From 'Culture' to 'culture' : proposals for renewing the methodology and evaluation of the teaching of culture in French in Maltese schools

Abstract

This dissertation aims to research the theory surrounding the methodology and evaluation of the teaching of culture in French in Maltese schools, most notably the importance attached to culture in language teaching throughout the years, as well as with an early, as well as a more current conceptual model of culture learning and ways and means in which culture can be incorporated into the language classroom, in addition to the notion of interculturalism. The main objective in researching this theory is to propose recommendations to renew the methodology and evaluation of the teaching of culture in French in Maltese school. Three research tools were used: interviews, questionnaires and lessons, to evaluate opinions and attitudes towards culture teaching and the teaching of 'culture' as opposed to 'Culture'. Findings were then presented and discussed. The results of the analysis carried out suggest that the Education Officer of French, and the Head of Department of Italian, are in favour of interculturalism and of the importance of the teaching of 'culture' as opposed to an exclusive focus on 'Culture' in the classroom. Although teachers of French are aware of the importance of 'culture' and of implementing interculturalism, they are wary of the challenges associated with such an approach to culture teaching. The analysis of the students' questionnaires reveals that this attitude is also seen amongst students, who fear that these challenges might result in confusion and in lack of comprehension. However, the analysis of the lessons reveals that students both enjoyed and claimed to have learnt from the 'culture' lessons implemented. Thus, this shows that students' worries were a result of preconceived ideas.