Exploring the cultural dimension in the Palestinian University EFL context : a case study

Abstract EN

This paper explored teachers’ beliefs regarding the concept of culture in the Palestinian university English as a foreign language (EFL) context.

Using a qualitative case study of a leading university in Palestine, the research investigates how teachers’ perceptions of culture impact their cultural goals and classroom practices.

Analyzing data from multiple sources (e.g., interviews, observations, and instruction materials), the study revealed that Palestinian EFL teachers perceived culture as a way of life that comprises a shared system of values, beliefs, ways of thinking, and behaviours.

Language and culture were regarded as interwoven, and without culture language acquisition might be difficult to achieve.

EFL teachers identified various goals for teaching target culture(s), including developing students’ cognitive competence, effective communication skills, and personal growth.

Teaching culture in EFL classes was also seen as promoting openness, tolerance, and respect for other cultures.

The study also revealed that linguistic competence had the upper hand in classroom teaching practices, and that the target culture(s) were used as a background to assist language learning.

Key Words: culture, teaching English as a foreign language, teachers’ beliefs, communicative competence, cognitive development, identity, hegemony