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Global issues in genre based approach
1. Integrating Global Issues in Genre Based Approach
to Introduce Culture in the EFL Classroom
BY : TITIK WINARTI
2. Integrating Global Issues in Genre Based Approach
to Introduce Culture in the EFL Classroom
I. INTRODUCTION : THE IMPORTANCE OF CULTURE
IN EFL
II. GLOBAL ISSUES
III. GENRE BASED APPROACH
IV. INTRODUCING CULTURE THROUGH GLOBAL
ISSUES-TOPIC TEXT
V. CONCLUSION
3. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL
Liddicoat et al. (2003:45)
define culture as a
complex system of
concepts, attitudes,
values, beliefs,
conventions, behaviours,
practices, rituals, and
lifestyles of the people
who make up a cultural
group, as well as the
artefacts they produce and
the institutions they
create.
4. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL
According to Lazar (1993:66), our students' comprehension is
frequently impeded not by linguistic features in a literary text, but by
cultural ones. We owe it to them to help them understand what these
might be. Language can never be divorced from culture.
5. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL
Language learners need to develop not only their linguistic
competence but also their intercultural communicative
competence to overcome both linguistic and cultural barriers they
may encounter in interaction with people from other cultures.
6. I. INTRODUCTION : THE IMPORTANCE OF CULTURE IN EFL
Teaching in EFL classrooms from an intercultural perspective
involves developing in learners critical cultural awareness of
their own culturally-shaped world view and behaviours as well
as the skills and attitudes to understand and successfully interact
with people from other cultures, that is, to become
interculturally as well as linguistically competent. EFL teachers
therefore need to shift from a traditional stance to an
intercultural one to develop both linguistic and intercultural
competences of learners.
7. II. GLOBAL ISSUES
As language and culture are
symbiotic, cultivating global
issues for a peaceful world
is one of the most urgent
tasks for teachers. Global
awareness, respect for
other cultures and
communication skills,
especially communicative
competence in English will
be more vital for
multicultural citizens of the
world.
8. II. GLOBAL ISSUES
Haratmeh (2003) says that
the importance of
developing intercultural
communicative competence
alongside linguistic
competence has resulted
from learners’ needs for
acquiring intercultural skills
for cross-cultural
communication in which
they may encounter
linguistic and cultural
barriers.
9. III. GENRE BASED APPROACH
Genre based approach started with the Systemic Functional School of
Linguistics inspired by the work of MAK Halliday during the 1960s and
70s. They viewed language as a resource for making meanings, and so
started looking at whole stretches of discourse in context rather than
looking at isolated chunks to uncover a set of rules.
10. III. GENRE BASED APPROACH
Furthermore, genre based approach developed in the 2004
English curriculum include transactional conversations (to get
something done), interpersonal conversations (to establish
and maintain social relations), short functional texts
(announcements, greeting cards etc.), monologues and
essays of certain genres. In other words, these are the
communicative competence to be developed.
11. IV. INTRODUCING CULTURE THROUGH GLOBAL
ISSUES-TOPIC TEXT
Teaching English in EFL
Classroom presents global
issues as part of cultural
studies. It can help students
become familiar with
common elements of
popular culture and make
them more critical
consumers of other
cultures.
12. IV. INTRODUCING CULTURE THROUGH GLOBAL
ISSUES-TOPIC TEXT
Global issues can be serious and gloomy. It is a challenge to
teach about conflict, famine, poverty and discrimination
without the classroom atmosphere becoming heavy and the
students depressed. One of the keys to maintaining a positive
attitude towards the class is to focus on solutions to the
problems.
13. IV. INTRODUCING CULTURE THROUGH GLOBAL
ISSUES-TOPIC TEXT
Moreover, it is hoped that
studying global issues made
students more enthusiastic to
learn English. Although
students found studying a
content-based curriculum
challenging, they believed that
learning about other countries
and cultures enhances their
understanding of the world.
Students also thought studying
global issues will be of practical
benefit to them in the future.
14. V. CONCLUSION
Teaching in EFL classroom
should develop both students’ linguistic
competence and their intercultural
communicative competence. Cultural
awareness helps learners broaden the
mind, increase tolerance, and achieve
cultural empathy and sensitivity.
Global awareness, respect for
other cultures and communication skills,
especially communicative competence in
English will be more vital for
multicultural citizens of the world. There
are some reasons why teachers should
include global education in the syllabus
such as world problems and
globalization.
15. V. CONCLUSION
Genre based approach views language as a resource for making
meanings and looking at whole stretches of discourse in context
rather than looking at isolated chunks to uncover a set of rules.
This approach claims to be able to show EFL students where
they are going wrong, not only in terms of grammar or lexis, but
also in how they string things together at sentence and clause
level.
