ABSTRACT
This chapter proposes a context-based integrative model in order to answer the question of how culture should be pedagogically treated in the teaching of English as an International Language. It explores culture teaching in non-native English countries by putting forward an "integrative model" for teaching culture in foreign-language education. The integrated model recommends that the teaching of culture in non-native English countries' foreign-language education must consider both the individual level and national level. China may be compared with many non-native English developing countries in the Asia-Pacific region, having experience of being colonised by Western powers in its history. In the integrated model, identity is understood as a dynamic entity, because the learners' interaction with new cultures involves change in their values and perspectives. The chapter reviews four models of teaching culture in foreign-language education. The four models are education, interaction, globalisation, and localisation.
