Integrating Local History Materials into English Language Teaching for Non-Linguistic Students
DOI:
https://doi.org/10.65164/7d6nw154Ключевые слова:
English, non-linguistic students, speech skills, local history, methodology, communicative approach.Аннотация
This article highlights the importance of local history material in the development of speech skills among non-linguistic students (i.e., those who do not specialize in English) in English lessons. Methodological techniques for the effective use of these materials, as well as their application in interactive classes, will also be analyzed. The supporting evidence underscores the significant benefits of integrating local history materials into English language teaching for non-linguistic students. Numerous studies highlight how such integration enhances cultural relevance, fostering a deeper connection between students and the learning content. For instance, Folklore-based materials and local narratives have been shown to improve language skills while simultaneously preserving cultural heritage. Additionally, incorporating local wisdom and regional content can increase student engagement and motivation, making learning more meaningful and contextually relevant. The use of authentic and culturally grounded materials, such as oral histories and local environmental texts, has been demonstrated to promote not only linguistic competence but also cultural awareness and identity formation. Furthermore, the integration of local history fosters critical thinking skills by encouraging students to analyze their cultural context and relate it to global communication. These arguments are supported by empirical evidence indicating that contextualized, culturally relevant materials facilitate more effective language acquisition and foster a sense of pride and belonging among students.
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