Integrating Culture Into Teaching Efl in General Education: A Context of Vietnam

This action research study aims to test the feasibility of applying an intercultural language learning and teaching model (icllt) to teaching efl in general education in vietnam through teachers rsquo; and students rsquo; responses to two trial lessons. the icllt model of ldquo;construction rdquo;, ldquo;connection rdquo;, ldquo;interaction rdquo;, ldquo;reflection rdquo;, and ldquo;extension rdquo; is developed to foster students rsquo; intercultural competence by invoking their engagement in social interaction and critical cultural reflection. as shown in observations and students rsquo; evaluation sheets, the intercultural language activities in icllt lessons could engage the students in activating prior knowledge, comparing culture, talking about cultural issues, and participating in intercultural communication. however, they were not able to reflect on their intercultural perspectives in oral interaction as much as in their writing. in parallel, the teacher agreed that the activities requiring students rsquo; reflection were most challenging and the other three steps of ldquo;construction rdquo;, ldquo;connection rdquo;, ldquo;interaction rdquo; could be conducted in relevance to threestage communicative language teaching (clt) skill lessons of prewhilepost. the icllt is applicable to teach integrated skill clt lessons with culturespecific input if intercultural objectives are added and relevant intercultural language activities with more focus on students rsquo; intercultural interactions and critical reflection are conducted. hence, icllt could be recommended as a supplementary approach to integrating culture into efl teaching to build students rsquo; intercultural communicative competence, which is considered a critical part of the new educational reform in general education in vietnam.

Integrating Culture into Teaching EFL in General Education: A Context of Vietnam

This action research study aims to test the feasibility of applying an intercultural language learning and teaching model (IcLLT) to teaching EFL in general education in Vietnam through teachers rsquo; and students rsquo; responses to two trial lessons. The IcLLT model of ldquo;construction rdquo;, ldquo;connection rdquo;, ldquo;interaction rdquo;, ldquo;reflection rdquo;, and ldquo;extension rdquo; is developed to foster students rsquo; intercultural competence by invoking their engagement in social interaction and critical cultural reflection. As shown in observations and students rsquo; evaluation sheets, the intercultural language activities in IcLLT lessons could engage the students in activating prior knowledge, comparing culture, talking about cultural issues, and participating in intercultural communication. However, they were not able to reflect on their intercultural perspectives in oral interaction as much as in their writing. In parallel, the teacher agreed that the activities requiring students rsquo; reflection were most challenging and the other three steps of ldquo;construction rdquo;, ldquo;connection rdquo;, ldquo;interaction rdquo; could be conducted in relevance to threestage Communicative Language Teaching (CLT) skill lessons of PreWhilePost. The IcLLT is applicable to teach integrated skill CLT lessons with culturespecific input if intercultural objectives are added and relevant intercultural language activities with more focus on students rsquo; intercultural interactions and critical reflection are conducted. Hence, IcLLT could be recommended as a supplementary approach to integrating culture into EFL teaching to build students rsquo; intercultural communicative competence, which is considered a critical part of the new educational reform in general education in Vietnam