Foreign Language Teachers' Beliefs about the Integration of the Cultural Element in the Language Classroom

This paper is part of a wider research in which we study the beliefs of Second Language Teachers about the integration of cultural aspects in the foreign language classroom. A questionnaire were distributed among teachers in the provinces of Malaga and Granada in order to find out what they thought on three fundamental issues: 1) the importance that the European Union gives to the teaching of cultural aspects; 2) the relative weight that linguistic and cultural elements have in Foreign Language Teaching; and 3) which cultural contents should be included in the syllabus. For each item, we perform an analysis of the frequency distribution and the existence of statistically significant differences on their answers according to the independent variables such as language being taught, years of experience, the province in which they teach, the academic level and the gender.