The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

Mateusz Bogdanowicz

doi:10.31648/ep.6722

Published: 2021-05-101

No. XXII/1 (2021)

The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective

Mateusz Bogdanowicz

Echa Przeszłości

Section: ARTICLES

https://doi.org/10.31648/ep.6722

Abstract

The article calls for a thorough revision of the cultural and historical content of English language curricula at all levels of the Polish educational system. The benefits of coordinated and well-managed language education based on cultural and historical content are outlined. The article is based on the author’s research into part-time university students who are English language teachers, as well as the cultural and historical background knowledge imparted during English classes. The study was conducted at the Department of English Studies of the University of Warmia and Mazury in Olsztyn in 2010–2019. The article expounds the reasons behind students’ and teachers’ reluctance towards incorporating cultural and historical content into English language curricula. The benefits stemming from cultural and historical background knowledge for teachers, students and foreign language teaching in general are discusses. Based on these observations, the last part of the article explores the most effective methods for promoting, introducing, implementing and developing teaching modules that incorporate cultural and historical knowledge. Culture and history-related content would undoubtedly increase the attractiveness and efficacy of language programs, promote competence development (linguistic, extra-linguistic, and general) among students and teachers, increase motivation in the learning and teaching process, and deliver tangible benefits for schools.

Keywords:

culture, history, English teaching, Polish education, English teacher

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Bogdanowicz, M. (2021). The Cultural and Historical Elements in the Foreign Language Teaching and Learning: the Polish Perspective. Echa Przeszłości, (XXII/1), 335–362. https://doi.org/10.31648/ep.6722

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