MODELS OF INTEGRATING THE CULTURAL COMPONENT IN ENGLISH LANGUAGE TEACHING: A COMPARATIVE ANALYSIS (BYRAM, DEARDORFF, FANTINI)
Keywords:
Intercultural communicative ability, English language teaching, cultural aspectAbstract
English language training increasingly emphasises intercultural communicative competency (ICC) in the age of globalisation and mobility. Theoretical frameworks by Michael Byram, Darla Deardorff, and Alvino Fantini have had the most impact on language education. This essay compares these three frameworks' cultural conceptualisation and potential to inform ELT culture integration. The research is based on critical analysis of each scholar's foundational publications and modern literature linking ICC to classroom practice. Byram's program promotes critical cultural awareness and good citizenship in other cultures through foreign language instruction. Research-based process and pyramid models by Deardorff view intercultural competence as a continual developmental cycle impacted by attitudes, internal results, and external behaviours. Fantini promotes language proficiency and outlines assessment-measurable categories and aspects of intercultural competence. The comparison shows parallels and contrasts in attitudes, knowledge, abilities, reflection, scope, organisation, and pedagogy. The paper concludes with suggestions for English language teachers who want to integrate all three frameworks to construct courses, activities, and examinations that incorporate culture.
References
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