Abstract

It is now argued that a very close relationship exists between culture and learning, and that learners can learn better if the way of their learning corresponds to the cultural features of their society. Taking this argument into account, many linguists, teachers and researchers now suggest that language teaching-learning practices in the classroom should be based on learners’ culture. They argue that if there is a harmony between the mode of teaching-learning activities in the classroom and the cultural features in the broader community outside the classroom, learners can behave competently in the classroom and can, therefore, learn effectively. The present article has attempted to discuss this relationship between culture and learning in general, and also between culture and language learning in particular, with a view to determining a cultural model of classroom instruction for ELT in Bangladesh.

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