Culture — the Fifth Language Skill I. The understanding of culture A. "Software of the Mind" — traditions, values and______behav

In this section you will hear a mini-lecture. You will hear the mini-lecture ONCE ONLY. While listening to the mini-lecture, please complete the gap-filling task on ANSWER SHEET ONE and write NO MORE THAN THREE WORDS for each gap. Make sure the word(s)you fill in is(are)both grammatically and semantically acceptable. You may use the blank sheet for note-taking.
    You have THIRTY seconds to preview the gap-filling task.
     (a thirty-second interval)
    Now listen to the mini-lecture. When it is over, you will be given THREE minutes to check your work.
                    Culture — the Fifth Language Skill
    Good morning, everyone. Today, I want to share with you my understanding of culture as the fifth language skill, in addition to listening, speaking, reading and writing. I’ll approach my topic in three aspects: the understanding of culture: the teaching of culture in ELT: and why it is considered the fifth language skill.
    First of all, what do we mean by " culture" ? Many people might quote the Dutch psychologist Geert Hofstede’s maxim "Software of the Mind" , the subtitle of his 2005 book Cultures and Organisations. What culture covers are the commonly held traditions, values and ways of behaving of a particular community. It includes what we used to call "British and American life and institutions" , "daily life" and also cultural artefacts, such as the arts or sports. This is all interesting and sometimes useful knowledge and it is often included in textbooks.
    However, there is also another level of understanding of culture. This is how you develop cultural sensitivity and cultural skill. This covers how you build cultural awareness, what qualities you need to deal successfully with other cultures, and how to operate successfully with people from other cultures. This is often considered to be a business skill for adults, such as international sales managers or explorers. But if you think about it there is a set of skills also needed by refugee kids, " third culture kids" following their parents as they are posted around the world, and students going abroad in gap years before university or overseas study grants.
    Therefore we could argue that the teaching of culture in ELT, i.e. the teaching of English to people for whom it is not the first language, should include these things:
    First, cultural knowledge. I mean, the knowledge of the culture’s institutions, "the Big C" , as it’s described by Tomalin and Stempleski in their 1995 book Cultural Awareness. Second, cultural values, which are the "psyche" of the country. What people think is very important: it includes things like family, hospitality, patriotism, fairness, etc. Third, cultural behaviour, which refers to the knowledge of daily routines and behaviour. Tomalin and Stempleski describe it as "the little c". And the last one, cultural skills. They mainly embody the development of intercultural sensitivity and awareness, using the English language as the medium of interaction.
    Then why should we consider the teaching of a cultural skills set as part of language teaching and why should we consider it a fifth language skill? I think there are two reasons. One is the international role of the English language and the other is globalisation.
    Many now argue that the role of the English language in the curriculum is a life skill and should be taught as a core curriculum subject like maths and the mother tongue. The reason for this is the development of globalisation and the fact that to operate internationally people will need to be able to use a lingua franca. For the next twenty to thirty years at least, that language is very much likely to be English. It means that English will be a core communicative skill and will need to be taught early in the school curriculum. Many countries now introduce English at eight years old and many parents introduce their children to English at an even younger age, using "early advantage" programmes.
    The second argument is globalisation itself. You could say, "We are all internationalists now." We are or will be dealing with foreigners in our community, going abroad more, dealing at a distance with foreigners through outsourcing or email, phone and video-conferencing. And this isn’t just for adults. Kids are interchanging experience and information through travel, keypal schemes and networks like Facebook. This is the time to develop the intercultural skills that will serve them in adult life.
    Up until recently, I assumed that if you learned the language, you learned the culture, but actually it isn’t true. You can learn a lot of cultural features but it doesn’t teach you sensitivity and awareness or even how to behave in certain situations. What the fifth language skill teaches you is the mindset and techniques to adapt your use of English to learn about, understand and appreciate the values, ways of doing things and unique qualities of other cultures. It involves understanding how to use language to accept difference, to be flexible and tolerant of ways of doing things which might be different to yours. It is an obvious change in attitude that is expressed through the use of language.
    So these are some of the big picture issues I would be delighted to exchange ideas on with you. Next time we can look in more detail at some of the "nitty gritty" operational issues that teachers and materials developers have to deal with in their daily lives. Thank you for your attention. I look forward to meeting you again.