Cultural representation in English textbooks: Voices from Chinese EFL teachers

Shujun Han; Yongliang Wang

doi:10.30827/portalin.vi44.31824

Authors

Shujun Han Henan University of Animal Husbandry and Economy https://orcid.org/0000-0003-2459-4221
Yongliang Wang North China University of Water Resources and Electric Power (Corresponding author) https://orcid.org/0009-0004-8918-7613

DOI:

https://doi.org/10.30827/portalin.vi44.31824

Keywords:

Cultural representation, EFL, Teachers’ perception, Semiotics, Textbook analysis

Agencies: This study was supported by Humanistic and Social Science Youth Fund Project of Ministry of Education, “Research on Grammaticalization and Cognitive Motivation of Chinese and English Verbal Measurement Constructions” (Grant No. 20YJC740013) and by 2024 Education and Teaching Reform Research Project of Henan Province “Innovation and Practice of Smart Teaching Mode in Universities under the Background of Digital Education” (Grant No. 2024SJGLX0543)

Abstract

When a person acquires a new language, culture is a central part of the process that cannot be separated. An English textbook serves as a medium for learning that is rich in the hidden cultural significance for its stakeholders. From the perspective of educators, there is limited scrutiny into how cultural values are depicted within English language textbooks. Therefore, this inquiry was conducted to examine the cultural content of textbook series in China, identifying the critical role these textbooks play in presenting culture. A questionnaire adapted from Kilickaya (2004) was used in this investigation. The study involved 625 Chinese EFL teachers and a questionnaire was administered to all participants. Among them, 21 were randomly selected for semi-structured interviews, which were based on a semiotics framework to enhance the depth of analysis. Collected data from the questionnaire were processed for quantitative analysis while the data from the interviews were transcribed and scrutinized for qualitative analysis. Results indicated that teachers hold a positive view about cultural representation in English textbooks and advocate for a cultural semiotic representation approach that connects images, texts, and tasks to improve students' cultural awareness. Ultimately, the results of this investigation have practical implications for EFL stakeholders.

Downloads

Download data is not yet available.

Author Biographies

Shujun Han , Henan University of Animal Husbandry and Economy

Associate professor in applied linguistics, Ph.D. in cognitive linguistics, works for School of Foreign Studies, Henan University of Animal Husbandry and Economy, China. She serves as a peer reviewer for several accredited international journals in the field of EFL education. In recent years, her research interests lie in the cognitive linguistics, technology assisted language learning, and semiotics studies in intercultural communication.

Yongliang Wang, North China University of Water Resources and Electric Power (Corresponding author)

Associate professor in applied linguistics at School of Foreign Languages and Cultures, Nanjing Normal University, Chinese mainland. He once obtained his MSc in TESOL from the Graduate School of Education at Bristol University in the UK and got his Ph.D. degree in Semiotics and Intercultural Communication. He has been focusing his research on the theory and practice of EFL teaching and learning, EFL teachers’ professional development, as well as semiotics. His name appeared in the in the Highly Cited Chinese Researchers (26 in total) by Elsevier in 2022.

References

Al-Naimat, G. K., & Saidat, A. M. (2019). Aesthetic symbolic and communicative functions of English signs in urban spaces of Jordan: typography, multimodality, and ideological values. Journal of Research in Applied Linguistics, 10(2), 3–24.

Azizpour, S. (2021). Fostering Cultural Awareness in EFL Classes: An Exploration of EFL Teachers’ Perceptions and Practices in Iranian Language Schools. Applied Research on English Language, 10(4), 71–98. https://doi.org/10.22108/are.2021.130585.1777

Bayyurt, Y. (2006). Non‐native English language teachers ‘perspective on culture in English as a foreign language classroom. Teacher Development, 10(2), 233–247. https://doi.org/10.1080/13664530600773366.

Brown, C. W., & Habegger-Conti, J. L. (2017). Visual representations of indigenous cultures in Norwegian EFL textbooks. Nordic Journal of Language Teaching and Learning, 5(1),16–34. https://doi.org/10.46364/njmlm.v5i1.369.

Canale, G. (2016). Searching culture in foreign language textbooks, or the politics of hide and seek. Language, Culture and Curriculum, 29(2), 225–243. https:// doi.org/10.1080/0790831 8.2016.1144764.

Chandler, D. (2007). Semiotics: The basics. London: Routledge.

Chen, Y. (2010). The semiotic construal of attitudinal curriculum goals: Evidence from EFL textbooks in China. Linguistics and Education, 21(1), 60–74. https:// doi.org/10.1016/j.linged. 2009.12.005.

Curdt-Christiansen, X. L., & Weninger, C. (2015). Ideology and the politics of language textbooks. In X. Curdt-Christiansen, & C. Weninger (Eds.), Language ideology and education: The politics of textbooks in language education (pp.1–8). New York & London: Routledge.

Dahmardeh, M., & Kim, S. D. (2020). Gender representation in Iranian English language coursebooks: Is sexism still alive? English Today, 36(1), 12–22. https://doi.org/10.1017/S0266078419000117.

Daniel, R. P. (2020). Representation of culture in three FFL textbooks. Litera: Journal of Language, Literature and Culture Studies, 30(1), 63–83. https:// doi.org/10.26650/LITERA2020-0029.

Derakhshan, A. (2018). The critical analysis of cultural values in the American English File textbook series. Critical Studies in Texts and Programs in Human Sciences, 18(2), 53–76.

Derakhshan, A. (2021). Should textbook images be merely decorative? Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective. Language Teaching Research, 25(2), 1–35. https:// doi.org/10.1177/1362168821992264.

Feng, W. D. (2019). Infusing moral education into English language teaching: an ontogenetic analysis of social values in EFL textbooks in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 40(4), 458–473. https:// doi.org/10.1080/01596306.2017.1356806.

Gray, J. (2010). The branding of English and the culture of the new capitalism: Representations of the world of work in English language textbooks. Applied Linguistics, 31(5), 714–733. https:// doi.org/10.1093/ applin/ amq034.

Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL course books. Sino-US English Teaching, 7(1), 16–23.

Hua, Z., & Gao, X. (2021). Language, culture and curriculum: lived intercultural experience of international students. Language, Culture and Curriculum, 34(4), 458–465. https://doi.org/10.1080/079 08318. 2020.1871003.

Jantadej, K., & Charubusp, S. (2018). A case study of Thai secondary school teachers' English intercultural teaching and perception. International Journal of Progressive Education, 14(5), 39–56. https:// doi.org/10.29329/ ijpe.2018.157.5.

Keles, U., & Yazan, B. (2020). Representation of cultures and communities in a global ELT textbook: A diachronic content analysis. Language Teaching Research, 1–22. https:// doi.org/10.1177/1362168820976922.

Khodabandeh, F., & Mombini, R. (2018). Iranian EFL teachers' and students' perceptions towards the first-grade high school English textbook. Journal of English Language Pedagogy and Practice, 11(22), 141–167.

Kilickaya, F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10(7), 1–6.

Klak, T., & Martin, P. (2003). Do university-sponsored international cultural events help students to appreciate “difference”?. International Journal of Intercultural Relations, 27, 445-465. https://doi.org/10.1016/S0147-1767(03)00033-6.

Konings, K. D., Seidel, T., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2014). Differences between students’ and teachers’ perceptions of education: Profiles to describe congruence and friction. Instructional Science, 42(1), 11–30. https:// doi.org/10.1007/s11251-013-9294-1.

Koulaidis, V., & Dimopoulos, K. (2005). The co-deployment of visual representations and written language as resources for meaning making in Greek primary school science textbooks. International Journal of Learning, 12(10), 243–254.

Kramsch, C., & Vinall, K. (2015). Analyzing culture in foreign/second language textbooks: Methodological and conceptual issues. In X. Curdt-Christiansen, & C. Weninger (Eds.), Language ideology and education: The politics of textbooks in language education. (pp. 11–28) New York & London: Routledge.

Kurpis, L., & Hunter, J. (2017). Developing Students’ Cultural Intelligence Through an Experiential Learning Activity. Journal of Marketing Education, 39, 30-46. https://doi.org/10.1177/0273475316653337.

Lee, J. F. K., & Li, X. (2020). Cultural representation in English language textbooks: A comparison of textbooks used in mainland China and Hong Kong. Pedagogy, Culture & Society, 28(4), 605–623. https:// doi.org/10.1080/14681366.2019.1681495.

Li, Y. (2016). Representations of culture in Chinese language textbooks for K-16 Chinese language learners in the united states: Examining cultural literacy in Chinese language education. (Ph.D. Thesis). The University of Texas, San Antonio.

Li, Z., & Harfitt, G. J. (2017). An examination of language teachers’ enactment of curriculum materials in the context of a centralized curriculum. Pedagogy, Culture & Society, 25(3), 403-416. https:// doi.org/10.1080/14681366.2016.1270987.

Maslak, M. A. (2008). School as a site of Tibetan ethnic identity construction in India? Results from a content analysis of textbooks and Delphi study of teachers' perceptions. Educational Review, 60(1), 85–106. https:// doi.org/10.1080 /00131910701794671.

Messekher, H. (2014). Cultural representations in Algerian English textbooks. In: S., Garton, & K. Graves, (Eds.), International perspectives on materials in ELT. International perspectives on English language teaching (pp.69–86). Palgrave Macmillan, London. https://doi.org/10.1057/9781137023315_5

Mohammed Ismael Ismael, S., & Mohammadzadeh, B. (2022). Gender representation in EFL textbooks used in state schools in northern Iraq and teachers’ perceptions of gender role stereotypes. Interactive Learning Environments, 1–18. https:// doi.org/10.1080/10494820.2022.2029495.

Monfared, A., Mozaheb, M. A., & Shahiditabar, M. (2016). Where the difference lies: Teachers’ perceptions toward cultural content of ELT books in three circles of world. English Cogent Education, 3(1), 1–16. https:// doi.org/10.1080/2331186X.2015.1125334.

Onalan, O. (2005). EFL teachers' perceptions of the place of culture in ELT: A survey study at four universities in Ankara/Turkey. Journal of Language and Linguistic Studies, 1(2), 215–235.

Peirce, L. (2010). Domesticating sexuality: Harem culture in Ottoman imperial law. In M. Booth,(Ed.), envisioning places and living spaces, (pp.104–35). Durham, NC: Duke University Press.

Pishghadam, R., Derakhshan, A., & Ebrahimi, S. (2021). Cultuling analysis of “Devaluation” in the Iranian culture. Language Related Research, 12(5), 1–25. https://doi.org/10.52547/LRR.12.5.1.

Saemee, K., & Ra, J. J. (2021). Teachers' perceptions of cultural contents in English language textbooks used in multicultural classrooms at a Thai primary school. Austrian Journal of South-East Asian Studies, 14(2), 227–241. https:// doi.org/10.14764/10.ASEAS-0061.

Schwartz, S. J., Unger, J. B., Zamboanga, B. L., & Szapocznik, J. (2010). Rethinking the concept of acculturation: implications for theory and research. American Psychologist, 65(4), 237–251. doi: 10.1037/a0019330.

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.

Shi, F.F. (2023) An analysis of reading materials in new senior English for China based on cultivation of cultural awareness. Open Journal of Applied Sciences , 13(2), 51–59. https://doi.org/10.4236/ojapps.2023.131005.

Shi-Xu. (2016). Cultural discourse studies through the journal of multicultural discourses: 10 years on. Journal of Multicultural Discourses, 11(1), 1–8. https://doi.org/10.1080/17447143.2016.1150936.

Soodmand Afshar, H., & Sohrabi, A. (2021). A critical evaluation of Vision 3: Rights analysis and culture in the spotlight. Language and Translation Studies , 53(4), 97–133. https://doi.org/10.22067/lts.v53i4.86517.

Sun, W., & Kwon, J. (2020). Representation of monoculturalism in Chinese and Korean heritage language textbooks for immigrant children. Language, Culture and Curriculum,33(4),1–15. https:// doi.org/10.1080/07908318.2019.1642346.

Tajeddin, Z., & Bahrebar, S. (2017). Sociological and aesthetic senses of culture represented in global and localized ELT textbooks. Teaching English as a Second Language Quarterly, 36(3), 119–143. https:// doi.org/10.22099/jtls.2017. 25995. 2299.

Van Mejil, T. (2008). Culture and identity in anthropology: Reflections on ‘unity’ and ‘uncertainty’ in the dialogical self. International Journal of Dialogical Science, 3 (1), 165–190.

Weninger, C. (2018). Textbook analysis. In C.A. Chapelle, (Eds.) The encyclopedia of applied linguistics (pp.2–10). Willey and Sons. https:// doi.org/10.1002/978140519 8431. wbeal1489.

Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language textbooks: A semiotic approach. TESOL Quarterly,47(4), 694–716. https:// doi.org/10.1002/tesq.87

Xiong, T., & Hu, G. (2022). Designing values in English as a foreign language textbook: A social semiotic approach. In T. Xiong, D. Feng, & G. Hu (Eds.), Cultural knowledge and values in English language teaching materials (pp. 41–61). Springer, Singapore

Yamada, M. (2010) .English as a multicultural language: implications from a study of Japan's junior high schools' English language textbooks. Journal of Multilingual and Multicultural Development, 31(5), 491–506. https:// doi.org/10.1080/01434632.2010.502967.

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

FUNDING INFORMATION

This study was supported by Humanistic and Social Science Youth Fund Project of Ministry of Education, “Research on Grammaticalization and Cognitive Motivation of Chinese and English Verbal Measurement Constructions” (Grant No. 20YJC740013) and by 2024 Education and Teaching Reform Research Project of Henan Province “Innovation and Practice of Smart Teaching Mode in Universities under the Background of Digital Education” (Grant No. 2024SJGLX0543)