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The Critical Role of Teacher Cultural Awareness in Effective English Language Instruction

Latsanyphone Soulignavong, PhD

Faculty of Letters, National University of Laos

Abstract

In today’s globalized educational landscape, English language teachers face the dual challenge of not only teaching linguistic competence but also fostering cultural awareness to enhance student learning outcomes. Research indicates that instructors who demonstrate strong cultural awareness create more inclusive learning environments, resulting in reduced student anxiety and increased participation. The development of cultural competency among teachers is particularly crucial as it enables them to understand diverse learning styles, address individual differences, and implement culturally responsive teaching strategies. Drawing from current research, effective English language instruction extends beyond traditional grammar and vocabulary teaching. Teachers must recognize their pivotal role in bridging cultural gaps, managing cross-cultural communication challenges, and creating supportive learning environments that acknowledge students’ diverse cultural backgrounds. The integration of cultural activities, technology-mediated tasks, and intercultural communication training can significantly enhance student engagement and learning outcomes. Teachers who actively develop their cultural awareness are better positioned to address the psychological and behavioral factors affecting language acquisition, ultimately leading to improved student motivation and language proficiency. Therefore, teacher development programs should prioritize cultural competency training alongside pedagogical skills to prepare educators for the complexities of modern language classrooms. Such preparation enables teachers to serve not just as language instructors but as cultural mediators who can effectively guide students toward successful language acquisition while fostering cross-cultural understanding and respect.

Keywords:

Cultural Awareness, English Language Teaching, Cultural Competency, Cross-cultural Communication, Teaching Effectiveness

The Future of the Past in Language Teaching

Jack C. Richards

University of Sydney

Abstract

The nature of the world and the role of English within it have changed substantially in recent years. The landscape of teaching and learning has also changed since the advent of the World Wide Web and of mobile technology and Artificial Intelligence or AI. This has resulted in a number of implications. One is that learners are no longer dependent upon the classroom as a source of input to their learning. In this presentation I want to look back to the past, to how language teaching was carried out prior to the digital age, and then to consider how the new affordances provided by technology and the internet  are influencing both present and future practices in language teaching. I explore the contributions of classroom-based teaching and out of class learning, and to explore some of the ways in digital and AI resources are changing the nature of both in-class and out-of-class language learning.

Student Engagement through Comprehensible Input

Dr. Sharon Torkelson

English Language Fellow

Abstract

In the realm of language acquisition research, Comprehensible Input (CI) theory, as proposed by Stephen Krashen, serves as a cornerstone for fostering fluency and proficiency in English Language Learners (ELLs). This session explores the vital role of CI in language development and presents practical, research-based strategies for creating meaningful connections and building a sense of community in the language classroom. By focusing on providing students with language that is just above their current proficiency level (i+1), teachers can ensure that learners are both challenged and supported, leading to effective language growth. The session will highlight activities designed to engage students in authentic communication, encouraging meaningful interactions and fostering confidence in using English. Attendees will gain insights into using interactive storytelling, cooperative learning, task-based activities, and games to promote active participation and maximize the benefits of CI. Additionally, the session will demonstrate how incorporating CI into classroom routines not only supports language acquisition but also cultivates a collaborative, inclusive environment where students feel motivated to speak and interact in English. This approach is essential for developing both linguistic skills and a sense of belonging in diverse classrooms, ultimately advancing ELLs toward greater fluency and academic success.

Helping Asian Learners Develop an Ear for English

 Alastair Graham-Marr

Retired Professor at Tokyo University of Science 

Many learners often find English a difficult language to aurally comprehend. Why is this? Broadly speaking, we can divide the world's languages into syllable-timed languages and stress-timed languages. Many Asian languages including Lao are syllable-timed. However, English is a stress-timed language. And many Asian students of English are often unable to aurally comprehend language that they would otherwise fully understand were it written down. And, if learners are unable to comprehend auditory input, vital language learning opportunities are lost. This presentation looks at how we can help Lao learners to develop their listening skills and access the world of English outside the class.