Cultural Connections to Pedagogy in English as a Second Language (ESL) Education

Abstract

In similarity to other subjects, English as a second language (ESL) can be both taught and interpreted differently as a result of the cultural connections to pedagogy. Ideally ESL classes are taught by native English speakers, but classrooms in English speaking countries are culturally different from non-English speaking countries. In order for the native English speakers to teach a class in a foreign country without triggering their students’ affective filter—a psychological barrier determined by Stephen Krashen (1982) to prevent unconscious acquisition of the comprehensible input— the teacher should familiarize themselves with that country’s national culture. Geert Hofstede created what is now referred to as the “six-dimensional model of national culture” which displays these cultural differences in terms of how countries solve six separate societal issues. The pedagogical data and feedback received from students in Asia, Europe, and Central and South America show that general ESL class structure lacks two key factors in language learning: comprehensible input and consideration for their students’ affective filters. No matter the country or the cultural pedagogy, students will not be able to fully acquire and apply a language without exposure to comprehensible input. Nor without consideration for the students’ affective filter, which can determine whether or not the student actually comprehends the comprehensible input.