The aim of this paper is to describe and share an experience that relates to the cultural aspects of EFL. We present an activity designed for English for Specific Purposes classes. In a broader sense, the purpose of this paper is to illustrate how to integrate the acquisition of cultural aspects within the ESP class and how audio-visual materials (for instance, the use of colour slides and photographs) can facilitate L2 learning through speaking and interacting in a classroom setting.

GROUP: This oral activity is carried out at the Nursing School in Oviedo University. The number of students varies each academic year (50-70 students) and their ages sometimes range from 19 to 40. English is an optional subject at this University School, and students can take it in either the second or third year of their Diploma. The group is heterogeneous as far as knowledge of English is concerned.

MATERIAL: The slides and photographs used in this oral activity have been specially selected to surprise students, even to shock and perplex them, and this makes them get involved almost immediately. Most of the slides show and emphasise some peculiar aspects and characteristics of the clothing used by nurses and male nurses in state and private hospitals in Great Britain. These slides are a reflection of socio-cultural differences, because the slides portray a professional reality which is familiar to our nursing students but in this case projected from an alien culture.

OBJECTIVES: The specific objective of this oral activity is the expression of likes/dislikes and preferences through descriptions and comparisons. To achieve this goal, it is necessary for the student to make use of certain grammatical structures (comparative and superlative structures, answers to questions with WH- particles or yes/no questions, practice of simple present ("I normally wear…") and contrast with present continuous ("this nurse is wearing a bottle-green uniform"), possessive adjectives and pronouns). In the same way, the use of specific items of vocabulary is also required (white cap, lawn elbow frills, fob watch, etc.).

Purpose: to examine and compare nursing uniforms in different cultures

to view the L2 culture from the L1 culture

Linguistic function: imparting factual information - describing

expressing likes and dislikes

using comparative and superlative structures in a natural context

Catalyst: slides showing nurses’ uniforms in Great Britain

Level: lower intermediate

Time: one class period (one hour and a half)

PREPARATION: When planning and motivating students for this oral activity, I cannot forget that they have just finished several theoretical classes (Biochemistry, Biophysics, etc.) and that on occasions they even begin their English class after having spent their daily nurse training in the hospital.

Our students should be prepared before this activity starts for at least some minutes. Thus, at the beginning of the session we incorporate some controlled oral practice: most of the items of vocabulary required are provided beforehand through information gap or blank-filling activities. Students listen and work on new words and expressions, e.g.: fob watch, silver plated buckle, lawn elbow frill, scissors with clip, scissors with chain, plastic apron, etc.

A relaxed atmosphere is essential for students, but these selected slides and photographs are an extremely motivating factor and are going to act as the stimulus required to make students concentrate and work.

Grouping students together is equally important for a successful use of this activity. Learners can form groups spontaneously, but it is best when the teacher takes control in order to make sure that certain members of the class are invited to join groups.

PRACTICE: In the session preceeding the activity described here, our students had been given a hand-out entitled "Your Uniform" consisting of a questionnaire or written list of questions (some of which are reproduced below) for which we ask students to write out complete answers:

· Is your uniform royal blue?

· What colour is your uniform?

· Do you wear a stripy uniform?

· Do you normally wear a (white) cap?

· Do you normally wear a cloak?

· Do you wear clogs or shoes?

· What colour are your shoes/clogs/sandals?

· Do you use the same type of footwear throughout the year?

PRODUCTION: This is the last step and the most important part of the session. The previous stages of preparation and practice should predispose the students for this final stage.

Students are often surprised at the particularities these British nurses uniforms show, such as the extensive range of colours exhibited (white, aqua, bottle green, hospital blue, royal blue, pale blue, red, yellow, lilac, navy and the checked uniforms) as well as their unusual colours. Students find equally surprising the use of belts (normally black), black stockings and shoes, or the use of chequered uniforms for the student nurses.

On many occasions these slides cause hilarity and amusement, since the students are not familiar with some of the accessories nurses and student nurses wear in Great Britain. The use of white caps, some of which are strange shapes, bow ties and lawn elbow frills in the private sector is particularly surprising. The use of fob watches hanging from the upper parts of uniforms, and the use of badges and insignia in private as well as public hospitals is also surprising. Students are particularly puzzled to learn that British nurses wear buckles (sometimes silver-plated buckles) which are very big in proportion and baroque in style.

Once all the slides have been projected, students are asked to discuss in groups and later individually some of the peculiarities, similarities and differences exhibited by British nurse uniforms. Students are always willing to express their ideas and opinions, and they are highly motivated to express their likes and, particularly, their dislikes.

· Could you describe this uniform?

· How many differences can you find between her/his uniform and yours?

· Why has she got a fob watch?

· What colour are the nurse’s shoes?

· Which uniform do you like best? Why?

· Do you like this uniform? Why? Why not?

· Why is she wearing a cap?

· Compare a student nurse uniform and your own uniform.

CORRECTING MISTAKES: Throughout this oral activity we should bear in mind the issue of how to correct mistakes. Mistakes can be pointed out (*She wear….> She is wearing) or the right alternative can be used when repeating answers (I normally wear a white uniform but Balbino *wear….> Ah, you normally wear a white uniform but Balbino wears….).

I agree with Nussbaum (1991) when she states that it is advisable for the teacher not to interrupt students when they are speaking in a foreign language, and to keep in reserve some time for systematic in-class correction of mistakes, using certain procedures to protect the students’ positive image. However, we should not forget that adult students expect and want their teachers to correct their mistakes. It is essential for the teacher to be tactful in order to anticipate the student’s reaction. Some corrections can be postponed, whereas in other cases, immediate correction is needed in order to avoid confusing other students.

At the end of the session we revise the most frequent, as well as the most serious errors and performance mistakes. This also gives us clues as to the problems raised in L2 learning; they are the reflection of the interlinguistic process the student undergoes, as well as revealing the strategies adopted.

I also find it very useful to keep notes on this activity, and to monitor students’ motivation and involvement as well as their level of frustration, with a view to improving or modifying the activity next time.

CONCLUSION: Even though the issue of cultural transmission in the language classroom could seem artificial within the ESP class, I agree with Swiderski (1993) that each language classroom should be an experiment in learning culture. The use of slides specifically selected to surprise and puzzle students (just as we have done in this English session for the Nursing School) makes the student get involved in the oral activity. Since images often convey cultural connotations this seems to be a well-aimed and successful way to integrate some cultural aspect and immerse learners in content that is interesting to their lives. However, assumptions taken for granted in one culture (for example, the use of white clogs and white stockings which is the standard thing for a nurse to wear in Spain) do not always hold in another. Transplanting them may lead to some sort of cultural conflict. Students not only learn a second language, but also become more aware of their L1 values and attitudes.

Nussbaum, L. (1991) "Qué se hace con la Primera Lengua en Clase de Lengua Extranjera?" in II Simposi Internacional de didáctica de la llengua i la literatura, Tarragona: Escola de Mestres, 381-392.

Swiderski, R. M. (1993) Teaching Language, Learning Culture, Westport, Connecticut: Bergin and Garvey.