It seems as if it is always something of a bonus if the teacher manages to find time to introduce a bit of the culture of the foreign language into the classroom - some music perhaps, or a traditional dance, in the final lesson of the course. The second is instrumental motivation, which refers to the functional need for learners to acquire the language in order to serve some utilitarian purpose, such as securing a job, or a place at a university. The argument is that such instrumentally motivated learners are neither concerned with the culture from which their target language emerged, nor interested in developing any feelings of affinity with the native speakers of that language.
Language is culture.
When a person decides to learn French, for example, he or she is not merely absorbing the linguistics of the language, but everything to do with French and France. What he or she is taking in includes all the preconceptions about the French language, that it is beautiful, that it is romantic, that it is spoken along the Seine, and so on. I may be accused of stereotyping here, and perhaps I am, but this does not discount my underlying point, which is that most, if not all, languages come with some cultural associations attached. To speak a language well, one has to be able to think in that language, and thought is extremely powerful. That is the power and the essence of a language.