Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
2ELT516Culture and Language Teaching3+0+03712.10.2026
Course Details
Language of Instruction English
Level of Course Unit Master's Degree
Department / Program English Language Teaching
Type of Program Formal Education
Type of Course Unit Elective
Course Delivery Method Face To Face
Objectives of the Course To explain major concepts, theories, and paradigms concerning the relationship among language, culture, identity, and language learning and teaching; critically evaluate traditional, intercultural, critical, and transnational approaches to culture in language education; analyze how culture, identity, power, representation, stereotypes, and ideology are constructed in language-teaching materials, classroom practices, and educational discourse; compare and apply major models of intercultural communicative competence and critical cultural awareness to language-teaching contexts; design and conduct a small-scale, research-informed analysis or pedagogical project using appropriate and ethical procedures; and synthesize research evidence to design inclusive, interculturally oriented, and context-sensitive language-learning activities and materials.
Course Content This graduate-level course examines the complex relationship between language, culture, identity, and language teaching. It introduces major theoretical perspectives on culture in language education and traces the development from traditional culture teaching toward intercultural and transnational approaches. The course explores intercultural communicative competence, cultural representation in textbooks and digital materials, stereotypes and othering, identity and investment, multilingual and multicultural perspectives, critical cultural awareness, and the role of English as a global and lingua franca language. Students will critically analyze research and instructional materials, examine classroom cases, and design pedagogical practices that integrate language and culture in principled, inclusive, and context-sensitive ways. Through article discussions, materials analysis, and a research-informed project, students will connect theoretical perspectives with the realities of language teaching in diverse educational settings.
Course Methods and Techniques Article discussions; critical analysis of research and materials; examination of classroom cases; intercultural language-learning task and materials design; research-informed project development; data collection and analysis; student project presentations; research revision and synthesis.
Prerequisites and co-requisities None
Course Coordinator None
Name of Lecturers Asist Prof.Dr. Şeyma YILDIRIM seyma.yildirim@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Wiley-Blackwell.
Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm. Multilingual Matters.
Selected empirical and theoretical articles on culture, interculturality, identity, representation, and language pedagogy will be assigned throughout the semester.
Course Notes Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Wiley-Blackwell.
Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm. Multilingual Matters.

Selected empirical and theoretical articles on culture, interculturality, identity, representation, and language pedagogy will be assigned throughout the semester.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Project 1 % 100
Total
1
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 5 70
Presentation 1 8 8
Project 1 90 90
Total Work Load   Number of ECTS Credits 7 210

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
NoLearning Outcomes
1 Explain major concepts, theories, and paradigms concerning the relationship among language, culture, identity, and language learning and teaching.
2 Critically evaluate traditional, intercultural, critical, and transnational approaches to culture in language education.
3 Analyze how culture, identity, power, representation, stereotypes, and ideology are constructed in language-teaching materials, classroom practices, and educational discourse.
4 Compare and apply major models of intercultural communicative competence and critical cultural awareness to language-teaching contexts.
5 Design and conduct a small-scale, research-informed analysis or pedagogical project related to culture and language teaching using appropriate and ethical procedures.
6 Synthesize research evidence to design inclusive, interculturally oriented, and context-sensitive language-learning activities and materials.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Introduction of syllabus and discussion of course policy; why culture matters in language education. Research: Discussion of research interests and topic exploration. - -
2 Conceptualizing culture: From products and practices to dynamic and discursive views. Research: Topic refinement and research question development. - -
3 Language, culture, meaning, and context: Major theoretical perspectives. Research: Preliminary literature search and proposal discussion. - -
4 From communicative competence to intercultural communicative competence. Research: Revision of introduction. - -
5 Models of intercultural communicative competence and critical cultural awareness. Research: Revision of literature review. - -
6 Culture, identity, investment, and learner/teacher positioning. Research: Revision of methodology and analytical framework. - -
7 Representation, stereotyping, othering, power, and ideology in language education. Research: Data source and materials selection and instrument preparation. - -
8 Midterm week. Research: Data collection and materials compilation. - -
9 Culture in textbooks and language-teaching materials: Critical materials analysis. Research: Data collection and data organization. - -
10 English as a global language, English as a lingua franca, and transnational perspectives. Research: Data analysis. - -
11 Multilingualism, multiculturalism, and local/global cultural resources in the classroom. Research: Results. - -
12 Teaching culture through literature, media, digital texts, and critical incidents. Research: Discussion. - -
13 Assessing intercultural learning: Principles, tools, challenges, and ethical issues. Research: Revision. - -
14 Designing intercultural language-learning tasks and materials; student project presentations. Research: Revision and presentation. - -
15 Research revision, synthesis, and course evaluation. Research: Submission. - -

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12
C1 5 3 4 2 1 1 5 3 2 4 4 4
C2 5 4 5 3 1 1 4 3 3 5 5 5
C3 5 4 5 4 1 2 4 3 5 5 4 5
C4 5 5 4 3 2 2 5 4 4 5 4 5
C5 4 4 5 5 2 3 4 4 5 4 4 4
C6 5 5 4 3 2 3 5 4 5 5 5 5

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant