Extended Model for Integrating Culture into Teaching EFL: A Context of Vietnam

Chau Thi Hoang Hoa; Truong   Vien

doi:10.22159/ijoe.2023v11i1.46893

Authors

Chau Thi Hoang Hoa International Collaboration Office, Tra Vinh University, 126 Nguyen Thien Thanh, Tra Vinh City, Vietnam
Truong Vien University of Foreign Languages and International Studies, Hue University, 57 Nguyen Khoa Chiem, Hue City, Vietnam

DOI:

https://doi.org/10.22159/ijoe.2023v11i1.46893

Keywords:

intercultural competence, EFL teaching, integrate culture, intercultural communicative competence

Abstract

Intercultural competence (IC) has gained a better positionality in English as a Foreign Language (EFL) education in Vietnam to enable young people to become effective global citizens. Accordingly, the development of comprehensive IC is considered to be an officially stated objective of the reformed EFL curriculum, and a great body of intercultural issues reflecting the cultural diversity of countries has been added to the English course books of the upper secondary level. To help EFL teachers with the exploitation of the coursebooks, this perspective paper aims to propose a model for Intercultural Language Learning and Teaching (IcLLT) to shed light on how to integrate culture into teaching EFL in a Vietnamese pedagogical teaching context. This model can be a valuable guideline for EFL teachers to go beyond the language skill-based lesson in order to promote learners’ intercultural communicative competence.

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