A reflection on our teaching practise - artefact

 The Impact of Culture on Language Learning: A reflection on our Teaching Practice

As TEFL (Teaching English as a Foreign Language) teachers, we understand that language and culture are inseparable. In our own teaching journey, exploring the interaction between language, culture, and context has significantly shaped how we approach lesson planning, classroom dynamics, and student engagement. Drawing from key theories, including Pauline Gibbons’ “Teaching-Learning Cycle,”we have come to realize how deeply culture influences language learning, not only in terms of grammar and vocabulary but also in shaping how students feel connected to language learning.
One of the key influences in our teaching has been the realization that language is much more than a set of grammatical rules. It is a reflection of our individual cultural reality. Language expresses how individuals understand and engage with the world around them. Language is shaped by the unique histories, values, and social norms of our cultures. This has encouraged us to move beyond textbooks and instead design lessons that engage students with authentic materials—like films, songs, or real-world scenarios—to reflect the cultural contexts in which the language is used.
For example, when teaching idioms and proverbs, we don’t just explain their meanings—we help students understand the cultural background behind them. A phrase like “Break a leg” may not make sense to learners unless they know that English speakers often use humor and superstition in their language. We also encourage students to think about how their own language shapes their understanding of the world. The Sapir-Whorf Hypothesis suggests that language influences thought, which means that different languages help people see things in different ways. This has led us to ask students:

• How do your own language and culture influence the way you think?

• How do people from different cultures describe time, emotions, and relationships differently?

By discussing these topics, students become more aware of how language is connected to culture, which helps them communicate more effectively and appreciate different perspectives.

Language as a Carrier of Cultural Identity

Another critical aspect of teaching has been to realise how language is closely tied to identity. The way we speak, the words we choose, our accents, our conversational style, often signals where we come from. This is especially clear when working with multilingual students, as they often bring their own cultural ways of speaking into the classroom.
One challenge we have seen is that different cultures have different ways of communicating. In some cultures, direct communication is valued, while in others, people prefer to be more indirect to show politeness. These differences can sometimes cause misunderstandings.
Instead of ignoring these differences, we use them as learning opportunities. Through role-plays, discussions, and comparisons of different cultures, we help students understand that language is not just about words—it’s about how people interact. This also helps students develop empathy and respect for different ways of speaking.

Kramsch’s research supports this idea by showing that language has social power. In many societies, the way people read, write, and speak can affect their opportunities in life. Historically, literacy has been linked to education, power, and success, and even today, people who struggle with reading and writing often face disadvantages. Kramsch also explains that spoken and written language are different in many ways. While speaking is spontaneous and interactive, writing requires more structure and organization. Many students find it difficult to move from speaking English to writing it correctly, which is why we focus on literacy as part of language learning. We don’t just teach students to read and write—we teach them to think critically about texts. When working with literature, for example, we help students understand the history, culture, and social messages behind a text. This makes reading more engaging and meaningful.We also use Gibbons’ Teaching-Learning Cycle to help students improve their writing step by step. We start with class discussions and guided activities before asking students to write their own responses. This makes writing feel less overwhelming and helps students develop their ideas with confidence.

Making Learning Meaningful Through Culture

Gibbons’ research shows that language learning becomes more effective when it is connected to real-life situations. We apply this idea by creating lessons that combine language learning with cultural exploration. “Teaching-Learning Cycle” is about the importance of scaffolding and creating context to learning. This can be done by making lessons that focus on language, but also on the cultural themes in the texts. When the students work with literature, for example, it could be relevant to analyze the cultural and historical context behind the text. And class discussions about how language reflects our social values and history would also make the learning process more meaningful. By applying this idea to the learning, we could, for example, when teaching about social issues such as immigration, inequality, or identity, encourage students to:

• Share their own cultural perspectives.

• Compare how different cultures discuss these topics.

• Analyze how language is used to express emotions and opinions.

By doing this, we help students see that language is not just about communication—it is a way to think, question, and express ideas.

Focusing on culture in language learning not only improves students’ English skills but also helps them develop critical thinking. We encourage students to ask questions like:

• Why do different cultures use language in different ways?

• How do historical events influence the words we use?

• How does language shape the way we see the world?

By exploring these questions, students become more engaged in their learning and develop a deeper understanding of how language works in real life.

Conclusion

By bringing culture and literacy into language teaching, we help students understand the deeper meanings behind words and expressions. Learning a language is not just about memorizing vocabulary—it is about learning how to communicate in a meaningful way. As TEFL teachers, our job is not only to teach English but also to help students navigate cultural differences, think critically, and use language in real-world situations. By applying the ideas of Kramsch and Gibbons, we have made our classrooms more engaging, interactive, and culturally aware. Through authentic materials, cultural discussions, and literacy activities, we create a learning environment where students do not just study English—they use it to explore, connect, and express themselves. By helping students see English as a tool for communication and cultural understanding, we give them the skills they need to use language with confidence in a globalized world.

Written by: Susan, Helle & Zara