THE ROLE OF LINGUOCULTUROLOGY IN TEACHING ENGLISH: TOWARDS A CULTURALLY RESPONSIVE PEDAGOGY
Keywords:
linguoculturology; intercultural competence; communicative pedagogy; pragmatic fluency; cultural linguistics; global ELTAbstract
This study provides an in-depth exploration of the intersection between linguoculturology and English Language Teaching (ELT), situating the concept within contemporary debates on intercultural competence and communicative pedagogy. Drawing on historical, theoretical, and empirical foundations, the paper argues that effective English instruction cannot be divorced from cultural context. Linguoculturology, as an interdisciplinary approach, illuminates how language embodies cultural cognition, identity, and social behavior. Employing qualitative research methods, including literature synthesis, classroom observations, and textbook analysis, this paper demonstrates that integrating cultural knowledge into ELT enhances pragmatic awareness, critical thinking, and motivation. Moreover, it discusses the challenges of implementing linguocultural pedagogy in diverse educational settings and proposes frameworks for teacher education, curriculum design, and digital mediation. The findings suggest that linguoculturology should serve as a guiding paradigm in global English education, promoting both linguistic proficiency and cultural intelligence.
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