English ECLPE

Key unit competences: 

To use the language learnt in the context of Cultural heritage.

Introductory Activity Picture observation and interpretation

1. Give examples of some elements that can show our culture in 

the past.

2. Why is it important to preserve our culture?

3. Compare today’s constructions with those in the past.

4. Do you think the language can shape the culture of any society? 

If yes or no, explain.

5. Justify the advantages of our cultural practices to socio-economic 

development.

6. How do we preserve our cultural heritage?

6.1. Talking about the role of language in a culture

6.1.1. Learning activity: Reading and Text analysis

• Text: The language and culture

It has been seen that language is much more than the external expression 

andcommunicationof internal thoughts formulated independently of their 

verbalization. In demonstrating the inadequacy and inappropriateness 

of such a view of language, attention has already been drawn to the ways 

in which one’s native language is intimately and in all sorts of details 

related to the rest of one’s life in a community and to smaller groups 

within that community. This is true of all peoples and all languages; it is 

a universal fact about language.

Anthropologists speak of the relations between language and culture. It 

is indeed more in accordance with reality to consider language as a part 

of culture. Culture is here being used, as it is throughout this article, in 

the anthropological sense, to refer to all aspects of human life insofar 

as they are determined or conditioned by membership in a society. The 

fact that people eat or drink is not in itself cultural; it is a biological 

necessity for the preservation of life. That they eat particular foods and 

refrain from eating other substances, though they may be perfectly 

edible and nourishing, and that they eat and drink at particular times 

of day and in certain places are matters of culture, something “acquired 

by man as a member of society,” according to the classic definition of 

culture by the English anthropologist Sir Edward Burnett Tylor. As thus 

defined and envisaged, culture covers a very wide area of human life 

and behaviour, and language is manifestly a part, probably the most 

important part, of it

Although the faculty of language acquisition and language use is 

innate and inherited, and there is legitimate debate over the extent of 

this innateness, every individual’s language is “acquired by man as a 

member of society,” along with and at the same time as other aspects 

of that society’s culture in which people are brought up. Society and 

language are mutually indispensable. Language can have developed only 

in a social setting; however, this may have been structured, and human 

society in any form even remotely resembling what is known today or is 

recorded in history could be maintained only among people utilizing and 

understanding a language in common use.

Cultures determine the means in which individual’s process and cope with 

information, as it provides the frame of reference as per the concepts and 

objectives that make a language. Meanings of particular words depend 

on the historical relation that is ascribed to the object being described. 

Verbal and non-verbal communication also affect the way in which 

culture is shaped. It can express the differences in culture quite clearly, as 

different groups interpret non-verbal communication differently. This is a 

fact expressed in many different ways by media outlets, and is celebrated 

rather than ridiculed. Verbal and non-verbal communication can help 

define the way in which intercultural communication can interact, and is 

of significance as it allows for individuals to learn the difference existing 

in various cultures as per their gestures and body language.

Every language can represent the role of culture through its own 

reflection of reality it presents. The versions differ as every nation has 

had to face a different set of problems to arise at their current state. There 

are different set of values and beliefs attached to each, and they are all 

equally important, and as far as language is concerned, is supposed to 

be just as important as it is a reflection of the nation’s identity. The role 

of culture in language and its bearings as per its evolution are highly 

significant and felt every day in each culture.

Adopted from: http://www.mydaily.news/2017/03/role-of-languagesin-culture/

Comprehension questions 

1. What is a language according to the writer?

2. What Anthropologists speak about the relationship between the 

language and culture?

3. How does Sir Edward Burnett Tylor relate culture and language?

4. Give reasons why a language is important to the culture as 

discussed by the writer in the passage.

5. After reading this text, which advice can you give to people who 

misuse their language?

6.1.2. Application activity

Write two paragraphs talking about the importance of language in a 

culture.

6.2. Talking about the importance of cultural preservation 

and national cultural heritage

6.2.1. Learning activity: Reading and Text analysis

• Text1: Preserve your culture 

Cultural heritage and the history of a nation are of great value and 

unique. They constitute identity that can be introduced to the world. 

Cultural heritage affirms our identity as a people because it creates 

a comprehensive framework for the preservation of cultural heritage 

including cultural sites, old buildings, monuments, shrines, landmarks, 

the agriculture, landscapes associated with it, books, artefacts, 

objects, pictures, photographs, art, and oral tradition that have cultural 

significance and historical value. Culture and its heritage reflect and 

shape values, beliefs, and aspirations, thereby defining a people’s 

national identity. 

In today’s context we refer to cultural identity which means (feeling of) 

identity of a group or culture, or of an individual as far as he or she 

is influenced by his belonging to a group or culture. It is necessary to 

give awareness of Cultural Heritage and the ethics of its care in study 

curriculum and to identify tools that can be developed to help communities 

for better understanding and conservation of their heritage. 

In large cities especially, it can be easy to feel lost and alone among so 

many other cultures and backgrounds. New York City, for example, is 

a huge melting pot of people from all over the world. There are large 

communities based around certain cultural heritages, including Irish, 

Italian, Asian, and others. Another benefit that comes from preserving 

cultural heritage as a whole is the communal support. Those that identify 

strongly with a certain heritage are often more likely to help out others 

in that same community

Cultural heritage allows the people to know about other people who 

have the same kind of background and mind sets. The United Nations 

Educational, Scientific and Cultural Organization (UNESCO) (2002) 

described that “cultural heritage allows identifying each other by 

distinctive spiritual, material, intellectual and emotional features of 

society or a social group, and that it encompasses, in addition to art and 

literature, lifestyles, ways of living together, value systems, traditions 

and beliefs”. Through cultural heritage we can know easily the people of 

other community by identifying the culture and similar mind sets. For 

example, if someone wears a gho or a kira than we can easily know that 

he/she is a Bhutanese. Therefore, Cultural heritage allows us to identify 

various cultures.

However, not everyone feels a connection with their cultural heritage, 

but many people do. What is it about cultural heritage that draws these 

people to it? Some may think traditions are archaic and no longer 

relevant, and that they are unnecessary during these

modern times. Perhaps for some, they are not; but for others, exploring 

cultural heritage offers a robust variety of benefits. It can give people 

a connection to certain social values, beliefs, religions and customs. It 

allows them to identify with others of similarmind sets and backgrounds. 

Cultural heritage can provide an automatic sense of unity and belonging 

within a group and allows us to better understand previous generations 

and the history of where we come from.

All in all, Culture Heritage is important in our day to day life. It is 

being made up of practices and traditions that are passed on from our 

parents to children or passed from the family, community and place 

where people have been raised. As a small country, preserving unique 

culture and tradition provides strong equipment for independence. For 

this reason, all citizens should be aware that cultural heritage provides 

an independent and sovereign nation. It is our responsibility to keep our 

world history intact for the future generation so that they can get the 

same opportunity to learn about the past and their own roots.

Adapted from: http://www.cultivatingculture.com/2013/04/05/theimportance-of-cultural-heritage/

• Comprehension questions 

1. Identify some of the elements of our culture that we should 

preserve.

2. Give reasons why people can get lost when they are in big cities.

3. Explain why not everyone feels a connection with their cultural 

heritage.

4. Why do you think that the culture is unique as mentioned in the 

passage?

5. What is the importance of national heritage and cultural 

preservation in teaching and learning situation?

• Text 2: A poem: The African Heritage

Years ago, our forefathers had a vision

That one day, their descendants will bear the title of their own

To represent their ancient glory

And value it at heart.

Praising the mediums like our fathers did

And ululating in procedure.

With thunder storming ahead as drumbeats play

Women dance with pride while men praise in the music

The spirits play their part.

Our old Africa!

Years when people lived communally

Joint with the same totem

The same spirit the same beliefs

The Zulu, the Kololo,

The Ndebele, the Ngoni

Families of massive intrepid.

United by norms of the heart.

They prayed for rain and the rain came.

They prayed for victory

There, they sang war cries

To fight for their dignity

To fight against the same blood

The blood from the same father.

Defeating and loosing they all still conquered the dignity

For they were undefeatable.

Likewise is this same sacred greatness

That our fathers deserve to be honoured.

Likewise is this same ancient glory

That our forefathers deserve to be respected.

Likewise are the norms,

The reasons our fathers are remembered.

Years ago as they were practiced.

Years ago in the African Heritage.

Thus we shall preserve our past

To embrace our future.

Long Live Africa!!!

http://highonpoems.com/2428/english-poems/long-poem/africanheritage

Comprehension questions

1. What was the vision of our forefathers?

2. How were people’s relationships in the old Africa?

3. Why do we need to preserve our past according to the poet?

4. Which elements of the culture did the poet mention in the poem?

5. Which lesson can we learn from the people of ancient times?

6.2.2. Application activities

Word meaning, sentence formation and debate

I. Find the meaning of the following words as they are used in the text 

using dictionaries.

II. Make different sentences using the words below:

a. Forefathers 

b. Descendants 

c. Ancient

d. Ululating

e. Glory

f. Communally

g. Embrace

h. Totem

i. Dignity

j. Melting pot of people

III. Debate on the importance of preservation of culture and national 

heritage. Use the guidelines given in unit five of this book about debate.

6.3. Cultural Rwandan School (Itorero)

6.3.1. Learning activity:

Reading and Text analysis

While interpreting the above picture, answer these questions:

1. Which activities are taking place as presented in the figure 

above.

2. Why do you think the government needs to organize those 

activities?

3. Do you have similar activities in your school? If yes, what do 

you do in those kinds of activities?

Text: The national school(Itorero)

Historically in Rwanda the national school (Itorero) was the channel 

through which the nation could convey messages to the people regarding 

culture in areas such as, language, patriotism, social relations, sports, 

dancing and songs, defence of the nation etc. As a result, young citizens 

could grow with an understanding and attachment to their culture. The 

participants were encouraged to discuss different national programs and 

the positive values of Rwandan culture. The Itorero tradition also provided 

the formative training for leaders of the nation. Itorero participants 

understood that cultural values could help them develop their judgment, 

psychology, work and mutual support, life and collaboration with others.

National fighters and grassroots leaders were selected from Intore, 

as participants in Itorero. Apart from military training participants 

could benefit from other training in body to body struggle, splaying 

away, jumping, racing, javelin throwing, shooting, endurance etc. 

Participants also benefited from receiving other cultural training 

including: patriotism, attachment to the Rwandan spirit, wisdom, 

heroism, unity, taboos, eloquence, hunting, not to be deserters, etc. All 

Itorero activities couldn’t be done simultaneously. These were planned 

by the trainer of Itorero, it was up to them to decide the daily programme 

of events and their priority. Every new comer in Itorero had to undergo 

a kind of initiation.

It was said that Intore were different from other people, especially in 

matter of expression and behaviour because they had the benefit of 

understanding the usefulness of friendly relations, quick responses in 

fair Kinyarwanda, how to behave within younger generations equals and 

adults, etc.…

Traditionally in Rwanda, Itorero was an education centre where 

Rwandans were mentored on civic education and good relationships 

with other people. Itorero had no discrimination or segregation; and 

this was the means by which Rwandans expanded and developed their 

country. Colonization gradually suppressed Itorero. The Itorero that 

remained, as well as those created later, differed from the traditional 

Itorero as they changed their mission and only focused on dancing. This 

situation impacted on relationships among Rwandans and the way the 

country was governed; discrimination and genocide ideology spread.

As a consequence, the Rwandan society was destroyed and many 

Rwandans fled the country to live in exile. The ultimate consequence of 

this was the genocide in 1994 in which more than one-million people died 

and left a society of poor and disabled people as well as many refugees.

Despite the many achievements in terms of building the Rwandan 

society after the Tutsi genocide of 1994, the government also struggled 

to bring back values lost and solve the problem of mindset among 

Rwandans. This has hindered the pace of development. In order to 

achieve planned activities, it is necessary for all Rwandans, to have a 

good understanding, changes in mindset, way of thinking, behaviour, 

day to day working process and collaboration. There needs to be pride 

in solving our own problems without the help of others and promote the 

culture of performance contracts

The national school (Itorero) is introduced at a time when there are 

other national institutions and programmes in place to sensitize 

people on civic education in the framework of promoting human rights, 

democracy, good governance, unity and reconciliation, and self-economic 

and social development. The national school (Itorero) will contribute 

by solving problems related to mind-set, bad behaviour, bad practices, 

through applying Rwandan cultural values. It is in this framework, the 

national school (Itorero) will help Rwandans to understand and change 

by applying Rwandan cultural values including: Patriotism and love for 

citizens, Promoting the Rwandan spirit, fair behaviour, heroism and 

elimination of taboos. 

The national school (Itorero) will help in the promotion of unity and 

mutual help in a Rwandan society that is characterized by a culture built 

on values that make Rwanda a respected, valuable country, with dignity 

on the international arena, a great nation for its citizens and visitors, 

and a continuously progressing country, comfortable for all. 

• Comprehension question

1. What was the mission of Itorero in Rwanda?

2. How understanding cultural values can help the youth?

3. What are the cultural trainings the youth can benefit from 

Itorero?

4. Explain the contribution of Itorero after the genocide against 

Tutsi of 1994 in Rwanda.

5. What do you think of the introduction of Iterero in formal schools 

today? 

6.3.2. Application activity: 

Word meaning and paragraph writing

1. Explain the following words as they are used in the passage using 

dictionaries: 

a. Dignity 

b. Mind set

c. Ideology

d. Civic education 

e. Patriotism

f. Grassroots 

g. Racing 

h. Endurance 

i. Taboos

j. Eloquence 

2. Make different sentences using the words below:

a. Patriotism 

b. Love for citizens, 

c. Promoting the Rwandan spirit, 

d. Good behaviour

e. Heroism 

f. Eliminate taboos

3. Write a paragraph talking about the importance of Itorero for young 

generation in Rwanda

6.3.3. Language structure: Use of past simple tense

Identify, in the following text, (a) the verbs and tense used; and classify 

them based on their types (regular or irregular verbs). 

• Text (extract from “ The national school (Itorero)”

Historically in Rwanda the national school (Itorero) was a Rwandans’ 

school; it was the channel through which the nation could convey messages 

to the people regarding national culture in areas such as, language, 

patriotism, social relations, sports, dancing and songs, defence of the 

nation etc.

It was said that Intore were different from other people, especially in 

matter of expression and behaviour because they had the benefit of 

understanding the usefulness of friendly relations, quick response and 

in good Kinyarwanda, how to behave within younger generations, equals 

and adults, etc… Therefore, it is very clear that Itorero played a big role 

in our culture development

Notes:

A. Simple Past Tense

Definition and uses

The past simple tense, also called the simple past, is used for past 

actions that happened either at a specific time, which can either be 

given by a time phrase (yesterday, last year, etc.) or understood from the 

context. regular verbs add -ed to the base form, or -d if the verbs end 

with -e. Irregular verbs can change in many different ways. The verb 

form is the same for all persons. It is used for

a. Actions finished in the past 

Examples:

i. I visited our Museum last week.

ii. Andrew watched TV yesterday.

iii. My friends went to Nkumba last month in Itorero.

iv. My parents ate a lot of sorghum bread when they were young.

b. Series of completed actions in the past

First, I got up, then I had breakfast.

On Sunday my brother and I went to a king palace. There we met our 

friends. We learnt different traditional practices and joined national 

Itorero in the afternoon. Too bad that we had to go home in the evening.

We didn’t want to go to school on Monday.

c. Together with the Past Progressive/Continuous – the Simple 

Past interrupted an action which was in progress in the past.

They were playing cards when the telephone rang.

1st action → Past Progressive → were playing

2nd action → Simple Past → rang

While Dennis was reading outside, it started to rain.

1st action → Past Progressive → was reading

2nd action → Simple Past → started

• Rules

We have rules about how to change the tense of a verb. There are two 

types of verbs: regular verbs and irregular verbs, and this help us figure 

out how to change a verb to past tense.

c. Regular & Irregular Verbs

Regular verbs are verbs that follow a set pattern when one changes their 

tense. If you want to change a regular verb to simple past tense, all you 

have to do is add ‹-ed’ onto the end of the verb. For example, ‘walk’ is the 

present tense and becomes ‘walked,’ which is the simple past tense form 

of ‘walk;’ and ‘wait’ is the present tense and becomes ‘waited,’ which is 

the simple past tense form of ‘wait.’

Not all verbs fit this pattern. Irregular verbs have different past tense 

forms. Since they don›t follow any pattern, a person has to learn and 

memorize them. Some examples of irregular verbs include:

‘’Bring’’ which is present tense and becomes ‘brought’ in its simple past 

tense form

‘Run’ is the present tense and becomes ‘ran’ in the simple past tense 

form

And lastly, we have ‘go,’ which is the present tense form, and it becomes 

‘went’ in its simple past tense form

d. Spelling of the Simple Past

About regular verbs 

Most regular verbs take a –d after a final vowel (e.g. like→liked) or an 

–ed after a final consonant (e.g. work→ worked). 

Verbs ending in 1 stressed vowel + 1 consonant: stop→ stopped; plan→ 

planned 

Verbs ending in consonant + -y: study→ studied; try→ tried 

Pronunciation of –d / -ed and –ied

We pronounce /d/ after vowels and voiced sounds (/b/, /g/, /v/, /δ/ 

(breath→ breathed), /l/, /dg/, /m/, /n/, etc.: e.g. played /pleid/ agreed 

/ә’gri:d/ lived /livd/ used /ju:zd/ 

We pronounce /t/ after /P/, /K/, /F/, /θ/ (th), /s/, /ζ/ (wash), /t ζ/ (watch) 

e.g. stopped /stαpt/ worked /wә:kt/ ; watched

• Exercises with the simple past tense: 

1. Change the verbs in brackets to the simple past. Be careful with 

spellings.

1. Last year, we --------three weeks in Kigali Museum studying the 

traditional practices of Rwanda.

2. They all (go) ___ shopping

3. I never (imagine) ____ I would see you in this cultural concert.

4. We (book) ___ two tickets for the show

5. He (collect) ___ his children from school.

6. Were you (frighten) ___ of the dark when you were young?

7. We (grow) ___ this tree from a seed.

8. I (feel) so tired that I went straight to bed.

2. Write a paragraph describing our cultural heritage paying attention 

to the use of past simple tense

B. Used to

We can use “used to” to talk about a past habit or situation.

• An example for a situation: “He used to live in London” (but he 

doesn’t now)

• An example for a habit: “He used to go on holiday to Scotland every 

year” (but he doesn’t now)

“Used to” is the same for all subjects, and you follow it with the 

infinitive without “to”:

• I / You / He / She / We / They used to smoke

To make the negative, use “didn’t” + use + to + verb. (Remove the final 

/d/ ending from “used”.)

• I / He didn’t use to smoke.

To make the question, use “did” as the auxiliary, and take the final /d/ 

ending off “used”:

• Did you / she use to smoke?

Be used to + doing

There’s a big difference between used to do – to talk about past habits 

or situations and is used to doing – to talk about familiarity with a 

place, or activity.

The form is subject + verb to be + used to + verb in the ing form / noun

• I am / was used to studying English every day.

• I am used to his jokes.” (example with a noun).

• You are / were used to studying English every day.

You can replace the verb “to be” by the verb “get” to talk about the process 

of becoming used to something (rather than the state of being used to 

something).

• If you live in England, you will get used to driving on the left! (= it 

will no longer be a problem for you).

• He finally got used to Winter season.

C. Used to + infinitive’ and ‘be/get used to

Used to + infinitive and be/get used to + ‘ing’ form look similar but they 

are completely different

a. Used to + infinitive

Used to + a verb in infinitive form is used in a sentence to talk about 

things that happened in the past, when actions or situations no longer 

exist.

Examples:

• She used to be a long-distance runner when she was younger.

• I used to eat meat but I became a vegetarian 5 years ago. 

The negative form of used to + a verb in infinitive form is didn’t use to 

+ the infinitive form of the verb.

The interrogative form of used to + a verb in infinitive form is Did you 

use to + infinitive form of the verb ?

N.B. To talk about present habits we use the present simple and an 

adverb of frequency (usually, always, often, never, etc.)

Example: We often eat at the Japanese restaurant in the city centre.

a. To be/to get used to + noun/pronoun

Examples:

• If you are used to something, you are accustomed to it. You don’t 

find it unusual.

• If you get used to something or you are getting used to something 

you are becoming accustomed to it, it was strange, now it’s not so 

strange

• I found Slovak food very strange at first but I’m used to it now.

• I’m getting used to driving on the right.

Both to be used to and get used to are followed by a noun (or pronoun) or the 

gerund (the ‘ing’ form) of a verb.

Examples:

• I can’t get used to getting up so early. I’m tired all the time.

• He’s not used to the weather here yet. He’s finding it very cold.

N.B. To be/get used to can be used in past, present and future tenses

Examples:

• You might find it strange at first but you’ll soon get used to it.

• He wasn’t used to the heat and he caught sunstroke

Practice 

Write a paragraph on the Rwandan Culture paying attention to the 

use of used to. Read more about the guidelines on writing paragraphs 

in unit five of this book.

6.4. End unit assessment

1. Carry out the following exercise on vocabulary related to culture by 

choosing the right words from these: conflicts, acceptable, behaviour, 

global, diversity, emigrants, misconceptions, stereotype, shock, 

technology to fill gaps in the text below:

One of the problems …face is cultural …which is a condition of 

confusion and anxiety affecting a person suddenly exposed to a new 

culture.

Some people think that a country with cultural …may face cultural …, 

think that such a country may benefit from the variety and richness 

of its culture.

A …is a false, distorted assumption associated with a group of people.

For some cultures, it is not culturally … to burp in front of people.

Racial … is the result of cultural…

The world has become a …village thanks to …

Source: www.myenglishpages.com

2. Complete the following story with the verb in bracket in the correct 

tense.

Stars who died young:

James Dean

James Dean(die)… in a terrible car accident in 1955. He (be) … only 

twenty-four when he (die) … but he was already a big Hollywood star. 

Dean (love) … sports cars and he used to drive very fast – he didn’t 

like slow cars

On 30 September 1955, Dean(leave) Los Angeles in his Porsche sports 

car. He(stop)… at Salinas and then continued towards Palm Springs. 

He was driving west on US Highway 466 when another car (crash) … 

into him at a junction.

He wasn’t wearing a seat belt and when the crash happened, he (die) 

… instantly.

3. Complete the following extract with correct verb-tense from the 

bracket.

Traditionally in Rwanda, Itorero------(be) an education centre where 

Rwandans were mentored on civic education and good relationships with 

other people. Itorero--------------- (have) no discrimination or segregation; 

and this was the means by which Rwandans -----------------(expand) 

and --------------(develop) their country. Colonization gradually------- 

(suppress) Itorero. The Itorero that ----------(remain), as well as 

those--------- (create)later, differed from the traditional Itorero as they-

----- (change) their mission and only ----------(focus) on dancing. 

This situation------------- (impact) on relationships among Rwandans 

and the way the country was governed; discrimination and genocide 

ideology spread.

4. Write a composition talking about the role of a teacher in cultural 

preservation and national heritage.