In the era of globalization, English has become not only a means of international communication but also a carrier of cultural values, beliefs, and worldviews. As a result, the integration of culture into English Language Teaching (ELT) has been widely recognized as an essential component in developing learners’ communicative competence. Teaching English without cultural content may lead to linguistic knowledge that is accurate in form but inappropriate or ineffective in real communication.

Language and culture are closely interconnected, as language both reflects and shapes cultural reality. According to Kramsch (1998), language expresses, embodies, and symbolizes cultural meaning. Many linguistic features of English, such as idiomatic expressions, politeness strategies, humor, and pragmatic conventions, cannot be fully understood without reference to their cultural contexts. Therefore, cultural instruction helps learners interpret meaning beyond literal language use and avoid pragmatic failure in cross-cultural communication.

Moreover, incorporating culture into ELT plays a crucial role in developing learners’ intercultural communicative competence. Byram (1997) argues that effective language users need not only linguistic competence but also the ability to interact appropriately with people from different cultural backgrounds. This competence includes attitudes of openness, knowledge of social practices, skills of interpreting and relating cultural phenomena, and critical cultural awareness. By exposing learners to cultural norms and communicative conventions of English-speaking communities, teachers can prepare students to function more effectively in international and multicultural settings.

In addition to enhancing communicative competence, cultural content can significantly increase learners’ motivation and engagement. Cultural topics such as lifestyles, traditions, social issues, and popular culture often make language learning more meaningful and relatable. When learners perceive English as a living language connected to real people and societies, they are more likely to develop intrinsic motivation and positive attitudes toward learning. As Cortazzi and Jin (1999) suggest, cultural familiarity provides learners with meaningful contexts that facilitate language acquisition.

However, the teaching of culture in ELT should be conducted in a balanced and critical manner. Rather than focusing exclusively on the cultures of inner-circle English-speaking countries, teachers should adopt an intercultural approach that encourages comparison between the target culture and learners’ own culture. This approach helps learners develop cultural awareness without promoting cultural dominance or loss of cultural identity. Kramsch (1993) emphasizes that language learning should create a “third space” where learners can reflect on both their native culture and the target culture critically.

In conclusion, culture plays a vital role in English language teaching by enhancing learners’ understanding of meaning, developing intercultural communicative competence, and increasing motivation. Integrating cultural elements into ELT enables learners not only to use English accurately but also to communicate appropriately and effectively in diverse cultural contexts. Therefore, culture should be viewed as an indispensable component of English language education in a globalized world.