Abstract
This article examines the reflective approach in the teaching of culture in the EFL classroom, which is not just a mere gathering of information, but is the creation and construction of discourses that break or maintain cultural stereotypes. This is also an approach where meaning is constructed that is shaped by the quality and depth of cultural sensitivity and awareness. Teaching and learning a culture reflectively does not necessarily mean that the learner is taught to behave in accordance with specific social norms but to introduce an acceptable and appropriate conduct for the use of language in terms of intelligibility, comprehensibility, and interpretability within a cultural context. A fundamental issue in the reflective approach to teaching culture in the EFL classroom is to establish the cultural parameters between the learner’s culture and the target culture. Based on this, there should be established pedagogical reflective practices that will expand the learners’ experiences.
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Recommended Citation
Schiopu, Lucia
(2020)
"The Reflective Approach to Teaching Culture within the EFL Classroom,"
: Vol. 3:
No.
1, Article 6.
Available at:
https://jagworks.southalabama.edu/ectesol_review/vol3/iss1/6
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