Validating Cultural Identity: Comparative Approach to EFL Teaching

DOI: 10.24833/2949-6357.2024.GEO.1  УДК: 811.111

Elena E. Sokolova
Candidate of Philology, Associate Professor, Moscow Institute of Physics and Technology, Moscow, Russia;
email: selena12@mail.ru

Larisa I. Tararina
Candidate of Pedagogy, Associate Professor, Moscow Institute of Physics and Technology, Russian State Social University, Moscow, Russia;
email: lt31@mail.ru

Abstract
The importance of integrating comparative strategies of using L1 minimally and with a clear purpose into the EFL classroom are discussed in the article. In the current diverse and inclusive environment, connecting with learners on cultural levels that can enhance their learning often results in missing important opportunities. The authors analyze a usage-based approach to EFL teaching based on sociocultural theory where L1 is understood as a beneficial cognitive tool to be employed in the process of teaching as a cultural agent constructing knowledge within unique local environments. With cultural practices in L2 unknown in L1, sometimes explaining becomes too time-consuming. L1 application contributes to teaching and building rapport, eases apprehension and breaks down barriers. The conclusion is made that to avoid misunderstanding in intercultural communication and to interpret the idea expressed in L2 one should get an insight into the native speakers’ vision of the world, their mindset.

Keywords: foreign language, native language, EFL, cultural identity, comparative approach.

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