---
title: "Attitudes to Language and Culture in the EFL Classroom: British"
description: "The paper examines how English Philology students at Las Palmas de Gran Canaria University (ULPGC) value British versus… 42 references."
authors: ["Isabel González Cruz", "María Jesús Vera Cazorla"]
year: 2015
venue: "Revista de Lenguas para Fines Específicos 14"
source: "https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/143"
licence: "CC BY-NC-ND (journal licence per DOAJ; Revista de Lenguas para Fines Específicos)"
summary_licence: "Elamur Cosmic License"
canonical: "https://research.elamur.ai/free/en/papers/cruz-2015-attitudes-language-culture-efl-classroom/"
---
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# Attitudes to Language and Culture in the EFL Classroom: British versus American English?

**Authors:** Isabel González Cruz and María Jesús Vera Cazorla · **Year:** 2015 · **Venue:** [Revista de Lenguas para Fines Específicos 14](https://md.research.elamur.ai/free/en/venues/revista-de-lenguas-para-fines-especificos/) ([Revista de Lenguas para Fines Específicos 2015](https://md.research.elamur.ai/free/en/venues/revista-de-lenguas-para-fines-especificos/2015/)) · **Licence:** CC BY-NC-ND (journal licence per DOAJ; Revista de Lenguas para Fines Específicos)

**Links:** [Publisher's page](https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/143) · [PDF](https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/download/143/129)

## Summary
The paper examines how English Philology students at Las Palmas de Gran Canaria University (ULPGC) value British versus American English. The authors started from the hypothesis that these students would rate British English more favourably. They based this on local conditions: Canarian teachers have long taught a British model, Spanish universities have traditionally trained future teachers in that accent, Britain is relatively close, and the islands have centuries of British trade, tourism and cultural contact. A survey was run among the students to collect their evaluations of the two varieties and the ideologies they link to each. The results matched the expectation: students tended to overrate British English and to treat other varieties as inferior. This held even for students who had already studied language variation and attitudes. The authors argue that English today is a set of many varieties used worldwide. Limiting language and culture teaching to Britain therefore makes little sense, and EFL teaching should acknowledge the full cultural range English now represents.

## Key points
- The participants were ULPGC English Philology students, and the study compared their attitudes toward British and American English.
- The core English Language I/II textbooks were *English File Upper Intermediate* (OUP, 2001) and *New Headway Advanced* (OUP, 2003). Both are British-oriented and include only a few American pronunciation and vocabulary passages. *Across Cultures* (Longman, 2004) was planned as a replacement for 2007-08.
- Students who had taken the sociolinguistics course, nominally a third-year subject but open to earlier enrolment, did not answer very differently from those who had not.
- An earlier local study, Luján García (2003), used adjective pairs and found more negative than positive ratings of American English. This was clearer among Las Palmas informants, while Santa Cruz informants leaned more neutral.
- The authors attribute Spain's weak English results partly to teacher turnover and to the lack of an oral component in the PAU entrance exam, which leads teachers and students to neglect listening and speaking.

## Interesting ideas
- Measuring attitudes through opposing adjective pairs and comparing how often the negative or positive pole is chosen turns vague feelings into countable, comparable data.
- The authors checked whether prior exposure to sociolinguistics changed students' answers, effectively using untrained respondents as a baseline.
- Splitting the same survey by location (Las Palmas vs Santa Cruz) revealed differences in intensity that a pooled figure would hide.
- Treating "English" as a family of varieties rather than one British norm is a design stance against a single privileged standard.
- The authors note that course materials skew toward one variety, so learners rarely meet the other.

## For Mova

How these ideas could serve Mova, our small open language model — its files, stages and tests:

- **I1** (frames): evaluative adjective pairs could give prag an explicit polarity scale for a speaker's stance toward an entity, which keeps attitude detection traceable rather than holistic.
- **I2** (learn): when a new rule set or teacher tier is added, compare against an "untreated" baseline to confirm the intervention actually shifts behaviour rather than just assuming it does.
- **I3** (learn): break evaluation scores down by source or genre of text so that a strong average cannot conceal a weak subgroup.
- **I4** (tokens): the en crate's lemmatizer and tagger should map British and American spellings and vocabulary to shared lemmas, so neither variety is handled as an error.
- **I5** (answer): school-course test sets should include texts in both British and American English, so the readers are not tuned to only one dialect's wording.

*Our summary of the paper, in our own words — not its text. The work belongs to its authors; read it at the links above.*

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## Cite

Cite as: Isabel González Cruz and María Jesús Vera Cazorla. 2015. Attitudes to Language and Culture in the EFL Classroom: British versus American English?. Revista de Lenguas para Fines Específicos 14.

The paper itself, not this page. BibTeX from the library's record of the work.

```bibtex
@inproceedings{cruz2015attitudes,
  title = {{Attitudes to Language and Culture in the EFL Classroom: British versus American English?}},
  author = {Isabel González Cruz and María Jesús Vera Cazorla},
  booktitle = {Revista de Lenguas para Fines Específicos 14},
  year = {2015},
  url = {https://ojsspdc.ulpgc.es/ojs/index.php/LFE/article/view/143}
}
```

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*Updated 24 October 2026*