This paper examines the interdependent relationship between language and culture in multilingual English language classrooms and proposes a pedagogical model that integrates cultural awareness as a core component of language instruction. Grounded in the view that language functions not only as a communicative tool but also as a carrier of cultural cognition and identity, the study draws on intercultural communication theory and research on linguistic consciousness. The theoretical framework is informed by Edward T. Hall’s Cultural Iceberg Model and contemporary interpretations of linguistic consciousness as a culturally mediated cognitive process. Particular attention is given to the influence of learners’ first languages (L1) on English acquisition, highlighting how linguistic interference often reflects deeper cultural norms, values, and communicative expectations rather than purely structural differences. To address these challenges, the paper presents a learner-centered cultural workshop designed as a supplement to the core language course. The workshop employs task-based learning, problem-solving scenarios, and role-play activities in which learners temporarily adopt cultural perspectives different from their own. This approach encourages reflection, empathy, and active engagement with cultural meaning while using the target language in authentic communicative contexts. Classroom observations indicate that integrating structured cultural tasks enhances learners’ intercultural awareness, pragmatic competence, and confidence in cross-cultural interaction. The findings suggest that meaningful language learning emerges most effectively when cultural understanding is embedded within pedagogical practice. The study contributes to discussions within the Language & Culture field by offering practical strategies for culturally responsive language education in diverse learning environments.

Authors:
Alla Slesarchuk, Boswell High School, United States

About the Presenter(s)
Alla Slesarchuk is a language educator and early-career researcher with international academic and professional experience in multilingual and multicultural educational contexts. She completed her education in Ukraine, France, and the United Kingdom, where she developed a strong foundation in language education, applied linguistics, and intercultural communication.

Connect on Linkedin
https://www.linkedin.com/in/alla-slesarchuk-english-french/

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