Title
A Case Study of Taiwanese EFL Teachers’ Understanding of Culture

Abstract

      This study explored two EFL teachers’ understanding of culture within the context of higher education institutes of technology in Taiwan. This study was particularly concerned with not only what, but also how and why the participating EFL teachers perceive the concept of culture in the field of English education in Taiwan.

      The data collected from interviews and documents provided detailed insights into the participating EFL teachers’ understanding of culture. The study further revealed that the participating EFL teachers might have limited knowledge of culture. Both of them had difficulties in defining culture in exact terms, and objective culture occupied most of their understanding of culture. The significance of subjective culture was not explicitly recognized. To the participating EFL teachers, culture and language are intertwined, and culture involves everything in people’s day-to-day life. Finally, the U.S.-America culture was perceived as the culture in English education in Taiwan.

      It is hoped that the findings can direct the attention to culture teaching and learning that it deserves in foreign language education in an age of globalization. Education policy makers, teacher educators, and curriculum designers need to be aware of the increasing importance and significance of culture teaching and learning in foreign language education, and include culture learning in their curricula relevant to local contexts and teaching pedagogy. 

Key Words: Culture teaching and learning; understanding of culture; foreign language; intercultural