We all know why we teach culture in the language classroom:
It strengthens students’ connection to the language. It sparks curiosity. It boosts engagement. It promotes critical thinking.
But here’s what no one tells you:
The moment our students are exposed to new ways of living life, it provokes reactions: surprise, admiration, but also discomfort, even outrage. That’s because culture isn’t just content. It’s identity. It’s the deeply held belief of who I am and how the world works.
And as teachers, we are not immune to that.
We are raised in communities that teach us, often silently, that the way we see things is the way things are. Our customs, traditions, beliefs, family structures, the way we dress, eat, and behave. All of it feels like the default. Like reality.
The problem arises when we step into the classroom and unknowingly teach that reality as the only one.
So before we ask our students to explore new cultures, we have to ask ourselves:
👉 Who decides which cultural content we bring into the classroom?
👉 Is it me? My students? The textbook? The institution? Your environment?
The question isn’t whether to teach culture. It’s how to do it in a way that makes learners open to new possibilities, so they can navigate life successfully ✨
