Abstract
Many of those who undertake the task of teaching a foreign language
are aware of the huge differences between what they do and what the teachers
of a native language do. The former ones obviously know the specificity of
their field, which requires them to have qualifications ranging from abstract
intuition to knowledge generated by basic rules. What many miss, however, is
that culture is the main difference that must be the center of attention of those
who assume the responsibilities of this field. This is due to the fact that the
teacher of a native language is able to start immediately the educational
process, based on a cultural background that influences the language and is
influenced by it. In that sense, he is more fortunate than his counterpart who has
to work hard to bridge that gap between the specific culture of the student and
the target language, out of a deep conviction of the dialectical relationship
between language and culture. To what extent, however, will the teacher of a
foreign language succeed in his endeavor?
A teacher who acquires the conviction mentioned above is often able to
assume some of the details of the educational process, but is unable to put it in
its proper context without the concerted efforts of the surrounding individuals
and institutions.
Hence the present study which deals with the role of individuals and
institutions in creating a cultural environment guiding the students as well as
stimulating them, and also showing how to communicate with these entities in
order to seek their help in the field of language teaching, which seems not at all
part of their goal but in fact is very close.