Culture teaching, world Englishes, and the College Scholastic Aptitude Test
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This paper aims to measure the extent to which the culture teaching goal announced in thenational curriculum for English issued in 2011 by the Ministry of Education has been put intopractice. For this purpose, it first points to the fact that the culture teaching goal of the 2011national curriculum for English is the promotion of intercultural communicative competenceand that intercultural communicative competence is a major notion the world Englishesperspective has brought into culture teaching. It then analyzes the English sections in the fiveversions of the College Scholastic Aptitude Test (CSAT) administered from 2011 to 2015. Thefindings include: a) the American variety of English dominates all of the five versions, b) not asingle interaction between non-native speakers from the outer and expanding circles takes place,c) statements about cultures of the outer and expanding circle countries are rare, and d) only onetest item refers to Korean culture. The study concludes that the current format of the CSAT doesnot appropriately reflect the key goal of culture teaching presented in the 2011 nationalcurriculum. It suggests a substantial change in the design of the CSAT toward the promotion ofintercultural communicative competence.
Abstract
This paper aims to measure the extent to which the culture teaching goal announced in thenational curriculum for English issued in 2011 by the Ministry of Education has been put intopractice. For this purpose, it first points to the fact that the culture teaching goal of the 2011national curriculum for English is the promotion of intercultural communicative competenceand that intercultural communicative competence is a major notion the world Englishesperspective has brought into culture teaching. It then analyzes the English sections in the fiveversions of the College Scholastic Aptitude Test (CSAT) administered from 2011 to 2015. Thefindings include: a) the American variety of English dominates all of the five versions, b) not asingle interaction between non-native speakers from the outer and expanding circles takes place,c) statements about cultures of the outer and expanding circle countries are rare, and d) only onetest item refers to Korean culture. The study concludes that the current format of the CSAT doesnot appropriately reflect the key goal of culture teaching presented in the 2011 nationalcurriculum. It suggests a substantial change in the design of the CSAT toward the promotion ofintercultural communicative competence.
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