Integrating vietnamese culture into teaching english as a foreign language: teacher’s beliefs and practices = Lồng ghép văn hóa Việt Nam trong việc giảng dạy Tiếng Anh: Niềm tin và thực hành của giáo viên.

• Main Author: Phạm, Lê Phương Mai
• Other Authors: Vũ, Hải Hà
• Format: Final Year Project
• Language: Vietnamese
• Published: 2020
• Subjects: Tích hợp văn hóa; Phương pháp giảng dạy
• Online Access: http://repository.vnu.edu.vn/handle/VNU_123/96334
• Institution: Vietnam National University, Hanoi

Integrating culture is a classic problem in research about foreign language teaching methodology. As English has been widely acknowledged as a global lingua franca, there has been an interest in investigating the integration of local culture in English as a foreign language teaching. However, there still exist spaces for further study into this concerning issue, particularly in the context of Vietnam EFL teaching. Fully perceiving the significance of Vietnamese cultural integration, there searcher carried out a study titled “Integrating Vietnamese culture into teaching English as a Foreign Language: Teacher’s beliefs and practices.” The principal objective of this project was to investigate teachers’ beliefs, the extent, and the techniques teachers employed to teach Vietnamese culture in the English classrooms. The method adopted in this study was case study design with a combined qualitative and quantitative approach. Specifically, questionnaires and semi-structured interviews were chosen as the two data collection instruments. It is evident in the data collected from 19 questionnaires and 9 interviews that English teachers participating in the research are well-aware of the importance and benefits of the integration of Vietnamese culture in their EFL teaching. However, the integration mostly happens within formal EFL classes rather than being extended to extracurricular activities. In a 45-minute lesson, less than 10minutes is allocated for Vietnamese culture content. Regarding the techniques employed by teachers, while teacher-centered techniques are used more frequently, some teachers have utilized the project activity to shift the lesson focus to students. The research also identified three constraints on the further integration of Vietnamese culture in EFL teaching, namely teachers’lack of cultural knowledge, unvalidated sources of information about Vietnamese culture, and over loaded content in textbooks.