The cultural component in english language teaching : A didactic proposal at a public secondary school for adults in Villa María Argentina

Abstract

This study aims to show the importance of the incorporation of the cultural component into foreign language teaching and learning to promote the development of students’ intercultural communicative competence (ICC). The main objective is to propose a meaningful didactic unit to develop an ICC in 2nd year secondary adult students at Centro Educativo de Nivel Medio para Adultos (CENMA N° 96) in Villa María, Argentina. This research project exposes that some adult students have little knowledge or preconceptions about the English language and the target culture. Besides, it points out that the English Language Curriculum of the Curricular Design for Secondary Adult Students of the Province of Córdoba (2011) does not include specifically the relationship between the English language and the target culture. The theoretical framework provides some key concepts that exhibit the relationship between language and culture, and the necessity to enhance an integrated teaching of both. The research is based on a mixed approach. The scope is exploratory and descriptive, and the design framework is non-experimental. Surveys were administered to seven teachers of English from CENMA N° 96, its Anexos (Outbuildings) and Extensiones (Classroom Centers); and 26 2nd year secondary adult students from CENMA N° 96. It was revealed that all the teachers agree on teaching the cultural component; and many 2nd year secondary adult students believe it is important to teach the culture of English-speaking countries for a better understanding of the language. As a result, this investigation seeks to make a valuable contribution to the teaching-learning process of the adult education modality.