The teaching and learning of a world language encompasses more than language acquisition. Language offers us a venue to access the cultural manifestations of another culture, to have a dialogue with others, to negotiate and mediate misunderstandings and to build relationships with those different from and much like ourselves. It is perhaps even more important to develop an understanding of a different culture in order to use language appropriately in social situations, to gain insights into another perspective or world view, and to build connections that promote a deeper understanding of self and other. Scholarly inquiry emphasizes that cultural learning as an instructional goal is equally as important as communication and is essential in the language classroom (Byram, 1989; Kramsch, 1993, 2004; Liddicoat & Scarino, 2013; National Standards Collaborative Board, 2015; Schulz, 2007; Sercu, 2006). With increased globalization, migration and immigration, the need for an intercultural focus in the language curriculum is growing (Kramsch, 2004; Sinecrope et al., 2007; Stewart, 2007).

While language teachers generally believe that language and culture are best acquired together in the foreign language classroom (Han & Song, 2011; Kissau et al., 2013; Moore, 2006; Schulz, 2007), language educators and intercultural scholars acknowledge that addressing culture effectively can be a formidable task (Byram, 1997; Paige et al., 2003; Schulz, 2007). Studies that have reported teachers' beliefs and practices related to teaching culture have underscored how the inclusion of a cultural element in the foreign language curriculum is challenging for teachers (Kissau et al., 2013; Lázár, 2011; Moore, 2006; Schulz, 2007; Social Science Education Consortium, 1999; Young & Sachdev, 2011). Moore (2006) administered a survey to practicing language teachers and reported that 98% of foreign language teachers with a bachelor's degree did not receive coursework related to the teaching of culture.