ا فزایش آگاهی معلمان زبان انگلیسی ازتفاوتهای میان فرهنگی: رویکرد آموزش زبان انگلیسی به عنوان زبان دوم در هند (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هند کشوری چندفرهنگی، چندمذهبی و چندزبانه است. مقوله فرهنگ در آموزش زبان دوم، علاقه زیادی در بین محققان ایجاد کرده است. فرهنگ هند همیشه بخش جدایی ناپذیر سیستم آموزشی آن بوده است؛ بنابراین آگاهی معلمان و زبان آموزان از مسائل مربوط به تنوع فرهنگی بین زبان انگلیسی و زبان های بومی بسیار ضروری به نظر می رسد. با آشنایی با جنبه های مختلف فرهنگ های دیگر، معلمان نه تنها در درک بهتر متون مختلف توانمندتر می شوند، بلکه برای مقابله با موانع فرهنگی، ارتقای دانش و درک عمیق تر نیز آماده تر می شوند. هدف این مقاله، بررسی اهمیت درآمیختگی فرهنگ زبان دوم (انگلیسی) در فرهنگ هند است و اینکه چگونه این فرایند به بهبود یادگیری زبان انگلیسی در مدارس هند منجر می شود. این مقاله به معلمان و زبان آموزان کمک می کند تا نه تنها از مبانی کلیشه ای فرهنگی فراتر بروند، بلکه چندفرهنگ گرایی را نیز به طور مؤثر تجربه کنند. این امر با برشمردن چالش ها و موانعی که ممکن است مانع آموزش و یادگیری مؤثر فرهنگ در کلاس های زبان دوم کشور هند شود، انجام می پذیرد و درنهایت پیشنهادهایی برای آموزش بهتر فرهنگ زبان انگلیسی در کشور هند ارائه می شود.Raising English Teachers' Awareness of Intercultural Differences: A Case of Teaching English as a Second Language in India
India is a multi-cultural, multi-religious and multi-lingual country. Culture in second language education has attracted a lot of interests among researchers. Indian culture has always been an integral part of its education system, so it is essential for teachers and learners to be aware of cultural diversity between English and native languages. By becoming familiar with different aspects of other cultures, teachers are prepared not only to better understand other texts but also to deal with cultural barriers to enhance knowledge and deeper understanding. The purpose of this article is to examine the importance of the integration of the second language culture (English) in Indian culture and how this will lead to the improvement of English language learning in Indian schools. By overcoming cultural barriers, learners accept the traditions and good manners of other cultures and try to incorporate them into their own culture. This article tries to help teachers and learners to not only overcome cultural stereotypes, but also to experience multiculturalism. Challenges and obstacles that may hinder the effective teaching and learning of culture in second language classes in India are mentioned, and finally, suggestions are made for better teaching of English language culture in India.
Introduction
India has numerous different subcultures and is a multilingual nation. A nation where people of various languages and religions coexist peacefully despite the oddities of their divergent ideological affinities. A nation that has spent over a thousand years attempting to protect its heritage and culture while being ruled by different foreign invaders. Its adaptability in absorbing and influencing many cultures has greatly aided in its popularity. Since ancient times, researchers from China and other Asian nations have looked at India as the only country where religions from within and outside the country have coexisted peacefully for more than a thousand years. It has also been the site of extensive cultural exchanges between far-off and nearby nations. Among the many languages that its former rulers introduced, English is particularly significant and holds a special position in India. Undoubtedly a British legacy in India is the use of English as a second language. There are nations that were mostly colonized by England or America; hence this language was taught as a second language in schools and colleges after colonialism and was regarded as the official language in these nations during colonialism. Additionally, it has kept its place in the educational systems of nations like Pakistan and India with this designation (Anbrin, 2015, p. 382). After independence, curriculum policy persisted for a very long time. Several activities should be implemented through a targeted curriculum in order to actualize people's dreams and develop a new vision for a bright future.
Indians were encouraged to speak more than one language (their mother tongue) since doing so served as an effective educational tool and was one of the suitable ways to attain the targeted aims. People that are disadvantaged or marginalized rarely communicate cultural ideas. If the demands are not reached, new search skills will be developed, and chances will be offered to research these resources outside of the country's borders if they cannot be found there (Bazdar et al., 2015: 152).
The aim of this study is to seek the significance of incorporating English language culture into Indian culture and how it helps to improve English language learning in Indian schools.
1.1. Research Methodology
This study used a descriptive research design and collected data from papers, books, and online sources.
Discussion
The importance of teaching culture can be summed up by the fact that language can only construct and interpret meaning within the context of the culture in which it is used. Due to the tight relationship between language and culture, Lady Kat et al. (2003) contend that in order to communicate effectively with a foreign or second language, it is important to identify the communication patterns influenced by culture. Medina (1993) shown that students who have learned the cultural environment of the target language, such as knowing the music, customs, etc., are those who get a high comprehension of the language. Therefore, it can be said that culture is more than just linguistic information; it also includes a thorough grasp of that language. Consequently, exposure to both linguistic and nonlinguistic material is necessary to learn the culture of a language.
There has been study on the impact of language on identity, albeit some of it has treated identity as a separate topic (Ashraf, 2007). Few studies address the topic of English as a second language and its learners' identities (Mahoboob, 2009). The English language can be found in practically every element of young people's lives in India. The value of learning English may be observed in all aspects of life, such as politics, higher education, science and technology, and media. Learning English allows you to enter foreign marketplaces. Mansoor (2002) argues that studying English in nations such as India and Pakistan is a bridge to a higher social status, which will have a big impact on language learners' identities. English has a crucial role in India because it provides an opportunity for the country's many ethnic groups to come together. Taking into account the aforementioned information, learning English as a second language is a crucial component of the Indian educational system. India's government places a strong emphasis on learning English. Unfortunately, the position of English in the curriculum and its teaching techniques remain problematic despite the numerous recommendations of the various educational centers established by the Indian government. Even though students, parents, and society in India are aware of the importance of learning English, most kids make little effort to do so. This is despite the fact that teachers work hard to find ways to help pupils learn the language.
One of the requirements of Indian society is the development of a curriculum that correctly views the category of culture. This facilitates social integration and raises teachers' knowledge of critical culture, according to Ratinasamy (2018). The curriculum needs to be updated and reorganized in light of the contemporary needs of English language learners in India, according to Sharma (1990).
Conclusion
The purpose of the current study is to examine the function of identity, the significance of culture in the teaching of second languages, and the knowledge of intercultural differences among English language teachers, particularly in Indian schools. The findings of this study support two fundamental ideas: first, culture education is crucial for helping Indian language learners learn a second language and develop a transnational identity; and second, by fostering intercultural competence, language learners can develop a sense of global culture. To help their pupils become more proficient at utilizing English as a communication and global relations tool, English language teachers must increase their understanding of the English language culture. To achieve the objectives of this research, the following suggestions are provided:
Teaching global culture to the local Indian community.
Designing and presenting the curriculum in such a way that the ideal of the local community is fulfilled.
Teaching cultures that have been realized objectively, such as teaching music, drama, poetry, painting and other cultural activities.
Inclusion of English culture in the curriculum of language learners.
It is worth mentioning that more researches are needed to investigate the status of English language teaching in India and the role of its teachers. Researchers can also examine the cultural/cross-cultural elements in Indian English language textbooks to help education policymakers in improving the curriculum and providing new teaching methods.
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