220
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Demystifying the cultural representations in international high school English textbooks: a social-semiotic approach and teachers’ views

ORCID Icon, , ORCID Icon, ORCID Icon & ORCID Icon
Received 10 Jan 2024, Accepted 16 May 2024, Published online: 29 May 2024

References

  • Abdul Rahim, H., & Jalalian Daghigh, A. (2020). Locally-developed vs. Global textbooks: An evaluation of cultural content in textbooks used in ELT in Malaysia. Asian Englishes, 22(3), 317–331. https://doi.org/10.1080/13488678.2019.1669301
  • Amerian, M., & Tajabadi, A. (2020). The role of culture in foreign language teaching textbooks: An evaluation of new headway series from an intercultural perspective. Intercultural Education, 31(6), 623–644. https://doi.org/10.1080/14675986.2020.1747291
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Canale, G. (2016). (Re)Searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225–243. https://doi.org/10.1080/07908318.2016.1144764
  • Canale, G. (2021). The language textbook: Representation, interaction & learning: Conclusions. Language, Culture and Curriculum, 34(2), 199–206. https://doi.org/10.1080/07908318.2020.1797081
  • Chapelle, C. A. (2016). Teaching culture in introductory foreign language textbooks. Palgrave Macmillan.
  • Dabbagh, A., & Atai, M. R. (2022). Exploring cultural conceptualisations and metacultural competence in local EAP textbooks : A semiotic approach. The Journal of AsiaTEFL, 19(1), 141–162. https://doi.org/10.18823/asiatefl.2022.19.1.9.141
  • Davidson, R., & Liu, Y. (2020). Reaching the world outside: Cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks. Language, Culture and Curriculum, 33(1), 32–49. https://doi.org/10.1080/07908318.2018.1560460
  • Derakhshan, A. (2024). ‘‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research, 28(1), 79–113. https://doi.org/10.1177/1362168821992264
  • Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘lunar new year’/‘tet’. Asian Englishes, 19(2), 148–159. https://doi.org/10.1080/13488678.2017.1279763
  • Escudero, M. D. P. (2013). Teaching intercultural awareness in the English as a foreign language classroom: A case study using critical Reading. Intercultural Education, 24(3), 251–263. https://doi.org/10.1080/14675986.2013.793037
  • Gray, J. (2010). The construction of English: Culture, consumerism and promotion in the ELT global coursebook. Palgrave Macmillan.
  • Guerra, L., Cavalheiro, L., Pereira, R., Kurt, Y., Oztekin, E., Candan, E., & Bayyurt, Y. (2022). Representations of the English as a lingua franca framework: Identifying ELF-aware activities in Portuguese and turkish coursebooks. RELC Journal, 53(1), 134–150. https://doi.org/10.1177/0033688220935478
  • Hu, G., & McKay, S. L. (2014). Multilingualism as portrayed in a Chinese English textbook. In J. Conteh, & G. Meier (Eds.), The multilingual turn in languages education: Opportunities and challenges (pp. 64–88). Multilingual Matters.
  • Ilieva, R. (2018). Textbooks. In J. I. Liontas, T. International Association, & M. DelliCarpini (Eds.), The TESOL encyclopedia of English language teaching (pp. 1–13). Wiley Blackwell. https://doi.org/10.1002/9781118784235.eelt0666
  • Juybari, M. S., & Bozorgian, H. (2020). Cultural linguistics and ELT curriculum: The case of ‘prospect’ English textbooks in Iran. International Journal of Applied Linguistics, 30(3), 479–496. https://doi.org/10.1111/ijal.12301
  • Kachru, B. (1990). World englishes and applied linguistics. World Englishes, 9(1), 3–20. https://doi.org/10.1111/j.1467-971X.1990.tb00683.x
  • Keles, U., & Yazan, B. (2023). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, 27(5), 1325–1346. https://doi.org/10.1177/1362168820976922
  • Kramsch, C. (2001). Intercultural communication. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 201–206). Cambridge University Press.
  • Kramsch, C. (2013). Culture in foreign language teaching. Iranian Journal of Language Teaching Research, 1(1), 57–78.
  • Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed). Routledge.
  • Kumaravadivelu, B. (2008). Cultural globalization and language education. Yale University Press.
  • Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell.
  • Liu, Y., Zhang, L. J., & May, S. (2022). Dominance of anglo-American cultural representations in university English textbooks in China: A corpus linguistics analysis. Language, Culture and Curriculum, 35(1), 83–101 https://doi.org/10.1080/07908318.2021.1941077
  • Martin, J. N., & Nakayama T. K. (2010). Intercultural communication in context. McGraw-Hill Higher Education
  • Nguyen, T. T., Marlina, R., & Cao, T. H. P. (2021). How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective. Asian Englishes, 23(2), 184–200. https://doi.org/10.1080/13488678.2020.1717794
  • Parlindungan, F., Rifai, I., & Safriani, A. (2018). The representation of Indonesian cultural diversity in middle school English textbooks. Indonesian Journal of Applied Linguistics, 8(2), 289–302. https://doi.org/10.17509/ijal.v8i2.13276
  • Pfister, G. C., & Borzelli, P. (1977). Surface cultural concepts: A design for the evaluation of cultural material in textbooks. Die Unterrichtspraxis / Teaching German, 10(2), 102–108. https://doi.org/10.2307/3529798
  • Pradita, I., & Suwarno. (2021). Review of the book developing intercultural language learning, by Michelle Kohler. Comparative Education Review, 65(3), 578–580. https://doi.org/10.1086/715015
  • Risager, K. (2021). Language textbooks: Windows to the world. Language, Culture and Curriculum, 34(2), 119–132. https://doi.org/10.1080/07908318.2020.1797767
  • Sakki, I. (2014). Social representations of European integration as narrated by school textbooks in five European nations. International Journal of Intercultural Relations, 43, 35–47. https://doi.org/10.1016/j.ijintrel.2014.08.010
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage.
  • Setyono, B., & Widodo, H. P. (2019). The representation of multicultural values in the Indonesian ministry of education and culture-endorsed EFL textbook: A critical discourse analysis. Intercultural Education, 30(4), 383–397. https://doi.org/10.1080/14675986.2019.1548102
  • Sihombing, T. H. J., & Nguyen, M. X. N. C. (2022). Cultural content of an English textbook in Indonesia: Text analysis and teachers’ attitudes. Asian Englishes. Advance online publication, 1–23. https://www.tandfonline.com/doi/full/10.1080/13488678.2022.2132131
  • Snow, D. (2015). English teaching, intercultural competence, and critical incident exercises. Language and Intercultural Communication, 15(2), 285–299. https://doi.org/10.1080/14708477.2014.980746
  • Syrbe, M., & Rose, H. (2018). An evaluation of the global orientation of English textbooks in Germany. Innovation in Language Learning and Teaching, 12(2), 152–163. https://doi.org/10.1080/17501229.2015.1120736
  • Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer, and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(10), 1–15. https://doi.org/10.1186/s40862-020-00089-9
  • Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43(2), 180–193. https://doi.org/10.1080/09571736.2013.869942
  • Thompson, K. D. (2013). Representing language, culture, and language users in textbooks: A critical approach to swahili multiculturalism. The Modern Language Journal, 97(4), 947–964. https://doi.org/10.1111/j.1540-4781.2013.12047.x.
  • Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap? System, 95, 102362. https://doi.org/10.1016/j.system.2020.102362
  • van Leeuwen, T. (2008). Discourse and practice: New tools for critical discourse analysis. Oxford University Press.
  • Vinall, K., & Shin, J. (2019). The construction of the tourist gaze in English textbooks in South Korea: Exploring the tensions between internationalisation and nationalisation. Language, Culture and Curriculum, 32(2), 173–190. https://doi.org/10.1080/07908318.2018.1513022
  • Weninger, C. (2021). Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 34(2), 133–146. https://doi.org/10.1080/07908318.2020.1797083
  • Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47(4), 694–716. https://doi.org/10.1002/tesq.87
  • Widodo, H. P. (2018). A critical micro-semiotic analysis of values depicted in the Indonesian ministry of national education-endorsed secondary school English textbook. In H. P. Widodo, L. V. Canh, M. R. G. Perfecto, & A. Buripakdi (Eds.), Situating moral and cultural values in ELT materials: The southeast Asian context (pp. 131–152). Springer.
  • Xiang, R., & Yenika-Agbaw, V. (2021). EFL textbooks, culture and power: A critical content analysis of EFL textbooks for ethnic mongols in China. Journal of Multilingual and Multicultural Development, 42(4), 327–341. https://doi.org/10.1080/01434632.2019.1692024
  • Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466. https://doi.org/10.1093/elt/ccq089
  • Zhang, L. (2020). Developing students’ intercultural competence through authentic video in language education. Journal of Intercultural Communication Research, 49(4), 330–345. https://doi.org/10.1080/17475759.2020.1785528

List of the Textbooks Analysed.

  • O’Neill, R., & Lewis, M. (2017). Prism: Reading and writing 1. Cambridge University Press.
  • Sowton, C., & Kennedy, A. S. (2017). Prism: Reading and writing 3. Cambridge University Press.
  • Westbrook, C., & Baker, L. (2017). Prism: Reading and writing 2. Cambridge University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.