1

English as a Foreign Language,

ComparativelyKiana Dunbar

Global Studies and World Languages Academy

Global Connections Seminar

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Table of Contents:

I. Introduction

II. General Positive and Negative Effects Culture have on English Foreign Language

Program Curriculums.

III. Positive Effects Culture has on English Foreign Language Program Curriculums

a. South Korea

b. Thailand

c. Chile

IV. Negative Effects Culture has on English Foreign Language Program Curriculums

a. South Korea

b. Thailand

c. Chile

V. Conclusion

VI. Bibliography

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Abstract:

The English Foreign Language programs in South Korea, Thailand and Chile all have

different curriculums, in which culture can affect. However, it has been researched that culture

can have a positive and a negative effect on these curriculums. It is possible that Chile will have

more positive effects, whereas Thailand and South Korea will not have as many positive effects.

Since all of the cultures of these three countries are so different than the western English-

speaking world, the cultural effect on the English curriculum will vary. In South Korea, the use

of Konglish, a mixture of English and Korean, in the English language classroom helps the

students understand the language better. This use also allows the teacher to know where the

students stand in the language. In Thailand, the students are encouraged to practice their

language skills in self-access learning centers (SACs), which were introduced with the new

found Education Reform. In Chile, the Chilean Ministry of Education developed a program that

was made to improve the English skills of the local Chilean communities. In all of the countries,

the curriculum can be improved. With there being more negative effects culture has on the

curriculum of English Foreign Language programs in all of these countries, improvement is

imperative.

“One who speaks only one language is one person, but one who speaks two languages is two

people.” –Turkish Proverb

Introduction:

Culture plays an important role in the language learning process. It can have a great effect

on the way teachers run their classrooms while teaching English as a Foreign Language. To what

extent does culture have an effect on curriculums of English Foreign Language programs in

South Korea, Thailand, and Chile? There are a variety of positive and negative effects culture

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can have on English Foreign Language programs. However, the positive effects outweigh the

negative effects. Chile’s culture will have more positive effects on English Foreign Language

programs than the culture of South Korea and Thailand. Therefore, there will still be more

positive effects rather than negative effects in all of these countries.

Cultural differences play a main role in how culture affects curriculums of English

Foreign Language programs. The difference occurs mainly between the students and the

teachers, especially if the teacher is a native English speaker. Since the cultures of South Korea,

Thailand, and Chile are vastly different from the western English-speaking world, the teachers in

these countries from the west should be aware of all of the differences between their country and

the country in which they are teaching. These differences can play a part in how the teacher

forms a lesson plan based on the set curriculum so that the teacher can teach the students what

they need to learn, and differentiate for students.

In Western Europe, there are established language schools, as well as international

schools where EFL is taught. However, there is a stronger demand for EFL teachers in some

Eastern European countries because the European Union is expanding. In Asia, there has been an

immense increase in the demand for English Foreign Language teachers. In the Americas, a

significant growth in English Foreign Language teaching has been noticed. English Foreign

Language teaching in Africa has not increased in such a significant matter, but it is closely linked

to aid programs.

The cultures of these three countries all differ, intensely. Since South Korea and Thailand

are Asian countries, and they have a higher demand for English Foreign Language teachers,

these countries were chosen. Chile, with its education reform, was chosen because there is a vast

amount of information relating to its culture, and English Foreign Language programs in the

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country. These three countries were chosen so that the information in this research will have a

variation in the positive and negative effects culture will have on the curriculum of their English

Foreign Language programs.

General Positive and Negative Effects Culture have on English Foreign Language Program

Curriculums

The positive and negative effects allow one to gain an understanding of the curriculum of

English Foreign Language Programs in other countries. Teaching the English language abroad to

foreigners by foreigners of that same country can be a problem. The teacher, not being from an

English speaking country will not fully grasp the concept of the language. This causes a problem

for the students because the students will not gain everything from the English language that they

should gain if their teacher is not a native English speaker.1

In Japan, English Language Learning and English Language Teaching are both a

challenge for both the teachers and students. This challenge is mainly because of the general

cultural differences between the Japanese and the English. With teaching, the cultural differences

in communication strategies when teaching English are difficult to both the teacher and the

students. Native English speaking teachers need to incorporate their own digital communication

strategies which allow the learners to follow a different communication strategy than what they

are used to following socially. If native English speakers teach English to non-native speakers,

the learners are prevented from a time-consuming process of the cultural adaptation to the way of

communication of a teacher who is culturally different.2

1 Rosenberg, M. S. "The Impact of Culture on Education | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Pearson Allyn Bacon Prentice Hall, 2008. Web. 17 Dec. 2011. <http://www.education.com/reference/article/impact-culture-education/>.2 Hidasi, Judit. "The Impact of Culture on Second Language Acquisition." 2006. Web. Nov.-Dec. 2011. <http://www.childresearch.net/RESOURCE/RESEARCH/2006/exfile/HIDASI.pdf>.

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The cultural differences between teacher and student have a great effect on English

Foreign Language teaching. Cultural norms that are accepted in America or England may not be

accepted in Brazil or India. English Foreign Language teachers need to know what is socially

acceptable in the country in which they are going to teach in order to write a curriculum for their

class. It is also important for English Foreign Language teachers to be aware of current events

that are occurring in the country so that if necessary, they can incorporate the current event into

their lesson plan. If the teacher is not aware of the cultural norms in the country in which they are

going to teach, they may encounter problems with their class in terms of disrespecting of the

culture, or saying the wrong things.3

Positive Effects Culture has on English Foreign Language Program Curriculums

The positive effects that culture has on English Foreign Language programs will

influence a teacher to want to teach English as a Foreign Language. Teachers, before leaving for

their prospective country, will want to know everything they can experience in English Foreign

Language Program teaching. Being culturally aware of the country in which a teacher chooses to

teach English can positively contribute to the curriculum planning of English Language

Programs.4

Students gain the more positive aspect from learning English as a Foreign Language. The

students who are put into English Foreign Language programs, learning that second language

gives these children better opportunities in the future. Learning a second language is better at a

younger age because that language will stick better and easier than if the language were taken at

a later time in life. A student’s self-esteem can increase if they take the extra step and learn a

3 Rosenberg, M. S. "The Impact of Culture on Education | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Pearson Allyn Bacon Prentice Hall, 2008. Web. 17 Dec. 2011. <http://www.education.com/reference/article/impact-culture-education/>.4 Piccolo, Louanne. "Tips on Teaching English in Foreign Countries." English Teaching in Foreign Countries. N.p., 23 May 2011. Web. 25 Oct. 2011. <http://www.brighthub.com/education/languages/articles/73213.aspx>.

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second language because they are able to expand their horizons and make more friends. The

students can appreciate a culture other than their own by learning a second language.

The ways that respect is shown for elders is a positive affect culture has on a student’s

learning in and English Foreign Language program. What is considered respectful from an Asian

student’s perspective is different from what a European or Hispanic student knows what is

respectful. Asian students are quieter in the class room, and making eye contact with the teacher

is considered to be inappropriate in their culture. European students look a teacher directly in the

eye to show respect, unlike the Asian students; this shows the teacher that the student is engaged

into the activity, or lesson. This being said, it is important for teachers to understand the cultural

patterns and belief of their English Foreign Language students so that they are able to make a

curriculum that can best benefit all of their students.5

South Korea

In South Korea, the people are eager to meet foreigners. However, the citizens of South

Korea are intimidated by foreigners because many Koreans are not confident when speaking

English with someone who speaks the language fluently. When going to South Korea to teach

English as a Foreign Language, it is crucial to understand how different the Korean culture is

compared to western cultures. Teachers need to learn the way of life in Korea so that when they

begin teaching, their curriculum and correlated lessons will be appropriate for their students.

Jean Kim argued that culture should be a major focus of language teaching when teaching

English as a Foreign Language. In English as Foreign Language classrooms in Korea, learning

about an English-speaking culture is important for the students as they are able to compare their

culture to the culture of the English-speaking culture. Teaching the students about English-

5 Rosenberg, M. S. "The Impact of Culture on Education | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Pearson Allyn Bacon Prentice Hall, 2008. Web. 17 Dec. 2011. <http://www.education.com/reference/article/impact-culture-education/>.

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speaking cultures allows the students to gain cultural awareness, thus allowing the students to

become aware of what exactly influences their learning of the English language.

Konglish, a mixture of English and Korean, is spoken occasionally by students in English

Foreign Language classrooms. Many believe that using Konglish in EFL classrooms will have

benefits because it will help students understand the differences between Konglish and Standard

English. Some name Konglish as incorrect, while they name Standard English as correct in terms

of an EFL student’s learning. Using Konglish and Standard English in EFL classrooms can give

the students advantages in their learning as well as additional cultural knowledge; it can also help

students gain an understanding of their local Konglish speaking, as well as Standard English. If

EFL teachers incorporate the teaching of Konglish in their curriculum, it will promote a better

understand of the role of English in a Korean student’s life.6

Thailand

The usage of English in Thailand has increased in public areas of communication such as

administration, education and business. English teaching in Thailand mostly occurs in the first

year of primary school. In Thailand, the primary goal of English Foreign Language learner is so

that a Thai learner will be able to communicate with people whose first spoken language was

English, and also people whose first language was not English, but they do speak English such as

people from the neighboring country Malaysia.

English language teachers, whether they are native or non-native speakers, are aware of

the influences culture has on a Thai student’s language learning. This awareness gives the

teacher an understanding of Thai learners’ attitudes towards learning, Some influences culture

has on a Thai student’s language learning include their Buddhist religious and cultural

6 Flattery, Brendan. "An Overview of English in South Korea." Computing in the Humanities and Social Sciences. 2007. Web. 17 Dec. 2011. <http://homes.chass.utoronto.ca/~cpercy/courses/eng6365-flattery.htm>.

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backgrounds, a principal source of knowledge, values, believes and behavior and the fact that the

Thai education system values “cooperation to preserve a natural, hierarchical, and social order”.

This process of using, while also expanding, learners’ first culture for interpreting a foreign

culture is a part of the learners’ expansion of their knowledge of the world.

The new found Education Reform in Thailand has had a positive effect on English

language teaching in Thailand. The changes are planned to be completed within four years, and

the improvements are to be greatly shown with the test scores of English language learning

students. An interesting change that will occur with the Education Reform is more use of self-

access learning centers (SALC). SALCs have been established in many schools and universities

to promote learner independence. The goal of these SALCs is to provide multi-media and

learning facilities for the students so that they can do more practice on their language skills, have

a source of variety of general knowledge in which the students can incorporate the study of

subject matter in the English language, mainly in listening and reading skills, and to be used as a

tool for learning different learning strategies so that students can continue the development of

their work.7

Chile

The Chilean Ministry of Education developed the English Opens Doors Program in 2003.

This program was made to improve the English skills of the local Chilean communities, and

encourage mutual respect and friendship between people of different cultural backgrounds. One

of the most important goals of the English Opens Doors program is to improve the proficiency

level of English in Chile.8 The students and teachers both reach multiple levels of cultural

7 Wiriyachitra, Arunee. "English Language Teaching and Learning in Thailand in This Decade." Web. 12 Dec. 2011. <http://www.apecknowledgebank.org/resources/downloads/english%20language%20teaching%20and%20learning%20in%20thailand.pdf>.8 "2010 CHILE Teach Program." Cultural Embrace: Work, Teach, Intern, Volunteer and Travel Abroad! Cultural Embrace, 2010. Web. 18 Dec. 2011. <http://www.culturalembrace.com/4164085_24622.htm>.

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competency and global awareness with this program. The teachers of the English Opens Doors

program are volunteers from various English speaking countries, but the volunteers are mostly

from the United States.9

The BridgeEnglish English Language Center in Chile has many useful methods of

teaching English. BridgeEnglish uses a communicative approach and a direct method in all of the

classes. This approach allows the students and students to think and communicate solely in

English, without translations. There is an “English Only Policy” so that the students learn

English quickly and naturally in an appropriate matter of time. The methodology used by

BridgeEnglish allows improvement of listening and grammatical conversation, reading

comprehension, and writing skills. BridgeEnglish has personalized study plans for their students,

and even adults. Another method that BridgeEnglish uses is a rotation of the teachers. This

rotation ensures that the students are able to understand the language in a variety of situations

and the students do not get used to one teacher.10

BridgeEnglish and the English Opens Doors program came together in September 2011,

after the Chilean Ministry of Education invited Bridge to recruit an increased number of

volunteers for the program. This adds a positive impact on the English language learning

students in this program in Chile, especially for the school children in Chile who are

underserved.11 More research is needed in foreign languages to take an interest into how to

measure the intercultural competence of foreign language students. This means that research is

9 "Bridge Expands English Opens Doors Program Teacher Recruitment to All Regions of Chile."Press Release Distribution - Submit Press Releases Online - PRWeb. PRWEB, 01 Sept. 2011. Web. 18 Dec. 2011. <http://www.prweb.com/releases/english-opens-doors/teach-chile/prweb8759165.htm>.10 "BridgeEnglish Chile | Metodología De Enseñanza De Idiomas." BridgeEnglish Chile | Instituto De Inglés En Santiago. BridgeEnglish, 2011. Web. 18 Dec. 2011. <http://www.bridgeenglish.cl/metodologia/>.11 Bridge Expands English Opens Doors Program Teacher Recruitment to All Regions of Chile."Press Release Distribution - Submit Press Releases Online - PRWeb. PRWEB, 01 Sept. 2011. Web. 18 Dec. 2011. <http://www.prweb.com/releases/english-opens-doors/teach-chile/prweb8759165.htm>.

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needed to measure how students think and feel about cultural differences, and how to help the

students achieve a certain level of intercultural competence.12

Negative Effects Culture has on English Foreign Language Program Curriculums

Teachers need to be aware of the culture of all of their students, as the cultures in the

classroom will vary, depending on where the teacher will teach. If the teacher is not aware of the

culture norms of their students when creating their lesson plans, something can go wrong. The

students may feel uncomfortable with how the teacher is teaching, the students will not want to

learn from the teacher if the teacher is doing something the student knows is culturally

unacceptable in their own culture, and the student will not want to participate in any of the

activities.

Teachers who are not aware of the cultures of their students will feel as if they are being

disrespected when in actuality, the student is showing the teacher respect, the teacher is just not

used to the culture norm. Teacher may also feel concerned for a student by what the student is

doing; the cultural norm of the student is not something the teacher has seen before, therefore the

teacher will want to reprimand the student, but the student will not know what they have done

wrong. When the student does something that is considered normal in their culture, but not

normal in the culture of the teacher, the teacher needs to understand the difference and know that

the student isn’t doing something “wrong”, but they student is doing something that they are

accustomed to.

Language difficulties are present in the learning of English as a Foreign Language,

especially with students from Asian countries. These students have difficulties with being able to

speak English because there aren’t many opportunities for the students to speak English in or

12 Falasca, Marina, and Laura L. Altstaedter. "Using WebQuests to Develop Intercultural Competence in the Foreign Language Classroom." Jan. 2011. Web. Nov. 2011. <http://www2.dickinson.edu/prorg/nectfl/review67Falasca,Alstaedter.pdf>.

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outside the classroom. The students not being able to do oral practices with the English language

does not give them an adequate learning of the language, causing the student to feel

uncomfortable when having to speak the language. These students need an English Foreign

Language teacher who is a native English-speaker so that they will be able to gain a better

understanding of the language and they will feel more comfortable with speaking.13

South Korea

The major language barrier between Korean and English causes a problem in English

Foreign Language classrooms for both the teacher, and the student. When a student is frustrated

in an English Foreign Language class, and the teacher is a native English-speaker (NEST), the

student is unable to explain their frustration to the teacher because most NESTs do not speak

Korean. This causes a problem and the student may not want to participate in the classroom,

further, and the teacher will not automatically know what to do to alleviate the problem. This

problem causes a cultural gap between the student and teacher that is not easy to fix. The

difference between Korean Teachers of English (KTE) and Native English Speaking Teachers

(NEST) is that KTEs understand how the curriculum was taught to the students when they were

younger, while NESTs do not. KTEs can give more compassion to the Korean Learners of

English because the KTEs know how the students feel, as they have been in a similar situation,

while NESTs cannot do the same.

The culture of NESTs is very different compared to the culture of KTEs. KTEs can easily

understand what the student is trying to say though nun-chi, the skill or ability to understand

what is going on in a situation without being told, but the NESTs cannot because most NESTs do

not have nun-chi in their own culture. Some students feel that NESTs ignore the Korean culture,

13 Rosenberg, M. S. "The Impact of Culture on Education | Education.com." Education.com | An Education & Child Development Site for Parents | Parenting & Educational Resource. Pearson Allyn Bacon Prentice Hall, 2008. Web. 17 Dec. 2011. <http://www.education.com/reference/article/impact-culture-education/>.

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solely focusing on incorporating their own personal culture into the lesson, or curriculum.

English Language Learners in Korea think that NEST’s cultures cannot be socially accepted in

the Korean culture. NESTs have little knowledge of Korean language, and culture, which causes

to be a disadvantage for the lower level English learners.14

Korean students feel that if they were in an English-speaking country, their knowledge of

English would be increased rather than simply being in Korea with a native English speaker as a

teacher. Since language and culture are directly related, to study English, it is crucial to know the

culture and customs of the language. Studying the English language also means studying the

culture so that English can be applied in real situations. Korean students feel that if they were in

an English speaking country, always speaking English, they would also think in English, rather

than studying English in Korea where they would still think in Korean.15

Thailand

Thailand, being a country with only one language, Thai, is not fully prepared to accept

English as their second language. English is needed and wanted in the workplaces in Thailand,

so the English curriculums in Thai universities need to improve, however, the universities are

unable to meet the demands for English used in the workplace. The skills needed in the Thai

workplace are listening and speaking, and these skills are not focused in the English curriculum

in Thai education. With this being said, Thailand will lag behind in the world of business,

education, science and technology, competitively, if the teaching of English is not improved.

There are many factors that have caused the difficulties in English language teaching and

learning in Thailand, mainly in primary and secondary schools. Teachers and students face many

14 Han, Song-Ae. "“Do South Korean Adult Learners like Native English Speaking Teachers More than Korean Teachers of English?”." Faculty of Education, Monash University, Australia, 2002. Web. Dec. 2011.15 Sawir, Erlenawati. "Language Difficulties of International Students in Australia: The Effects of Prior Learning Experience." Education Faculty, Monash University, Australia, 2002. Web. Dec. 2011. <http://ehlt.flinders.edu.au/education/iej/articles/v6n5/Sawir/paper.pdf>.

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obstacles in the teaching and learning of English. Difficulties encountered by teachers are:

teaching heavy loads, too many students in a class as there can be between 45 and 60 students in

one class, classrooms not equipped well enough and lack educational technology, insufficient

English language skills and a lack of native speaker cultural knowledge. The learner of English

in Thailand simply wish that they could speak fluent English, however, most of the students

think that English is too much of a challenge for them to be competent in the English. The

students feel this way because of the English lessons that lack a challenge, being a passive

learner, being too shy to speak English with their classmates, no responsibility to learn, and most

importantly, there is interference from their mother language in pronunciation, syntax and

idiomatic usage.16 Students seem very frustrated and they tend to fail in their language learning

where the curriculum and teachers do not take intercultural communication (ICC) into

consideration.17

The level of English competency in Thailand is not the only reason Thais are unable to

keep up with the rapid changes taking place in our world; Thai education does not properly

enable Thais with this world that is changing so rapidly. A result of this has been the

establishment of the National Education Act in 1997, adopted by Thailand’s new constitution,

which creates the most radical education reform in the history of Thailand. This education

reform involves four main areas: school, curriculum, teacher and administrative reform. The

main concern is that learners have the ability to learn and develop.

16 Wiriyachitra, Arunee. "English Language Teaching and Learning in Thailand in This Decade." Web. 12 Dec. 2011. <http://www.apecknowledgebank.org/resources/downloads/english%20language%20teaching%20and%20learning%20in%20thailand.pdf>.17 Laopongharn, Warrin, and Peter Sercombe. "WHAT RELEVANCE DOES INTERCULTURAL COMMUNICATION HAVE TO LANGUAGE EDUCATION IN THAILAND?"Http://research.ncl.ac.uk/ARECLS/volume_6/laopongharn_sercombe_vol6.pdf. ARECLS, 2009. Web. Dec. 2011.

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With the Education reform, there will be a change in English teaching and learning in

school. In the new curriculum, English will be a foreign language subject that will start from

level one in primary education. The students will have to take an English foreign language

subject class in the core and elective courses. The three objectives that will be in either the core

or elective English courses are knowledge, skill, and positive attitude towards English.

Knowledge includes the usage of English language in communication, learning and

understanding the culture of native English speakers, knowing the differences between Thai and

English as languages, and using it in their work. Skill includes communication strategies,

thinking and learning skills, how to work with others, knowledge seeking skills, and critical and

creative thinking skills. A positive attitude towards English involves having an appreciation for

the English language and its culture.18

Chile

In Chilean English Foreign Language learning, the students have differentiating levels of

anxiety when they learn. In a study that compared the anxiety of Chilean English language

learners to Russian English learners proved that the Chilean English language learners feel a

higher level of foreign language anxiety than the Russian students. Chilean English language

learners perceive their teachers are more nonverbally immediate, significantly. With the new

educational reform in Chile, the Chilean classroom is moving toward a more democratic and

group-oriented format in the curriculum.

Nonverbal classroom immediacy behaviors include maintaining eye contact, using

gestures when lecturing, standing close to students, moving around the classroom, and smiling at

students. Verbal immediacy can include using personal examples when teaching, encouraging

18 Wiriyachitra, Arunee. "English Language Teaching and Learning in Thailand in This Decade." Web. 12 Dec. 2011. <http://www.apecknowledgebank.org/resources/downloads/english%20language%20teaching%20and%20learning%20in%20thailand.pdf>.

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students to talk, using humor, addressing all students by their name, having conversations outside

of class, praising student work, and discussing issues that are not related to class. Chilean

English language learners expect larger amounts of immediacy from their teachers, mainly

verbal. This demonstration, however, does not affect students’ levels of Foreign Language

anxiety. As the expectation of teacher immediacy is high, when the expectations are violated,

there will be a negative effect on student learning. The first table below includes the reports of

the means and standard deviations for the nonverbal immediacy of Foreign Language anxiety

measures, while the second table includes the reports of the correlations between perceived

teacher nonverbal immediacy behaviors, specifically, and foreign language classroom anxiety.

There are current processes of designing and trying to implement curriculum innovations

in English as a foreign language teacher education in Chile. This innovation project has involved

academics from six universities where the common problems of separation between training in

English linguistics and education, lack of language achievement standards and students’ low

scores in international exams were found in all six EFL teacher education programs. There has to

be a change of curriculum at each of the universities so that the country can raise its quality in

foreign language education. The main aim is for language education to have a real impact in each

of the school communities.19

19 Abrahams, Mary Jane, and Miguel Farias. "Struggling for Change in Chilean EFL Teacher Education." Web. 26 Oct. 2011.

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18

20

20 Gregersen, Tammy. "A Cross-cultural Comparison of Nonverbal Teacher Immediacy and Foreign Language Anxiety in Chilean and Russian English Language Classrooms."Revista Signos. 2011. Web. Dec. 2011. <http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342006000300004>.

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Conclusion:

The hypothesis made for this research was that the affect culture has on English Foreign

Language programs in South Korea, Thailand, and Chile would be more positive than negative.

It was found that there were more negative effects in all three of the chosen countries, than

positive effects. Since the negative effects were proven to outweigh the positive effects, there is a

need to find ways to change it so that there are more positive effects than negative. There is now

an understanding of where someone who wants to pursue a career in English Foreign Language

teaching abroad should go if they want to feel comfortable in the country of their choice.

The reason that there were more negative effects than positive in all of these countries

was that the cultural differences of the country with those of an English-speaking country.

However, with the education reforms in Thailand and Chile there were varying significant effects

culture had on the curriculums. The reforms had a positive effect on the curriculum in both of

these countries because of the differentiating methods that were used.

The negative effects in South Korea and Thailand are a direct correlation of the large

cultural differences between student and the teachers who are native English speakers. As

explained in this paper, the students feel as if the teachers do not have an appreciation of the

culture of the students in which they are teaching. In Chile, the negative effects had more to do

with Foreign Language learning anxiety of the students. Although the hypothesis was proven to

be wrong through this research, there is still a lot more learning to do about this subject.

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