INTERLINK Curriculum Guide
3. Cross-Cultural Orientation
Language is a part of culture -- and culture is a part of language. When we learn a language, we do not simply become acquainted with a new code but discover a whole new way of experiencing and perceiving the world. The English word table, for example, is not the exact equivalent of the Spanish mesa or Korean shikttang. Tables may look somewhat different in different countries. They may be made of different materials. They may have slightly different uses. Their sizes may differ. They may be located in different places. And apart from physical differences, there may be different connotations and associations. In one place, the word for table may be linked inseparably with the notion of eating while in another it may be linked to work-related activities.
If a common noun representing an everyday object can differ so markedly in different languages, how much more so abstract concepts (hospitality, for instance or faith or trust) or complex actions (such as expecting, denying or believing)? A particle in Ancient Greek, an honorific form in Japanese, or a plural suffix in English may have no counterpart in another language and may, therefore, be untranslatable. So if we think that learning a new language consists of learning a new vocabulary and some different syntax rules for connecting words together, we are deluding ourselves. Learning a new language means, to some extent, being born as a new person. It means adding an altogether new dimension, whose existence was hitherto unrecognized, to one's construct of the world. Learning a new language, therefore, may be a considerably more complex undertaking than the uninitiated learner might be bargaining for.
That the language learner must absorb not only linguistic, but also cultural information, is explicitly confirmed by the National Standards in Foreign Language Education Project: "Students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs." (1996, p. 27) and echoed by other researchers: "Linguistic competence alone is not enough for learners of a language to be competent in that language." (Krasner, I. 1999. The role of culture in language teaching. Dialog on Language Instruction, 13(1-2), 79-88.). The kind of cultural information required for linguistic success, it must be understood, is not tidbits about holidays and cuisine but insight into different ways of seeing.
Once we agree on the need for a cultural dimension in the language classroom, we can begin to explore ways of supplying it. But this may be a good time to explain that, in addition to the role of culture in attaining linguistic competence, INTERLINK has, as part of its mission, the improvement of communication between peoples and bridging of cultural differences - in other words, enhancement of cultural awareness and tolerance of cultural differences. So we have not one, but two distinct reasons for considering culture not just a valid, but necessary classroom component.
In accordance with general curricular principles, the cultural component is best integrated into activities and not dealt with in an isolated fashion. Conveniently, Core Projects serve as excellent vehicles not only for language interaction but also for cultural exchange. In fact, culture provides a compelling reason for students to communicate with one another and even in EFL situations and classes composed of students from a single culture, there is always a contrast of L1 and L2 cultures to serve as exploratory material.
Some materials that have been developed at INTERLINK for enhancing cultural awareness can be viewed here.