Culture in ESL Instruction: An Analytic Framework

Abstract

The English-as-a-second-language (ESL) classroom for adult immigrants in Canada is often culturally diverse. From an instructional perspective, the role of culture can be complicated. This article presents a framework for examining culture in an ESL instructional context. An explanation of the rationale behind the framework is followed by a description of the way the framework was applied to the LINC Curriculum Guidelines (Citizenship and Immigration Canada, Ontario Region, 1997) to test its usability as an analytical tool. Suggestions are made for directions for further research.