ABSTRACT
This chapter examines how culture has been treated in foreign-language education. The historic development of cultural pedagogy could probably be divided into three stages: explicit culture teaching, Communicative language teaching (CLT), and intercultural communication. In spite of some overlaps between stages, each stage reflects a different paradigm of teaching culture in language programmes. Brooks, N. D. was one of the first people to introduce American culture pedagogy, with its focus on "culture with small." A historical review of culture pedagogy up to the 1970s shows the significant efforts made by Western language educators to raise the question of how to teach culture in language programmes. Teaching culture usually focused on the content dimension, namely, the relationship between linguistic practices and their cultural content. Teaching approaches often involved content-oriented culture pedagogy. The additive approach of teaching culture implies a significant step in culture pedagogy in both theory and practice.
