Abstract:
Language is inseparably linked to culture, and teaching English as a Second
Language (ESL) often involves navigating the cultural dimensions embedded
in the language. In the Sri Lankan context, localizing English language
teaching materials has become common practice, but this process often filters
out cultural aspects central to the authentic use of English, such as inclusivity,
gender roles, and global perspectives. This disconnection can limit students’
exposure to diverse worldviews and hinder their readiness to engage in a
globalized society. This study involved a qualitative discourse analysis approach
to analyzing lesson material used to teach compulsory English courses at the
Faculty of Arts, University of Peradeniya, using cultural theories related to
ESL. These lessons were chosen because they are utilized in teaching the
compulsory English courses for first-year and second-year undergraduates,
serving as the foundation for successful academic performance. It examined
the practicality of finding a middle ground by incorporating both localized and
original texts in English lesson materials in order to provide the learners with
both local and global experience. The research analyzed how this approach
is practiced in the Sri Lankan ESL context and its implications for bridging
cultural gaps in language instruction. The findings revealed the benefits of
integrating localized and original texts, emphasizing the need for a balanced
approach that accommodates students’ cultural identities while providing
exposure to global perspectives. In conclusion, by critically evaluating the
textualization and implementation of such practices, this study highlights their
potential to support linguistic competence and cross-cultural understanding
in ESL learners, preparing them to navigate the complexities of a globalized
world.
