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Abstract
Around the world, intercultural competency is becoming more widely acknowledged as a crucial element of English language teaching (ELT). Language proficiency is frequently prioritized over the rich cultural aspects of English-speaking communities in Nepal, where classrooms are multilingual and culturally diverse. This study investigates how Nepalese educators and learners view the incorporation of the target culture into EFL lessons. Data were gathered from ten EFL teachers and 20 high school students in Kathmandu, using a mixed-methods approach. The results show that although both teachers and students appreciate the inclusion of the target culture, effective cultural instruction is hampered by real-world issues like out-of-date textbooks, inadequate training, and little exposure in the classroom. It is suggested that in order to improve intercultural communicative competence, teachers be trained in cultural pedagogy, intercultural materials be incorporated into textbooks and experiential learning be encouraged.
[Di seluruh dunia, kompetensi interkultural semakin diakui sebagai unsur penting dalam pengajaran bahasa Inggris (English Language Teaching/ELT). Di Nepal, di mana ruang kelas bersifat multibahasa dan beragam secara kultural, kemahiran berbahasa sering kali lebih diprioritaskan dibandingkan kekayaan aspek budaya dari komunitas penutur bahasa Inggris. Penelitian ini mengkaji bagaimana pendidik dan peserta didik di Nepal memandang pengintegrasian budaya sasaran ke dalam pembelajaran bahasa Inggris sebagai bahasa asing (EFL). Data dikumpulkan dari sepuluh guru EFL dan 20 siswa sekolah menengah atas di Kathmandu dengan menggunakan pendekatan metode campuran. Hasil penelitian menunjukkan bahwa meskipun guru dan siswa sama-sama menghargai pentingnya memasukkan budaya sasaran, pembelajaran budaya yang efektif masih terhambat oleh berbagai persoalan praktis, seperti buku ajar yang sudah usang, pelatihan yang tidak memadai, serta minimnya paparan budaya di dalam kelas. Oleh karena itu, penelitian ini menyarankan agar guru dibekali pelatihan pedagogi budaya, materi interkultural diintegrasikan ke dalam buku teks, serta pembelajaran berbasis pengalaman didorong guna meningkatkan kompetensi komunikatif interkultural.]
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Copyright (c) 2026 Kamal Khanal (Author)
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References
- Al-Husseini, S. (2006). The visible and invisible role of English foundation programmes: A search for communication opportunities within EFL contexts. Asian EFL Journal, 8(4), 35–51.
- Brdaric, H. (2016). The importance of teaching culture in the foreign language classroom. Osijek: Sveučilište J. J. Strossmayera.
- Boustar, R. (2025). Teachers’ and Students’ Perceptions of Intercultural Aspects of ELT in Moroccan EFL Discourse. International Journal of English Teaching and Learning, 3(1), 12-22.
- Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
- Byram, M. (2008). From foreign language education to education for intercultural citizenship. Clevedon: Multilingual Matters.
- Corbett, J. (2003). An intercultural approach to English language teaching. Multilingual Matters.
- Crawford, L. M., & Lange, D. (1987). Integrating language and culture: How to do it. Theory into Practice, 26(4), 272–279.
- Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390
- Hinkel, E. (2014). Teaching English grammar to speakers of other languages. Routledge.
- Koirala, S. (2021). Exam-oriented EFL teaching in Nepal: Implications for communicative competence. International Journal of Language Education, 9(3), 50–66.
- Kourova, A., & Modianos, D. (2013). Intercultural awareness and its role in enriching students’ communicative competence. The International HETL Review, 60–70.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
- Mishan, F., & Kiss, T. (2024). Developing intercultural language materials. Taylor & Francis.
- Ouakrime, M. (1992). Formal and deep culture for EFL students: A course proposal. Faculty of Letters, Sidi Mohamed Ben Abdallah University, Fes.
- Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge.
- Shrestha, P. (2019). Teaching English in Nepal: Issues and challenges. Journal of English Language Teaching in Nepal, 4(2), 12–25.
- Sharma, R. (2020). Cultural competence in EFL classrooms in Nepal. Nepalese Journal of Linguistics, 15(1), 34–48.
- Sherma, A. B. (2024). Incorporating Interaction into Teaching Writing Essays in the EFL/ESL (L2) Setting. Journal of Modern Educational Research, 3(11), 1-10. https://doi.org/10.53964/jmer.2024011
- Saidi, B. (2024). Intercultural education in the Global South: Decolonising canonical intercultural models in Moroccan university MA program courses. Language and Intercultural Communication, 25(1), 170–184. https://doi.org/10.1080/14708477.2024.2341772
- Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.
- Tomalin, B., & Stempleski, S. (1993). Cultural awareness. Oxford University Press.
References
Al-Husseini, S. (2006). The visible and invisible role of English foundation programmes: A search for communication opportunities within EFL contexts. Asian EFL Journal, 8(4), 35–51.
Brdaric, H. (2016). The importance of teaching culture in the foreign language classroom. Osijek: Sveučilište J. J. Strossmayera.
Boustar, R. (2025). Teachers’ and Students’ Perceptions of Intercultural Aspects of ELT in Moroccan EFL Discourse. International Journal of English Teaching and Learning, 3(1), 12-22.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M. (2008). From foreign language education to education for intercultural citizenship. Clevedon: Multilingual Matters.
Corbett, J. (2003). An intercultural approach to English language teaching. Multilingual Matters.
Crawford, L. M., & Lange, D. (1987). Integrating language and culture: How to do it. Theory into Practice, 26(4), 272–279.
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The Counseling Psychologist, 35(2), 236–264. https://doi.org/10.1177/0011000006287390
Hinkel, E. (2014). Teaching English grammar to speakers of other languages. Routledge.
Koirala, S. (2021). Exam-oriented EFL teaching in Nepal: Implications for communicative competence. International Journal of Language Education, 9(3), 50–66.
Kourova, A., & Modianos, D. (2013). Intercultural awareness and its role in enriching students’ communicative competence. The International HETL Review, 60–70.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Mishan, F., & Kiss, T. (2024). Developing intercultural language materials. Taylor & Francis.
Ouakrime, M. (1992). Formal and deep culture for EFL students: A course proposal. Faculty of Letters, Sidi Mohamed Ben Abdallah University, Fes.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). Routledge.
Shrestha, P. (2019). Teaching English in Nepal: Issues and challenges. Journal of English Language Teaching in Nepal, 4(2), 12–25.
Sharma, R. (2020). Cultural competence in EFL classrooms in Nepal. Nepalese Journal of Linguistics, 15(1), 34–48.
Sherma, A. B. (2024). Incorporating Interaction into Teaching Writing Essays in the EFL/ESL (L2) Setting. Journal of Modern Educational Research, 3(11), 1-10. https://doi.org/10.53964/jmer.2024011
Saidi, B. (2024). Intercultural education in the Global South: Decolonising canonical intercultural models in Moroccan university MA program courses. Language and Intercultural Communication, 25(1), 170–184. https://doi.org/10.1080/14708477.2024.2341772
Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.
Tomalin, B., & Stempleski, S. (1993). Cultural awareness. Oxford University Press.