Representation of cultures and communities in a global ELT textbook: A diachronic content analysis

This study examines the representation of cultures and communities in the world across five editions of New Headway elementary level textbook (NHE). It conducts a diachronic content analysis to explore how the representation of cultures and communities has evolved in NHE across five editions since i...

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Vydáno v:Language teaching research : LTR Ročník 27; číslo 5; s. 1325 - 1346
Hlavní autoři: Keles, Ufuk, Yazan, Bedrettin
Médium: Journal Article
Jazyk:angličtina
Vydáno: London, England SAGE Publications 01.09.2023
Sage Publications Ltd
Témata:
Community
Community Relations
Content Analysis
Cultural Awareness
Cultural change
Data analysis
Developed Nations
Developing Nations
Diachronic analysis
Diachronic Linguistics
Disproportionate Representation
Dominance
Elementary School Students
English (Second Language)
English as a second language instruction
English language
English Learners
Global Approach
Imagination
Imbalance
Language textbooks
Language Variation
Language varieties
Multiculturalism & pluralism
National Standards
Native Speakers
Representation
Second Language Instruction
Second Language Learning
Teachers
Teaching
Textbook Content
Textbooks
World Englishes
new headway
diachronic analysis
world Englishes
concentric circles
cultural representation
English language textbooks
English as an international language
ISSN:1362-1688, 1477-0954
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Shrnutí:This study examines the representation of cultures and communities in the world across five editions of New Headway elementary level textbook (NHE). It conducts a diachronic content analysis to explore how the representation of cultures and communities has evolved in NHE across five editions since its first edition’s publication in 1993. Adapting Kachru’s model of concentric circles for data analysis, we utilized Yuen’s adaptation of ACTFL’s (1996) standards for language teaching via the categories of persons, perspectives, products, and practices. Our findings mainly indicate that the Inner Circle has maintained its dominance in NHE’s content over five editions. We found that there was an imbalance favoring European cultures against non-European cultures in the Expanding Circle. On the other hand, Expanding Circle / Non-European and Outer Circle are underrepresented with around 10% of the textbook content. These findings show that NHE’s cultural focus is on the Western, European, and Anglo-American world of English-speaking communities. Such an imbalance in representation of world cultures leads us to conclude that NHE’s writers do not sufficiently raise English learners’ global cultural consciousness since there has been little engagement with multicultural view of English language varieties. We invite teachers, learners, and material developers to critically approach, analyse, revise, and/or adapt textbook content as discursive constructions which shape the imagination of cultures and communities.
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ISSN:1362-1688
1477-0954
DOI:10.1177/1362168820976922