainty avoidance
Virtue Long term orientation Short term orientation
Table 2: Hosfstede et al.’s five dimension of culture. Adopted from tips for teaching culture (2011, p.17).
In the first dimension, individual societies are those which individual needs and rights are at center of attentions. On the contrary, collectivism place high value on corporation and harmony among its
Masoud Ranjbaran
Iran University of Science and Technology
Foreign Language Department
The complexity of culture is the main reason that it prevents scholars to reach consensus on its definition. Looking through the lens of each researcher, they provide useful information about different aspects of the concept. This construct is the cynosure of different disciplines such as anthrophony, sociology, psychology and linguistics. Kroeber and Kluckhohn (1952) after cogitating over 300 studies failed in their attempt to propose a well-accepted definition among these studies. Despite its perceived intricacy, they identified three major characteristics of culture: its historical dimension, its interdependency …show more content…
In the context of second language teaching and learning (SLT/L), it is allege that culture is not the fifth skill (i.e. after speaking, listening, reading and writing skills) to be taught rather it is an omnipresent construct playing crucial rule right from the first day in SLT/L classrooms (Kramsch, 1993). Stressing the importance of culture, Atkinson (1999) argue that in the field of teachers of English to speakers of other languages (TESOL) profession, after learning and teaching, culture is the most permanent concept that teachers explicitly or implicitly encounter in the SLT/L classrooms. Scholars who devote their studies to the concept of culture emphasize that teacher must avert to judge a given culture rather they must expand their knowledge of culture in order to facilitate the process of learning for students who come from disparate cultures. Regardless of differences between diverse cultures, they all possess some characteristics which provide some particular interpretations. Damen (1987) as an ethnographer hints …show more content…
They focus on how specific characteristic of societies is reflected in their culture. Hosfstede et al. (2002) identify five dimensions of a culture. In this classification each dimension of culture lies along a continuum between two extreme states. Following chart indicates Hosfstede et al.’s classification.
Dimension Continuum
Identity Collectivism Individualism
Hierarchy Large power distance Small power distance
Social gender roles Feminine Masculine
Truce value Strong uncertainty avoidance Weak uncertainty avoidance
Virtue Long term orientation Short term orientation
Table 2: Hosfstede et al.’s five dimension of culture. Adopted from tips for teaching culture (2011, p.17).
In the first dimension, individual societies are those which individual needs and rights are at center of attentions. On the contrary, collectivism place high value on corporation and harmony among its