THE PROBLEM OF CULTURE AND ENGLISH-LANGUAGE TEACHING IN EUROPE

This paper argues that we are still some way from developing a coheren t theory of the ways in which culture and language interact and what i mplications such a theory might have for second language teaching. It is suggested that dominant theories of first and second language acqui sition tend to treat language as though it were a culturally homogeneo us phenomenon, whereas any particular language is made up of a number of different varieties each one of which expresses its own cultural me anings. Because language learners are taught a 'core' variety of the t arget language, they are often unaware of the cultural differences, te nding instead to see the 'core' language as representative of a unifie d, monolithic culture. This is discussed in relation to the teaching o f English within Europe, and suggestions are made as to how language t eachers can remedy the situation by making pupils more aware of the cu ltural diversity of Britain. It is suggested that this would make the language classroom not only instrumental but also educative in functio n.