From Culture to Classroom: Teaching Politeness Strategies in ESL through Apology

Abstract

Apologies are crucial to maintaining social harmony, particularly in cultures where interpersonal relationships and respect hold significant importance. For ESL learners, mastering how to apologise appropriately in English involves more than vocabulary or grammar—it requires an understanding of underlying politeness norms and pragmatic competence. In Malaysian classrooms, indigenous learners, such as the Iban community, often face challenges not only in acquiring English but also in navigating the cultural expectations embedded within it. Politeness strategies, which differ across languages and cultures, influence how learners express apologies. Failure to transfer these strategies effectively may result in pragmatic failures—such as misunderstandings, perceived rudeness, or communication breakdowns. This paper examines the apology strategies employed by Iban undergraduates in both Iban and English across matched social situations. Analysed through Brown and Levinson’s (1987) politeness theory, the data reveal distinctive patterns that reflect sociocultural values and highlight the impact of L1 norms on L2 use. Based on these findings, the paper proposes pedagogical activities to help EFL learners, especially indigenous students, develop pragmatic competence. The goal is to shift from theory to classroom application, equipping teachers with culturally responsive strategies to teach apologies in meaningful, context-sensitive ways.