Native English Speaking Teachers (NESTs) and Teaching Their Culture in Korea
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This paper reports on investigations into what Native English Speaking Teachers (NESTs) teaching in Korean universities think about the relationship between language and culture and how they apply the concept of culture to their classes. Secondly, the paper discusses how much the NESTs are conscious of learners’ cultural identity. Finally, the paper considers effective ways in which culture should be treated with the teaching of English in Korea. A focus group survey of NESTs (60 teachers) working in Korea was undertaken. The results of this study show that most of the NESTs accept the close relationship between culture and language, but they do not actively teach culture to students even though cultural knowledge is essential for successful language learning. Moreover, the NESTs do not seem to realize the effects of their language teaching on the learners. The results of this study show that: first, the instructors should realize that culture is a complicated system which includes various dimensions and it enables and influences communication as it is beyond the linguistic code second, in language teaching, the instructors should provide insights into culture across different points of connection between language and culture; and finally the NESTs need to have professional development on the nature of culture and how it is taught.
Abstract
This paper reports on investigations into what Native English Speaking Teachers (NESTs) teaching in Korean universities think about the relationship between language and culture and how they apply the concept of culture to their classes. Secondly, the paper discusses how much the NESTs are conscious of learners’ cultural identity. Finally, the paper considers effective ways in which culture should be treated with the teaching of English in Korea. A focus group survey of NESTs (60 teachers) working in Korea was undertaken. The results of this study show that most of the NESTs accept the close relationship between culture and language, but they do not actively teach culture to students even though cultural knowledge is essential for successful language learning. Moreover, the NESTs do not seem to realize the effects of their language teaching on the learners. The results of this study show that: first, the instructors should realize that culture is a complicated system which includes various dimensions and it enables and influences communication as it is beyond the linguistic code second, in language teaching, the instructors should provide insights into culture across different points of connection between language and culture; and finally the NESTs need to have professional development on the nature of culture and how it is taught.
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