Sáng kiến kinh nghiệm Integrating local cultural factors into teaching communication and culture lesson in the textbook English 10-Global Success

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Thầy cô đánh giá như thế nào về tính cấp thiết của việc lồng ghép các yếu tố văn
hóa địa phương vào giảng dạy tiết học Communication and Culture sách Tiếng Anh
lớp 10 Global Success 
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 Không cấp thiết Thầy ( cô) đánh giá như thế nào về khả thi của việc áp dụng đề tài “ Integrating
local cultural factors into teaching communication and culture lesson in the
textbook English 10-Global Success” vào giảng dạy 
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 SỞ GIÁO DỤC VÀ ĐÀO TẠO TỈNH NGHỆ AN 
 TRƯỜNG THPT CHUYÊN PHAN BỘI CHÂU 
 SÁNG KIẾN KINH NGHIỆM 
 INTEGRATING LOCAL CULTURAL FACTORS IN TEACHING 
 COMMUNICATION AND CULTURE LESSON – ENGLISH 10 
 (GLOBAL SUCCESS) 
LỒNG GHÉP CÁC YẾU TỐ VĂN HOÁ ĐỊA PHƯƠNG VÀO VIỆC GIẢNG 
DẠY TIẾT HỌC COMMUNICATION AND CULTURE - SÁCH GIÁO KHOA 
 TIẾNG ANH 10 (GLOBAL SUCCESS) 
 Tác giả: Nguyễn Thị Thanh Mỹ 
 Đặng Thị Kim Oanh 
 Tổ: Ngoại ngữ 
 Điện thoại: 0979 935 999 - 0915 127 558 
 Đơn vị: Trường THPT chuyên Phan Bội Châu 
 Năm học 2022 - 2023 
 --------------- PART 1: INTRODUCTION 
1.1. Rationale 
 In the past few decades, the field of English Language Teaching has started to 
emphasize the linguistic and cultural diversity rather than focusing only on teaching 
aspects related to the English language. Therefore, cultural awareness has become an 
integral part of English classrooms. The need for cultural awareness cannot be ignored 
and in order to make communication sufficient, it needs to be accompanied by 
multidimensional cultural awareness since communication almost never exits culture - 
free. 
 In Vietnam, however, the role and status of culture in language teaching has 
always been a challenging issue for teachers. Their conception and opinion may be very 
different regarding the meaning of culture and the possibilities of incorporating cultural 
content into the language teaching process. These differences can result from their 
previous experience as language learners, from what they have learnt along their 
training process, and from the various possibilities they have had to come into direct 
contact with the target culture. The cultural content taught in language classes may also 
be influenced by the extent of differences between the native and target cultures. 
Compared to grammar or vocabulary, culture is more difficult to define; therefore, it is 
not clear what and how should be taught. 
 However, we strongly believe that some principles, recommendations, and 
practical ideas regarding the introduction of cultural content must be included in 
the curriculum of language teaching methodology. Teacher trainees need to 
develop a theoretical and practical awareness of what culture means and in what 
forms it may be present in the language classroom. 
 As teachers of English, we are well-prepared to meet this challenge. In order 
to raise students’ awareness of culture in general and local culture in particular, we 
have been motivated to do a research into “Integrating local cultural factors into 
teaching communication and culture lesson in the textbook English 10-Global 
Success”. 
1.2. Aims and objectives 
 This study investigates how to integrate local cultural factors into teaching 
communication and culture lesson effectively. 
1.3. Scope of the study 
 This study will be carried out in a local high school among the population of 
10th graders. This study will be restricted to language learners using the textbook 
English 10-Global Success in their English classes, which focus on communication 
and culture lessons. Thus, the findings are limited to this population and context. 
 1 PART 2: CONTENT 
2.1. Theoretical background 
2.1.1. The concept of culture 
2.1.1.1. Definition 
 The word ‘culture’ has a very broad concept, embracing all aspects of human 
life. Samovar, Porter, and McDaniel (2010) have stated that culture has five main 
components which can distinguish one culture from another. They are history, 
religion, values, social organizations and language. A history of an area can build 
the identity and behavior of the history’s owners. Similarly, the influence of 
religion and values can be seen in every aspect of the culture that makes the 
owners of that culture have rules to follow; social organizations such as families 
and communities, and government also reflect our culture and language is an 
essential element in order to help in culture transmission. Culture can be learned, 
shared and passed down from generation to generation, based on symbols and 
dynamic integrated systems. 
 In a broad sense, culture refers to what people believe, what people think, 
what people create, and the like. In a narrow sense, culture means an identifiable 
group with shared beliefs and experiences, feeling of worth and value embedded in 
the experience and shared interest in a common historical background (Brislin, 
19981:2). 
 In terms of the types of culture, Appelbaum (1997) proposes two aspects of 
human culture, namely material culture and non-material culture. Material culture 
concerns ‘all physical objects made by the members of a particular society to assist 
in shaping their lives’. They include technological devices, goods consumed, the 
place of worship, types of cuisine, offices, stores, vehicles, and the like. Non-
material culture deals with the ideas shared by people in a particular society which 
includes language, values, beliefs, customs, habits, rules, conventions, institutions, 
organizations, and others. Such types of culture have to be taken into account when 
English language teachers carry out the process of English language teaching and 
learning. 
2.1.1.2. The relationship between language and culture 
 According to Nault (2006, p. 314), “Language and culture, it could be said, 
represent two sides of the same coin”. Many researchers have found close 
relationships between language and culture whereby language and culture mutually 
reflect each other hence the language is a reflection of the culture and the culture is 
reflected in the language. Liddicoat, Papademetre, Scarino and Kohler (2003) have 
argued that language and culture are closely related to each other, a language is 
part of a culture, and culture is part of a language. The linkage between them 
cannot be separated, if so, the benefits of one of them will then be lost. Through 
the use of language we can understand the values, beliefs, and perspectives that 
 3 writing skills that complement each other. The book revolves around four themes 
that are relevant to student engagement: Our Lives, Our Society, Our Environment, 
and Our Future. These themes are explored in ten lesson units, each of which 
corresponds to a specific topic. After each topic, there is a review section that is 
aimed at training language knowledge and further developing language skills that 
students have already learned. 
 The English 10 - Global Success - Student's book in general and 
Communication and culture in particular places a significant emphasis on the 
cultural characteristics of Vietnam, English-speaking countries, and countries 
worldwide. The book has been compiled to help supplement and enrich students' 
background knowledge in various areas of social life. Therefore, the integration of 
local cultural factors into these lessons will make the target more achievable. 
 BOOK MAP- COMMUNICATION AND CULTURE -ENGLISH 10 
(GLOBAL SUCCESS) AND SOME SUGGESTED ADAPTATIONS 
 UNIT COMMUNICATION AND CULTURE 
Unit 1: Family life Family values in the UK 
Unit 2: Humans and the environment Carbon footprint 
Unit 3: Music Chau Van singing 
Unit 4: For a better community Save the Children organization 
Unit 5: Inventions Computer hardware 
Unit 6: Gender equality Women’s football 
Unit 7: Vietnam and international FAO and its activities to support Vietnam 
organizations 
Unit 8: New ways to learn Modern schools 
Unit 9: Preserving the environment Earth Hour 
Unit 10: Ecotourism Tourism impact on the environment 
2.2.2. Methodology 
2.2.2.1. Research setting 
 The academic year 2022-2023 is the first time that The English 10 - Global 
success has been implemented in almost all schools of Nghe An province. How to 
fully exploit this textbook is the question raised at many teaching conferences, as 
thus, there is a need to assist both teachers and students alike in achieving the 
teaching and learning objectives. A survey was carried out with the aim of finding 
the necessity and the feasibility of integrating local cultural factors into 
Communication and Culture lesson. 
 5 3. How do you evaluate 
the importance of 
integrating local cultural 
elements, which helps 
 22 73.33 6 20 2 6,67 0 0 
students understand the 
native culture and better 
absorb the target 
language? 
4. How do you evaluate 
the teachers' preparing 
 24 80% 5 16, 7 1 3,3 0 0 
materials on local culture 
for their lessons? 
 It can be shown that 27 out of 30 teachers involved in the study agree that it is 
very necessary or necessary (accounting for 60 % and 30 % respectively) to 
integrate local cultural factors into teaching communication and culture lesson. 
 In response to question 2, most of the correspondents find it important to ask 
students to get prepared for the relevant learning materials before class, with only 
3,3 % seeing no point in doing this. 
 When it comes to the benefits that this method can bring about, well under 
three fourths (making up 73.33 %) express their strong approval of exploiting it to 
achieve the learning objectives, that is, help students understand the native culture 
and better absorb the target language. 
 When asked about the importance of teachers’ preparation for the local 
cultural teaching materials, almost all of the surveyed teachers rated this as very 
necessary or necessary. 
2.2.3.2. Feasibility of the study 
 Very Less 
 Feasible Feasible 
 feasible Feasible 
 N % N % N % N % 
5. How do you evaluate the 
feasibility of applying the 
initiative "Integrating local 
cultural factors into 
teaching communication 18 60 10 33,3 2 6,7 0 0 
and culture lesson in the 
textbook English 10-Global 
Success" in practical 
teaching? 
 7 
9 
11