Deconstruction of cultural dominance in Korean EFL textbooks

Abstract

This article examines patterns of cultural representations embedded in Korean EFL textbooks, using a content analysis to investigate how different cultures are reflected in textbooks and whether or not cultural biases are present. In the revised Korean national English curriculum that has been implemented since 2009, English is viewed as a language of global and cosmopolitan citizenship. The curriculum promotes cultural diversity and attempts to embrace cross-cultural and cross-linguistic differences. However, the analysis of four textbooks, which were developed according to the curriculum, reveals that they favor American English and culture. Furthermore, although the textbooks show various cultural/intercultural interactions, the interactions are primarily limited to a superficial level of discussion, and non-Korean, white, mostly American and male characters play a dominant role in the texts. As a result, this reproduces social inequalities regarding race, nationality, and gender by favoring mainstream white American male representations over others. The analysis is followed by a discussion of the reproduction of dominant knowledge, cultural biases, and inequalities embedded in the texts and suggests that teachers should take a critical approach to intercultural education in order to instill more inclusive and critical worldviews in their students.

Keywords:

• textbook analysis
• content analysis
• EFL
• intercultural education
• English education
• South Korea
• English as a global language
• cultural representations
• critical linguistic and cultural awareness

Acknowledgements

I would like to thank Brian Morgan and Jim Cummins as well as John McGaughey for their insightful comments and suggestions. I would also like to thank the anonymous reviewers for their constructive feedback. All errors and omissions remain mine alone.