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The study of the role of English proverbs in teaching social and

cultural beliefs to the ESL students in Iranian high schools

1. Author: Dr Parviz Alavinia / Urmiah University / Iran

Address: Daneshgah Street, Department of literature & humanity, Urmiah University

Mob: 09123832399

E.mail: Pevinia2006@yahoo.com

2. Co-Author (presenter): Dr Bayez Enayati / No 1 Elmi & Krabordi University of Mahabad )

Iran

Address: Elmi & Karbordi University , Shahrak-e-Karmandan, Mahabad, Iran

Mob: 0989141661934

E.mail: bayezenayati@gmial.com

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The study of the role of English proverbs in teaching social and cultural beliefs

to the ESL students in Iranian High schools

Abstract:

Every nation’s oral literature has a rich collection of proverbs and both scientists and common

people have accepted them as the valuable abstract of their lives. Having benefited from thousands

of years of experiences, English language is replete with plenty of proverbs by which the Iranian

ESL students can learn a lot about the beliefs and principle ideas of the English people. The

current paper focuses on using English proverbs in teaching social and cultural beliefs of the

English people to the ESL students in Iranian High schools. The library research has been used as

the method in order to gathering necessary information about the English proverbs’ uses. The

results show that using English proverbs in order to teach social and cultural beliefs to the

Iranian high school students results in students’ learning a lot of valuable knowledge about the

society and culture of the target language because of the nature of the proverbs such as being short,

rhythmic and easy to learn.

Key words: English , proverbs , social , cultural , Iranian students

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1. Introduction:

As a social and cultural phenomenon, language is a main medium for developing culture

awareness. Social and cultural values are often articulated and clearly reflected through language.

The forms and uses of a given language reflect the cultural values of the society in which the

language is spoken. Most languages benefit from adroitly constructed short sayings and quotations

such as proverbs, similes, allegories and so on. Amongst them the role of proverbs in teaching

different matters seems to be exclusive as Mieder says, “proverbs contain much educational

wisdom, and they have long been used as didactic tools in child rearing, linguistic and religious

instructions in schools, and in teaching about general human experiences.”(Mieder,2004)

Reflecting the abstracts of valuable experiences of the people who lived a long time ago, proverbs

play an important role in the area of language teaching since they are effective devices and tools by

which one can learn more about the gained knowledge of different cultures during the past years

and as Mieder says (2006) a proverb is a traditional saying that sums up a situation, passes

judgment on a past matter, or recommends a course of action for the future.

Cultural information should be presented in a nonjudgmental fashion without placing

judgments on distinctions between the learners’ native culture and the target culture. Incorporating

cultural activities and objectives into lesson plans can enrich the teaching content. Authentic

materials, cultural capsules, role plays, ethnographic studies and useful instruments like target

language movies, and summarized but rich forms of literature such as proverbs and other short

sayings are all necessary for presenting cultural matters in the classroom.

Like many other languages, English language benefits from a variety of proverbs which tell

us a lot about the social and cultural beliefs of English native speakers. These proverbs reflect the

foundation of social and cultural wisdom of English people by which EFL or ESL students of other

languages can learn a lot about the ideas and beliefs of the English people.

Considering the cultural and social values expressed by proverbs, I have pictured the role of

English proverbs in teaching the cultural and social beliefs of English to the Iranian high school

students. The main questions of the current research are as the following:

1. Can students learn the cultural and social beliefs through learning English proverbs?

2. What are some of the useful cultural and social beliefs of the English people which are

similar to the cultural and social beliefs of Persian people?

2. Literature Review:

Using proverbs in teaching cultural and social beliefs is not a new area. These short and pithy

sayings have an old history in language teaching classes. Witting & Clifford (2001:15) believe at

the beginning of 10th

century proverbs played an important and useful role in teaching Latin

language and in 19th

and the beginning of 20th

century children would improve their reading and

writing skill through using the proverbs, particularly by rewriting them. They also mention that

proverbs form some parts of every English child’s background knowledge and it can be seen at the

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early stages of school studying. Benefiting from the nature of generalizability, proverbs are used in

high levels of education, especially as a tool for facilitating the understanding of particular texts.

Up to now many researchers in different languages have studied the role of proverbs in teaching

different subjects in which proverbs could be a useful tool. Similar to the current article, Enayati

(2013) studied the role of Persian proverbs in introducing the valuable experiences of the Iranian

people to the people to the world. In his article, Enayati believes by studying Persian proverbs,

speakers of other languages can get familiarity with the Persian culture, establish societal

appreciation across geographic boundaries, expand their understanding of communication patterns,

and learn new ways of behaviors, values and rituals which are different of theirs.

In his comprehensive book, Salva Ahmet (2005) studied educational and social values expressed

by Proverbs in two different cultures of Sudan and England, emphasizing that Sudanese proverbs

particularly stress fidelity to parents and extended family, teach children that care and protection of

the elderly is their eventual responsibility, and encourage family and community consultation even

in private matters.

Maria Hansen (2007) studies proverbs as a part in EFL teaching. The purpose of the study was to

examine whether proverbs are a part of the EFL (English as Foreign Language) teaching in the

county of Jönköping, Sweden. The investigation focused on the occurrence of proverbs in eleven

textbooks for the English A- and B-courses, and on the attitudes toward using proverbs in the

teaching among nineteen teachers at seven upper secondary schools. The result showed that

proverbs are a small part of the EFL teaching regarding both the textbooks and the use in the

classroom by the teachers.

David K. Mphande (2007) summarized the results of his study which was about the role of

Tonga proverbs in a book called Tonga proverbs for teaching and preaching. This collection of

Tonga proverbs with translations and explanations illustrates the moral and religious values,

wisdom and philosophy of the Tonga people inculcated in the language.

In his book ‘Teaching Africa’ George J. Sefa (2009) Dei studies the use of African proverbs in

North American schools. He believe that proverbs offer educative opportunities for us to rethink

schooling and education.

In their book ‘ Teaching children to be literate’, Manzo & Manzo(1995) study the use of

proverbs in teaching children to be literate from a reflective approach. They discuss both the literal

and deep and abstract meanings of the proverbs.

The range of studies regarding the role of proverbs in teaching other subjects similar to what the

current paper is about , can be too long to be included in this literature review, so I preferred to

point to some of the most influential ones which were more similar to the purpose of my research.

3. Cultural and social beliefs:

Regardless of different points of view, culture has taken an important place in foreign language

teaching and learning studies. It has been widely recognized that culture and language is used as a

main medium through which culture is expressed. ( Cakir, 2006)

Every culture and society has particular beliefs and ideas that may be similar or different to

those of other cultures and societies. They contain concepts specific to them. For example, the

ancient Greeks developed the idea of hubris, a type of pride used to humiliate weaker rivals. In

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ancient Greek society, hubris was punished as harshly as violence because of its strong taboo

nature. Correspondingly, Greek parents taught their children to avoid excessive pride or shaming

others.

Becoming culturally competent is not taken place in a short time as California Endowment says

(2003), there are certain attitudes need to be learned, skills need to be transmitted and knowledge

need to be absorbed. He also believes that Cultural competence training often involves attitude

changes and the examining of personal biases and stereotypes as an initial step to acquiring the

skills and competencies necessary for quality cross-cultural care, which requires careful guidance

and skillful group facilitation (California Endowment, 2003). Different cultures and societies have

different values, beliefs, and practices and general knowledge about specific cultural and social

beliefs can increase the one’s culture awareness and understanding. On the other hand Social

beliefs are the beliefs by which groups in a community identify themselves. Those dissatisfied

with the authority may form campaigns to promote their ideas. Members of these campaigns are

called activists.

4. English proverbs reflecting the Cultural and social beliefs:

Proverbs, which are composed of relatively simple idiomatic expressions, reveal cultural and

social aspects of a language. (Shon, 2010)They are the wisdom of the common people. They

reflect accepted ideas and beliefs of our old ancestors. Applying the proverbs to the syllabuses of

the Iranian high school students encourage them to learn more about the cultural values of English

language speakers i.e. those who speak English as their first language, while comparing the ideas

and beliefs of English with Persian peoples and even with the speakers of local languages of Iran

such as speakers of Kurdish, Turkish, and other languages.

4.1. English proverbs reflecting the religious beliefs:

Proverbs may be secular or religious. Religious proverbs contain beliefs, worldviews, ethics,

and cautions about human activities or relations. ( Conteh, 2009) One of the main religions

accepted by English people is Christianity. Belief in this religion is well recognized in the proverbs

of this language containing the word church since this religious place is often specific to the

followers of Jesus Christ. The following proverbs reflect the mentioned ideas:

English proverb: He is as poor as a church mouse. ( Whiting,1989:116 )

English proverb: The nearer the church, the farther from God.( Speake,2008 )

Having a short glance at the above proverbs can lead us to the result that church is a popular

word among the English speakers since it has been used in their proverbs just as the word

‘mosque’ is found in Persian proverbs. Using the above proverbs in Iranian high school can make

them familiar with religious words in English language by which Iranian high school students can

elicit some useful information about the beliefs of English native speakers.

4.2. English proverbs reflecting the human behaviors:

You should not be too harsh with someone who makes a mistake, because all human beings

make mistakes. The following English proverbs have the same belief:

English proverb: To err is human. ( Wahdati Helan,1998:8)

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English proverb: Even homer sometimes nods. (The same)

English proverb: No man is infallible. (The same)

English proverb: The best horse stumbles. (The same)

Regarding human errors Beck argues (2008) that as long as human beings live in societies, there

will be conflicts between individuals. Many are minor and easily forgotten. Some end up in the

courts of law. Others cause rifts between friends and family members that never heal. Still others

cause war. ... Forgiveness really is divine. And since God has forgiven us, we have no option but

to forgive others. (Beck,2008, p: 59)

Comparing the above proverbs with Persian proverbs regarding the errors of human beings by

the Iranian high school students let them know that there are many similar experiences which both

the English and Persian nations have in common since the Persian proverb “ The human being is

fallible” implicates the same idea.

4.3. English proverbs reflecting the poverty:

According to what the English proverbs mean, poor people should not be considered as sinful

and it’s no good to outrage them just because they are poor. The following proverb testifies the

idea:

English proverb: Poverty is no sin. (Wahdati Helan, 1998: 6)

Teachers can help the students compare the above English proverb with the Persian proverb

‘poverty is not a fault’. By Learning the similar English proverb, the Iranian high school students

who are often eager to help the poor can make them more familiar with the valuable beliefs of

English speakers regarding the poor people and open the ways to share their respected ideas as a

step to enhance the mutual relations while cleansing potential pessimisms about each other.

In his book under the title of “Learning to live wisely, William E. Mouser (2001)defines the

advantages and disadvantages of poverty. He believes that poverty can lead to ruin beyond poverty,

reduce a man to utter dependence on another for a mercy, diminish the circle of one’s friends, and

finally lead to sin. But poor people have some advantages as well. They are free from threats that

wealth brings with itself .(Mouser, 2001)

4.4. English proverbs reflecting friends and friendship:

We can be, in some sense, friends to all men because there is no man on the earth with whom

we do not share something in common. ( Merton, 2010) Loving God and humanity totally, as

exemplified by Christ, enables believers to rid themselves of voluntary sin. Based on their belief in

equality of all human beings, English people believe that good friends are the same as close

relatives. They think best friends are those who speak well of us behind our backs:

English proverb: He’s a good friend that speaks well of us behind our backs. (Galewitz, 2012:20)

English proverb: A good friend is my nearest relation. (Wahdati Helan,1998:36)

English proverb: Friends are the nearest relations.(The same)

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English proverb: Keep good men company, and you shall be of the number.(The same)

Friendship is very important among the school students, specially high school students, and

referring to the above English proverbs the Iranian high school students can get familiar with the

ideas of English speakers regarding friends and friendship. Teaching English proverbs reflecting

friendship to the high school students of Iran may lead to strengthen their friendship ties with their

selected friends and let them know that similar to the Persian proverbs focusing on good friends,

the English proverbs emphasize the process of choosing friends as an important stage in life as

well.

4.5. English proverbs reflecting the importance of Time:

High school students in Iran who study English as a foreign language often hear enough

sentences and saying about the importance of time and welcoming the opportunities. Getting aware

of English proverbs focusing on the value of time can help them in appreciating their language and

culture for its similarities with the international language of the world i.e. English.

English proverb: An opportunity which presents itself must not be lost. ( Wahdati, Helan: 1998:76)

English proverb: Time is money. ( Witting & Clifford,2001:270)

English proverb: Time flies.(The same)

The above English proverb ‘ Time is money,’ may refer to a phrase used by Benjamin Franklin1

in advice to a young tradesman . It actually means that time is valuable and we should get aware of

the value of time. This proverb encourages the high school students of Iran not only to learn the

opinions of the English people toward the importance of time , but it also encourages these

students to try their best in order to learn their lessons better.

4.6. Proverbs appreciating hard working:

English proverbs motivate high school students to work hard and avoid laziness. Paying

attention to the meaning of the English proverbs emphasizing hard working, students learn more

about life in other countries and they learn that everywhere in the world one has to work in order to

get success .

English proverb: No pain, no gain. ( Wahdati, Helan: 1998:81)

English proverb: No sweet without some sweat. (The same)

English proverb: Sweat meat must have sour sauce.(The same)

All of the above proverbs highlight the value of working but n different words by which

Iranian high school students can increase the collection of famous sayings about working and

rewards. Equivalent Persian proverb is also worth stating here:

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Persian proverb: Without pain, gain is not possible. ( Wahdati, Helan: 1998:81)

Kimilike believes that the principles of good and hard work have to be internalized in order to

enable every person to become a responsible worker. Each person must work for one’s livelihood.

This approach is expected to lead to a responsible, hardworking person who can contribute to the

welfare of the individual and his or her community.( Kimilike, 2010, p:123)

The similarities of ideas of the Iranian and English people leads to admiration and acceptance

of the cultures which in turn encourages high school students to accept the ideas and beliefs of the

target language.

4.7. Proverbs focusing on being hopeful:

No matter how positive you are, things sometimes turn negative. English proverbs invite us

to be hopeful just as Persian proverbs do, so the idea of being hopeful is welcome in both cultures

which creates a wide ground for the Iranian high school students to accept the beliefs of the new

( target ) languages and reinforce their own language sayings.

English proverb: While there is life, there is hope. (Wahdati Helan, 1998: 72)

Marta Beck 2believes that hopeful thinking can get you out of your fear zone and into your

appreciation zone. Here the famous quote3 of Jack Layton

4 is worth saying who states that hope is

better than fear, …. .

Through learning English proverbs holding the value of keeping hope an Iranian high school

students learn many valuable ideas simultaneously such as learning to be hopeful in life and also

being hopeful to learn the target languages ( English) while learning the ideas of the native

speakers of the target language about hope and hopefulness.

4.8. Proverbs and faith:

Faith is confidence or trust in a person, thing, deity, in the doctrines or teachings of a religion,

or view. It can also be belief that is not based on proof, or as confidence based upon varying

degrees of evidential warrant. The word ‘faith’ is often used as a conceptual synonym for hope,

trust, or belief. According to English proverbs Faith can make impossible things possible:

English proverb: Faith will move mountains. (Adnani, 2006:94)

Iranian students can get to this idea that faith is not limited to a special religion or a culture but

it is a widespread term that can be found in different religions and cultures, all emphasizing the

power of faith in solving the greatest problems.

2 . Martha Nibley Beck is an American sociologist, life coach, best-selling author, and speaker who specializes in

helping individuals and groups achieve personal and professional goals. 3 . “My friends, love is better than anger. Hope is better than fear. Optimism is better than despair. So let us be loving,

hopeful and optimistic. And we'll change the world.” 4 . John Gilbert "Jack" Layton, PC was a Canadian social democratic politician and Leader of the Official Opposition.

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4.9. Patience suggested by proverbs:

According to the definition of Oxford English dictionary, patience is the capacity to accept or

tolerate delay, problems, or suffering without becoming annoyed or anxious. Our grandparents

often advise us to be patient whenever we face problems.(Oxford English Dictionary, 2000)

English proverbs do not hesitate to emphasize the importance of patience in getting success:

English proverb: Patience is a plaster for all sores. (Wahdati Helan,1998: 50)

English proverb: Everything comes to him who waits. (The same)

And the proverb ‘ Patience is remedy for every grief, ’worth saying since it actually summarizes

the benefits of patience. Iranian high school students are often invited to be patient by the

doctrines of the holy Koran which says, “In fact God is with patient people” and getting aware of

the importance of patience in English language and culture encourages them to accept the ideas

and beliefs of the target language eagerly since these ideas are similar to the sacred speech of God

written in the Holy Koran.

4.10. Proverbs reflecting the value of one’s home:

Iranian teens often hear their parents’ statements about the value of one’s home. English

people share the same idea and believe nowhere equals one’s home. The current belief is stated

frankly by the following English proverb:

English proverb: There’s no place like home. (Adnani, 2006:214)

In the above proverb home can also refer to one’s country as well. Persian people believe home

is the place of security, relaxation, safety, and freedom. One often feels free in his hometown.

There are so many people who feel homesick when they are far from their country. Learning the

above English proverb not only helps the Iranian students to get awareness about the value of

home in English language and culture , which is similar to the importance of one’s home in his

own culture, but it also encourages him to increase their sense of appreciation of their home and

country.

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5. Conclusion:

Every culture has a collection of wise sayings called ‘proverbs’, by which one can learn

important pieces of advice about different issues of life. Like many other languages, English

language benefits from a large collection of proverbs which reflect the ideas and beliefs of the wise

ancestors of English people. They can be used as a useful tool to help you understand the way that

people in English-speaking cultures think about the world.

Proverbs were and are primary tools for teaching children in all cultures and communities

throughout the world. Educators can use proverbs to engage students in learning, enhance their

understanding of other cultures and languages, and promote a globally-sensitive community.

(Marino Yell in, 2000)

Teaching English proverbs in Iranian high schools may have many disadvantages since these

short and pithy sayings (proverbs) are not difficult to learn and at the same time they help the

students to think deeper of the ideas and beliefs of the speakers of the target language.

Using English proverbs in teaching different points of view of English speakers (as the first

language) in Iranian high schools makes the students learn a lot about culturally accepted beliefs

and ideas easily since the proverbs are short enough to be remembered and comprehensive enough

to reflect the ideas in an adroit manner.

On the other hand students’ comparing the proverbs of English which are the abstracted results

of many years of experiences of the English people with their Persian equivalents widens the

ground for them to get to the understandings of their own cultural beliefs which in turn results in

appreciating their ancestors’ beliefs since the proverbs of both languages often reflect the same

ideas although different in some words.

Along with learning a lot about the culture of the target language (English), Iranian high school

students may get awareness of similarities and differences of cultures which are implicitly

understood through learning proverbs.

Teaching English proverbs in Iranian classes help the students learn the ideas of English

speakers regarding accepted human beings’ characteristics such as respecting one’s own home,

patience , faith, friendship, hardworking and etc. At the same time students get awareness of

resented characteristics of human beings such as jealousy, officiousness, lying and so on through a

short glance at the proverbs.

Finally teaching proverbs as the wisdom of many or the speech of our grand parents diminishes

the distance between today’s wisdom and the gained knowledge of our hardworking ancestors by

which today’s people can protect their cultural heritage in the rapidly changing world of us.

Using proverbs in every day class dialogues can help to summarize the long debates over

different cultural issues since they are short and rational sentences and as Mieder believes (2005)

proverbs have always played a major role in human communication, be it in oral or written form,

and there is no doubt that proverbs as traditional expressions of human wisdom are here to stay for

generations to come.

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