Short Summary: The Language-Culture Connection

Language has a strong relationship with the culture. The use of language will reflect the culture of certain communities or societies. This means that the language cannot be separated from its culture. When someone is learning one language, he/she will also learn its culture both directly and indirectly. It also happens when we are teaching EFL to the students. As a teacher, we should connect our classroom activity to the culture in which the language is used. In line with this, Brown (2001: 64) stated that whenever teachers teach a language, they also teach a complex system of cultural customs, values, and ways of thinking, feeling, and acting of the speakers of the Target Language. 

In conducting the classroom activities, teachers should also consider to the objectives or goals of the course itself. For instance, the goal for EFL is to give the knowledge of English which is useful for students’ future working or academic achievement. Basically, students in EFL country do not have any immediate needs to use English in daily activity. They only use English, mostly, in classroom. Based on the reasons above, although there is no immediate need to use English, teachers should, at least, let them acculturate with the culture of language they are learning for by providing a rich, contextual activity in the classroom. Through the contextual activities provided by the teachers, the acquisition of the TL will be increasing although they only get the TL exposure in classroom. In line with this, Brown (2001: 65) added that students’ language acquisition will be more successful with the help of contextual activities allowing them to adapt the new cultural milieu. 

There are some useful activities which can be applied by teachers dealing with the Language-Cultural principles, such as; 

•  Conducting a cross-cultural discussion between the culture of students’ country and the culture of Target Language. In this activity, students can learn the strengths and weaknesses of each culture. For example, they are asked to discuss why most people in English speaking country really appreciate time, why we should maintain the eye-contact when we are having conversation with other people, etc.

•  Explaining the cultural connotations, especially the sociolinguistics aspect, of language (Brown, 2001: 64).

• Choosing the most appropriate contextual materials to be taught to the students (not containing cultural offensive aspects). For example, teachers should provide the materials which are free from gender bias, culture bias, and racism.

•  Conducting an activity which can encourage students to promote their own culture using English. For example, asking students to discuss their cultures and presenting the result of discussion in front of the class.

Besides, teachers should also help students to be aware of acculturation and its stages. If they found some misunderstanding when relating the culture of TL and the culture of students, teacher should assist them to, at least, understand the difference of both cultures by giving the explanation that there is no culture better than others. In this case, teachers should give explanation that students can take the benefit from the TL cultures which is harmonious with their culture. Besides, teachers should pay more attention to the importance of TL as a powerful tool for adjustment in the new culture (Brown, 2001: 65). 

Generally the Language-Cultural principle has the similarities on the classroom application and implication with the Language Ego and Self-Esteem principles. The understanding between language and its culture will help students’ affective developmental process (Brown, 2001: 65). Thus, by considering the language-culture relationship, students can express their ideas or opinions, as well as their emotions, through the language they are learning for.