Culture is an integral part of the FL classroom, yet teachers often face difficulties when incorporating it into their curricula. This survey study gathered data from teachers of many different languages, including ASL, all at the secondary level in the state of Utah. The study attempts to describe how secondary FL teachers view the role of culture in language teaching. It also details which models, means, or methods teachers use to communicate culture to their students, as well as the amount of culture included in their lesson planning, instruction, and assessment. Factors that contribute to more culture inclusion in the secondary classroom are also discussed. Findings from this study support previous research in the field, but also reveal particular definitions, insights, and dilemmas. These ideas form a basis to suggest pedagogical implications and further research for an effective model of culture integration for the FL teaching profession.
College and Department
Humanities; Center for Language Studies
BYU ScholarsArchive Citation
Asay, Danielle Patricia, "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom" (2016). Theses and Dissertations. 6192.
Culture, foreign language teaching, language teaching methodology, language proficiency, Standards for Foreign Language Learning, World-Readiness Standards for Learning Languages, ASL