The Relation between English Language Cultural Exposure and EL Teachers’ Competencies

Abstract

English language learning is more than acquiring language skills, as the universality of the English language gives it an array of socio-cultural facets that need to be encompassed in English language
teaching to non-native speakers.

This research explores the impact of personal exposure to western cultures on the professional abilities of novice female English language teachers in Qatar. Using a mixed approach of quantitative and qualitative data collection tools, findings from this research show that there is a statistically significant correlation using Pearson’s test between the teacher’s exposure to English language cultures and her competency as an EL Teacher. Furthermore, results show that when teachers are more confident with their grasp of the language especially because of familiarity, they are more able to focus on improving their teaching methods and educational strategies. Feedback also emphasized the importance of such exposure on improving accents and comprehension, which directly aided in the teachers’ abilities to impart knowledge to their students.

The impact of these results is significant with high implications on higher education policies and curriculum design. The findings of this research provide valuable insight into the training of ELT in non-native contexts and recommends to policy makers to consider cultural emersion and exposure of student teachers to EL cultures in order to improve their competencies.