How Can Conflicting Policies Influence Culture Learning and Teaching in EFL Context? Arizavi Saleha, Mousavi Seyyed Ahmadb, Namdari Namdarc, Gharbavi Abdullahd aShahid Chamran University of Ahvaz, Iran bPh.D. Candidate, Applied Linguistics University of Tehran, Iran cShahid Chamran University of Ahvaz, Iran dPayam-e-noor University of Khorramshahr, Iran Online published on 7 May, 2014. Abstract Traditionally the cultural values and norms would comprise an important part of language classroom teaching. However, recent opposing ideas especially from policies with increasing tensions call for less adherence to culture-bound values but instead to intelligibility (Richards, 2002). In our country, for example, due to the political tensions with the west, teachers are not normally familiarized with English cultural values in their formal education. In addition, after graduation, they are required to teach materials that purposefully marginalize the cultural aspects of the target language (TL). Although, in the non-native setting, this aspect can play a subsidiary role, for it can be compensated by a simple recourse to mother culture, in the native to non-native interaction this unfamiliarity can lead to serious communication breakdowns. Given all these observations, in this study, it is intended to explore how conflicting policies can cause cultural separation among nations and how this gap can permeate the teacher training centers and consequently the English language classrooms. To this end, one hundred teachers of English were asked to answer questions concerning culture-related issues in language teaching and learning, like the significance of cultural transfer, the importance of dealing with cultural similarities and differences, acquaintance with sociopragmatic and pragmalinguistic considerations, and raising teachers’ awareness of the sociopolitical facets. A number of ways to bridge the gap indicated are finally proposed, too. The results indicate that although teachers are not encouraged to focus on the target language speakers’ culture, they see this aspect quite motivating for learners and an integrative part of their classes. The implication is that inclusion of cultural aspects should basically be invested on not only in classroom interactions, but also in course books. Top Keywords Conflicting Policies, Culture awareness, Teacher Education Issues, Culture Teaching, Political Tension. Top |