(Skkn 2023) 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)

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) MÔN: TIẾNG ANH Năm học 2022 - 2023 - - 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 - TABLE OF CONTENT PART 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives 1.3 Scope of the study 1.4 Significance of the study PART 2: CONTENT 2.1 Theoretical background 2.1.1 The concept of culture 2.1.1.1 Definition 2.1.1.2 The relationship between language and culture 2.1.2 The importance of teaching culture to language learners 2.2 How to integrate local cultural factors into teaching communication and culture lesson effectively 2.2.1 The overview of the textbook English 10 (Global success) 2.2.2 Methodology 2.2.2.1 Research setting 2.2.2.2 Participants 2.2.2.3 Methods and instruments 2.2.3 Findings and discussions 2.2.3.1 Necessity of the study 2.2.3.2 Feasibility of the study 2.2.3.3 Some suggested adaptations to integrate local cultural factors into teaching communication and culture lesson PART 3: CONCLUSION 23 3.1 Study review 23 3.2 Limitations and suggestion for further study 23 REFERENCES 24 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 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 Further studies among different levels of students or courses could yield more information and techniques on how this application could be used to its fullest to benefit student’s learning experience in a holistic way 1.4 Significance of the study The present study has significance for future practice, research and policy The results of this study could be used by several groups of teachers The findings might assist EFL teachers in improving the design of their lessons 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 Nonmaterial 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 exist in a culture On the other hand, when we consider the language as communication, language cannot be separated from the cultural context in which the communication occurs Without knowledge of the culture, it would be difficult to understand meanings in the language (Seelye, 1993) 2.1.2 The importance of teaching culture to language learners Language education researchers have classified different types of cultural contents in language lessons to suit the purposes of their study Kramsch (1995), for example, discusses three different “links” between language and culture Universal links imply the culture that can be shared by various language speakers across social and national boundaries National links refer to the cultures separated by the national boundaries such as French “civilization or English “culture” Local links are related to the culture expressed through the words and actions of everyday speakers in everyday life Cortazzi and Jin (1999) categorize three types of cultural information that can be represented in language lessons: the target culture, the source culture and the international culture The target culture exposes learners to the culture of countries where the language they are learning is spoken as the first language Learning the target culture, learners may be more interested in learning the language, or develop positive attitudes towards these language-speaking people and countries The source culture draws on the learners’ own culture This culture can help students to develop a positive cultural identity 2.2 How to integrate local cultural factors into teaching communication and culture lesson effectively 2.2.1 The overview of the textbook English 10 (Global success) The Vietnam Education Publishing House has compiled the English 10 Global Success - Student's book in accordance with the "General education program: English subject program" from grade to grade 12 This program was issued through Circular No 32/2018/TT-BGDDT on December 26, 2018, by the Ministry of Education and Training The book follows a series of English books for primary school (English 3, English 4, English 5) and English for secondary school (English 6, English 7, English 8, English 9) The English 10 - Global Success - Student's book has been designed in a communicative manner to help students develop their ability to communicate in English This is achieved through the use of corpus (sounds, vocabulary, and grammar), in the four forms of listening, speaking, reading, and writing Additionally, the book has been designed in a learner-centered way to promote the activeness and initiative of students All teaching activities have been organized to create optimal conditions for students to participate in activities that help them practice and develop their English communication ability The English 10 - Global Success - Student's book has been designed to integrate skills, with a focus on developing reading, speaking, listening, and 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 2.2.2.2 Participants Thirty teachers of English coming from different high school of Nghe An province namely: Phan Boi Chau high school for the gifted, Huynh Thuc Khang high school, Ha Huy Tap high school, Le Viet Thuat high school, Boarding high school for Ethnic minorities were involved in the study Most of them have over 10-year experience of teaching English, yet they find it quite challenging as to how to teach communication and culture lesson effectively 2.2.2.3 Methods and instruments The researchers have conducted a questionnaire dealing with the four-level necessity and feasibility of the study Teachers taking part in the survey were given the link to express their own opinions a Survey Questionnaire A set of questionnaire consisting of questions were used to gather opinions on teachers’ response to the necessity and feasibility of integrating local cultural factors into teaching communication and culture lesson The forms were constructed with Google Forms and distributed online A statistical analysis was derived from the Google Form apps and the analysis was thoroughly performed 2.2.3 Findings and discussions 2.2.3.1 Necessity of the study Four out of five questions concerning necessity were raised in the survey The results of the questionnaires were tabulated by Google form apps Questions How you evaluate the integration local cultural elements into teaching the Communication and Culture ? How you evaluate the students’ preparation for local cultural materials before lessons? Less Very Neccessary Unneccessary neccessary neccessary N % N % N % N % 18 60 30 10 0 15 50 26,7 20 3,3 How you evaluate the importance of integrating local cultural elements, which helps students understand the native culture and better absorb the target language? 22 73.33 How you evaluate the teachers' preparing materials on local culture for their lessons? 24 80% 20 6,67 0 16, 3,3 0 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 feasible How you evaluate the feasibility of applying the initiative "Integrating local cultural factors into teaching communication and culture lesson in the textbook English 10-Global Success" in practical teaching? Feasible Less Feasible Feasible N % N % N % N % 18 60 10 33,3 6,7 0 10 11 Sample 2: Unit 4: FOR A BETTER COMMUNITY  Target language (the textbook): Save the children organization  Suggested adaptation: Voluntary organizations in Nghe An and students’ activities It is common knowledge that volunteering helps improve mental and physical health, and taking time to get away from studies while doing something meaningful can often be the mental reset students need Getting involved with volunteering from a young age encourages students to become socially-minded individuals at every stage in life In recent years, Phan Boi Chau high school for the gifted are not only known for roaring academic successes but also boast many meaningful community services Among them are their voluntary activities in SOS, which aid homeless and disadvantages children there With the aim of raising students’ awareness and getting more students to get involved in this voluntary organization: VÌ TIẾNG CƯỜI TRẺ THƠ 12 13 14 15 Sample 3: Unit 6: GENDER EQUALITY  Target language (the textbook): Women’s football  Suggested adaptation: Vietnamese Women’s Football The Vietnam women's national football team is a women's football team representing Vietnam and controlled by Vietnam Football Federation This is the most successful women's football teams in Southeast Asia and ranks 5th in Asia Vietnamese Women’s football has been a source of inspiration and pride of Vietnam, showing that Vietnamese can obtain great achievements beyond imagination with their passion, efforts and mental fortitude Hence, it would be a great idea for students to have a better understanding of Vietnamese Women’s football in terms of history, achievements, etc…via a language class b Teacher preparation for the lessons With the aim of helping students to understand more about the different aspects of local culture, teachers exploited a myriad of methods and employing a wide variety of learning materials: videos, pictures, handouts, etc… Some suggested adaptations are as follows: Sample 4: Unit 1: FAMILY LIFE  Target language (the textbook): Family values in the UK  Suggested adaptation: Family values in Vietnam  Procedures: Teacher distributes the handout to students and asks them to read the information and make a comparison between Family values in the UK and Family values in Vietnam Some representatives will deliver their talk after 10-minute preparation 16 HANDOUT: FAMILY VALUES IN VIETNAM Vietnamese traditional values were deeply affected by Confucian ethics During thousand years under the invasion and domination by Chinese, Vietnamese culture was also permeated by their Confucian philosophical beliefs It was believed that “in order to achieve human perfection, one must follow the established codes of behavior which include reverence for ancestors and respect for elders…The importance is not upon the individual’s accomplishments but upon his duty to family and society” Most Vietnamese placed more emphasis on their roles, privileges and obligations within this group than on their own individual desires The Vietnamese household traditionally followed the extended multi-generational pattern The parents, their sons and their wives, their children, and unmarried siblings usually constituted a Vietnamese household In this extended family, the most important expectation was the respect for the elders Hence, the family decisions were made by the parents and grandparents For centuries in Vietnam, traditional family values were accomplished by the fulfillment of traditional roles the role of man and woman as parents The Vietnamese people value humility, restraint, and modesty The Vietnamese culture has a great respect for the elderly In every situation, it is best to give honor and preference to the eldest member of the group 17 Sample : Unit 9: PROTECTING THE ENVIRONMENT  Target language (the textbook): Earth Hour  Suggested adaptation: Earth Hour in Vietnam  Procedures: Students are supposed to read the text given in the textbook and complete the table containing the fact file about Earth Hour Then, the teacher gets students to watch a video on Earth Hour in Vietnam and afterwards asks students to answer the follow-ups questions - Do you want to take part in this lights-out event in Vietnam? Why or why not? - If you had a chance to take part in the event held in your city, Vinh City, what would you do? Earth Hour is a worldwide movement organized by the World Wildlife Fund The event is held annually, encouraging individuals, communities, and businesses to turn off non-essential electric lights, for one hour from 8:30 to 9:30 p.m., usually on the last Saturday of March, as a symbol of commitment to the planet Vietnam first joined the event in 2009 and has been an active and keen supporter since then https://www.youtube.com/watch?v=bNQnIuHwZWc https://en.via.gov.vn/video/launching-earth-hour-campaign-2019.htm 18 Sample 6: Unit 1: ECOTOURISM  Target language (the textbook): Tourism impact on the environment  Suggested adaptation: Kinds of tourism in Vietnam  Procedures: First, students are supposed to read the text given in the textbook about four popular types of tourism and put them into categories in the table according to their negative or positive impact on the environment Then the teacher may integrate some famous local tourism destinations to check students’ understanding Option 1: Teacher gives a number of pictures (some famous tourist attractions in Vietnam) and asks student where the destination is, then labelling whether it is mass tourism, ecotourism or sustainable tourism) Expected answer: Hoi An ancient town, Quang Nam –Mass tourism 19 Expected answer: Sam Son beach, Thanh Hoa province – Mass tourism 20 Expected answer: Trang An Landscape Complex, Ninh Binh – Ecotourism / Sustainable tourism Expected answer: Quan Ho folk singing on boat, Bắc Ninh – Sustainable tourism Option 2: Teacher gives some hints/ clues about some sustainable tourism locations in Vietnam and asks students to guess what it is HA LONG BAY Hint 1: It was recognized by UNESCO as a World Natural Heritage in 1994 Hint 2: Its name means "descending dragon” Hint 3: It belongs to Quang Ninh province, Vietnam 21 CAI RANG Floating market, CAN THO Hint 1: It is a special kind of market as the shops and stalls at the market are boats of different sizes Hint 2: It is one of the most famous and biggest floating markets in the Mekong Delta Hint 3: It belongs to Can Tho City, Vietnam 22 PART 3: CONCLUSION 3.1 Study review Teaching culture in English is not new, but integrating local cultural elements in communication and culture lessons is a new feature in the Global Success book series It's worth noting that this is the first year this book series has been taught in Nghe An province, so there will be many challenges for both teachers and students It is with great hope that the suggestions for material exploration and integrating local cultural elements into communication and culture lessons will help students not only grasp the English language accurately but also gain deeper knowledge about the cultures of English-speaking countries and their own native culture, thereby raising awareness of preserving their national cultural identity and absorbing the cultural essence of humanity In addition, the proposed solutions will help teachers and students access the lessons more easily and enhance the quality of learning and teaching English effectively 3.2 Limitations and suggestion for further study The study has investigated only into the integration of local cultural factors into teaching communication lesson in the English 10- Global Success For further research, the study may be developed in larger scale in The English 11or The English 12 in the next two years It also recommends for forthcoming research on how to integrate local cultural elements into other language skills: speaking, listening, reading, writing lessons Obviously, mistakes are unavoidable, all comments and remarks on this research will be highly appreciated 23 REFERENCES Seelye, H (1993) Teaching Culture: Strategies for Intercultural Communication (3rd ed.) Larry A Samovar, Richard E Porter, Edwin R McDaniel (1972) Intercultural Communication: A Reader (14th ed.) Appelbaum, R.P., and W.J Chambliss 1997 Sociology 2nd edition New York: Logman Brislin, R.W 1981 Cross Cultural Encounters: Face-to-Face Interaction New York: Pergamon Press Inc Nault, D (2006) Going global: Rethinking culture teaching in ELT contexts Language, Culture and Curriculum, 19(3), 314-328 Liddicoat, A J., Papademetre, L., Scarino, A., & Kohler, M (2003) Report on Intercultural Language Learning Canberra, ACT: Commonwealth of Australia Tiếng Anh 10 – Global Success – Nhà xuất Giáo dục Việt Nam https://www.youtube.com/watch?v=bNQnIuHwZWc https://en.via.gov.vn/video/launching-earth-hour-campaign-2019.htm 10 https://forms.gle/tYKGWq8Vw8NVVewg8 24