The representation of gender in foreign language teaching has attracted the attention of many scholars and has been investigated in different parts of the world. Due to its potential for deep impact on pupils, it is a matter of great concern. Discrimination against a gender group in coursebooks can lead to harmful impacts on pupils' development as well as on their future academic and career (Lee, 2018). The lack of representation of females in language coursebooks may seriously harm their ability to understand the target language as well as its culture (Rifkin, 1998).

PurposeThe aim of this article was to understand about cultural representation in these coursebooks and if it is reflected the status of English as a lingua franca.Design/methodology/approachThis article is a report on a case study in the form of content analysis of different categories of culture represented in English language coursebooks used in schools of Iran. In order to do so, references to source, target, international and universal cultures were classified into four aspects: perspectives, products, practices and persons.FindingsGenerally, the findings suggested that despite the high frequency of cultural elements, the representation favoured the source culture, while the target, international and universal cultures were heavily under-represented.Research limitations/implicationsApart from the valuable contributions of the study, the implications of the study are that despite the high frequency of cultural elements, the representation favoured the source culture, while the target, international and universal cultures were heavily under-represented. Therefore, the imbalance in the content of materials on different cultures needs to be redressed. While the main concern of this investigation is the frequency of appearance, which replicates the extent of source, target, international and universal cultures represented in the coursebooks, the impact of the materials, affected by how the cultural elements are used and perceived by teachers and pupils, is beyond the scope of the present study; hence, future studies in this area are deeply encouraged, and it is recommended for further research.Practical implicationsThe implications for resolving the imbalance in cultural representation are also being explained.Originality/valueBearing in mind the importance of coursebooks as well as the role of culture in teaching the English language, this article aims at understanding about cultural representation within the newly developed Iranian English language coursebooks for schools, an issue that has never been studied by Iranian scholars with respect to the newly published materials.

Previous empirical studies have suggested that language is primarily used to exchange social information, but our evidence on this derives mainly from English speakers. We present data from a study of natural conversations among Farsi (Persian) speakers in Iran and show that not only are conversation groups the same size as those observed in Europe and North America, but people also talk predominantly about social topics. We argue that these results reinforce the suggestion that language most likely evolved for the transmission of information about the social world. We also explore sex differences in conversational behavior: while the pattern is broadly similar between the sexes, men may be more sensitive than women are to discussing some topics in the presence of many other people.

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