Language and Cultural Awareness of a Non-Native ESP Teacher
Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing...
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| Format: | Article |
| Language: | Russian |
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National Research Mordova State University
2019-03-01
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| Series: | Интеграция образования |
| Subjects: | |
| Online Access: | http://edumag.mrsu.ru/index.php/en/articles-en/85-19-1/720-10-15507-1991-9468-093-023-201901-2 |
| _version_ | 1818571133820076032 |
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| author | Rafael F. Forteza Fernandez Maria del C. Batista Gonzalez |
| author_facet | Rafael F. Forteza Fernandez Maria del C. Batista Gonzalez |
| author_sort | Rafael F. Forteza Fernandez |
| collection | DOAJ |
| description | Introduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts.
Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international s cientific cooperation.
Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education.
Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mention ed above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all student s in class, an aspect meriting further research. |
| first_indexed | 2024-12-14T13:51:38Z |
| format | Article |
| id | doaj.art-b9af1914ab714b5193e95646244fa817 |
| institution | Directory Open Access Journal |
| issn | 1991-9468 2308-1058 |
| language | Russian |
| last_indexed | 2024-12-14T13:51:38Z |
| publishDate | 2019-03-01 |
| publisher | National Research Mordova State University |
| record_format | Article |
| series | Интеграция образования |
| spelling | doaj.art-b9af1914ab714b5193e95646244fa8172022-12-21T22:59:04ZrusNational Research Mordova State UniversityИнтеграция образования1991-94682308-10582019-03-01231233610.15507/1991-9468.094.023.201901.023-036Language and Cultural Awareness of a Non-Native ESP TeacherRafael F. Forteza Fernandez 0Maria del C. Batista Gonzalez1Ural Federal University named after the First President of Russia B. N. YeltsinHigher Technical Institute of Havana – CUJAEIntroduction. The relation between culture and language is a central issue in foreign language teaching and research where the need to give cultural content the same value as language content and language skills has been stressed. However, conceptualization of teacher language awareness, by focusing largely on formal aspects of language, largely neglects culture as a component of teacher cognition. This paper expands the category of ESP-teacher language awareness suggesting the inclusion of cultural awareness as a separate component of teacher cognition. This concept extension actualizes ESP teaching in the situation shaped by unprecedented mobility and intercultural contacts. Materials and Methods. The historic-logical method was used to determine shortcomings of pedagogical experience and the need to teach culture in ESP. Grounded theory, as an inductive methodology, was utilized to generate conceptual expansion theoretically tied with research in medical and business communication as well as with data on population movement and international s cientific cooperation. Results. We defined ESP-cultural knowledge as a system comprising the permanent (know-that) and temporary (know-of) cultural manifestations in a society as well as how they are manifested through language (know-how). That system practical representation is exemplified in medicine and business English discourse. The study expands the structure of ESP-TLA, claiming the focus on cultural awareness as part of ESP discourse which fosters cultural-response education. Discussion and Conclusion. Such claim is pertinent to practitioners involved in the tourism industry, health care, economics, and academic activities such as research and development. This paper is relevant for teachers of English for Specific purposes in the fields mention ed above as well as for researchers engaged in analyzing the problems and methods of teaching a foreign language. However, because of the multiple manifestations and complexity of student motivation to get ESP course, the paper acknowledges the difficulties in addressing cultural content salient to all student s in class, an aspect meriting further research.http://edumag.mrsu.ru/index.php/en/articles-en/85-19-1/720-10-15507-1991-9468-093-023-201901-2ESPteacher language awarenesscommunicative language practicesknowledge of subject matterculture |
| spellingShingle | Rafael F. Forteza Fernandez Maria del C. Batista Gonzalez Language and Cultural Awareness of a Non-Native ESP Teacher Интеграция образования ESP teacher language awareness communicative language practices knowledge of subject matter culture |
| title | Language and Cultural Awareness of a Non-Native ESP Teacher |
| title_full | Language and Cultural Awareness of a Non-Native ESP Teacher |
| title_fullStr | Language and Cultural Awareness of a Non-Native ESP Teacher |
| title_full_unstemmed | Language and Cultural Awareness of a Non-Native ESP Teacher |
| title_short | Language and Cultural Awareness of a Non-Native ESP Teacher |
| title_sort | language and cultural awareness of a non native esp teacher |
| topic | ESP teacher language awareness communicative language practices knowledge of subject matter culture |
| url | http://edumag.mrsu.ru/index.php/en/articles-en/85-19-1/720-10-15507-1991-9468-093-023-201901-2 |
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