The Evolving Role of Culture in English Language Teaching: Historical Insights and Contemporary Implications


  • Dr. Syed Kazim Shah Assistant Professor, Department of Applied Linguistics, Government College University Faisalabad, Punjab, Pakistan.
  • Dr. Hafiz Muhammad Qasim Assistant Professor, Department of Applied Linguistics, Government College University Faisalabad, Punjab, Pakistan.
  • Wardah Azhar Lecturer, Department of Applied Linguistics, Government College University Faisalabad, Punjab, Pakistan.


ELT, culture, historical, development


This study delves into the changing function of culture in English language teaching (ELT) approaches, tracking its development from the late 19th century to the current day. The research shows that students can greatly benefit from developing their intercultural competence and understanding through the incorporation of cultural elements into language classes. Recognizing culture as an integral component of language proficiency is being more and more highlighted in this paper through a critical examination of distinct historical phases, regional variations in culture pedagogy (e.g., USA and Europe), and contemporary trends. Furthermore, it stresses the significance of ongoing research and collaboration in developing culture pedagogy, which is crucial for keeping language education adaptable to the demands of varied students in an increasingly globalized society. By shedding light on regional differences and current tendencies that encourage intercultural understanding and diverse viewpoints, this study adds to our knowledge of the development and current state of culture pedagogy in ELT. The research highlights the importance of culture as a transformative force in creating ELT settings that are welcoming to all students and sensitive to their cultural backgrounds.


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How to Cite

Shah, D. S. K., Qasim, D. H. M., & Azhar, W. (2023). The Evolving Role of Culture in English Language Teaching: Historical Insights and Contemporary Implications. Pakistan Journal of Language Studies, 7(1), 89-106. Retrieved from //

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