What teachers say about addressing culture in their EFL teaching practices: the Vietnamese context

Abstract

This paper examines Vietnamese EFL teachers’ beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities were still limited. Priority was given to teaching language knowledge and skills, while culture played a minor role only.

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