Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries

Rashidi, Naser; Meihami, Hussein

doi:10.1080/2331186x.2016.1212455

Cited by 31 publications

(26 citation statements)

References 32 publications

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“…Despite the extensive discussions on the role of students' first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students' own culture (e.g. Aliakbari, 2005;Rashidi & Meihami, 2016). Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.…”

Section: Resultsmentioning

confidence: 99%

“…Students had a positive attitude towards cultural diversity and believed that will enhance their intercultural competence. Rashidi and Meihami (2016) explored the cultural content of ELT textbooks in inner, outer and expanding circle countries. The aforementioned study found a difference between the cultural content of ELT textbooks in the three circles.…”

Section: Research Conducted On Culture In Eilmentioning

confidence: 99%

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Implications of English as an International Language for Language Pedagogy

Tan

Farashaiyan

Sahragard

et al. 2019

IJHE

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The position of the English language in the world has recently underwent an enormous shift. The global spread of English has altered its status from being a homogeneous and standard language spoken by a few powerful countries into an international language or lingua franca spoken by a wide variety of speakers around the world (Llurda, 2014). The unprecedented global demand, use, and appropriation of English as an international language (EIL) necessitates a profession-wide response to English language learning, teaching, teacher education, assessment, and policy. The international status of English and increase in the number of EIL learners require a teaching agenda that incorporates pedagogical approaches that teach English based on EIL principles (Matsuda, 2017). The current study attempts to discuss the implications of EIL on issues related to language pedagogy, such as culture and intercultural competence in EIL, native-like competence, English teachers in the EIL pedagogy, language assessment in EIL and EIL teacher education. The studies show that EIL as a means of intercultural communication in a wide range of contexts calls for a reconceptualisation of language pedagogy It is concluded that despite the extensive discussions on the role of students’ first language culture for EIL learners, English textbooks and classrooms continue to rely on the target culture and ignore the students’ own culture. Therefore, EIL has yet to be fully incorporated language education despite extensive studies that have been conducted on its role.

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Section: Resultsmentioning

confidence: 99%

Section: Research Conducted On Culture In Eilmentioning

confidence: 99%

Implications of English as an International Language for Language Pedagogy

Tan

Farashaiyan

Sahragard

et al. 2019

IJHE

View full text Add to dashboard Cite

show abstract

“…In the Japanese context, Yamada (2010) found that junior high English texts approached cultural representation from an insular perspective, beginning with known entities and cautiously expanding. Moreover, Rashidi & Meihami (2016) argued that ELT textbooks tend to contain cultural content associated with the L1 and international cultures rather than the L2 culture at hand. A rare example of successful cultural representation in the literature is an account of the Lunar New Year in Vietnamese high school English textbooks (Dinh & Sharifian 2017), yet even this content was heterogeneously understood by each region in Vietnam.…”

Section: Discussionmentioning

confidence: 99%

Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Davidson

Liu

2018

Language, Culture and Curriculum

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Research on the representation of culture in language textbooks rarely incorporates the concept of global citizenship, despite its increasing relevance to language education in our globalising world. To address this critique, a mixed-method study was conducted to investigate cultural representation in Japanese elementary school English textbooks, and the degree to which students feel connected to the concept of global citizenship. Content analysis of Japanese textbooks and thematic analysis of student and teacher interviews found that the texts are culturally simplistic and did not help this population of students fully realise the values of global citizenship. Meaningful cultural representation may reinforce cultural awareness, open-mindedness, and social responsibilitythe core dimensions of global citizenship. To this end, future English curricula would benefit from supplementary authentic materials, cultural exchange experiences, and explicit discussions of culture between teachers and students.

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“…In ELT research literature, a large number of western popular ELT materials were categorised as imperial or neo-imperial enterprise that repressed local culture and promoted western culture (Abbasian & Biria 2017, Hunter 1997, Jahan 2012, Jahan 2005, Kanoksilapatham 2018, Khodadady & Shayesteh 2016, Lekawael, Emzir & Rafli 2018, Rashidi & Meihami 2016, Rodríguez 2015, Xu 2013, Zarei & Khalessi 2011. As a consequence of such critical intervention, the current English language textbook (introduced in 2015) titled English for Today: Classes XI-XII (Billah et al 2015) for general education stream in Bangladesh is written and edited by local experts; thus, non-native ELT material developers were accorded 'critical agency' (Rebughini 2018) in Bangladesh.…”

Section: Introductionmentioning

confidence: 99%

Critical Agency and Glocal Subjectivity in ELT Material Development: An Analysis of English Language Textbook of Bangladesh

Khan

Rahaman²

2019

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This paper explores 'glocal subjectivity' in an English language textbook produced by National Curriculum and Textbook Board of Bangladesh for Grades XI-XII. In the era of globalization (Mukherjee & Krieckhaus 2011), glocal subjectivity, i.e. creation of self that appreciates the ingredients of both global and local spaces (Gutierrez 2013) is relevant for material development in ELT, as it carries implications for critical agency (Richmond 2011). In post-colonial countries, critical agency allows non-native textbook writers to exercise freedom in selecting themes and designing language learning activities which may be used in the classrooms to develop critical minds (Pineda-Báez 2004). Through qualitative content analysis (Julien 2008), this research examines how the non-native material writers in Bangladesh exerted critical agency to construct glocal subjectivity in the English textbook. Findings reveal that textbook writers constructed glocal subjectivity by selecting appropriate topics. Nevertheless, the textbook contains the following limitations: pedagogically unsound language learning activities, low aesthetic quality, misrepresentation of Bangladesh, and post-colonial ambivalence. Based on the findings, this paper suggests that textbook writers in the post-colonial countries need to be aware of the issue of representation and make use of the wisdom of Applied Linguistics to produce politically correct and pedagogically effective English language textbook.

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Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries

Cited by 31 publications

References 32 publications

Implications of English as an International Language for Language Pedagogy

Implications of English as an International Language for Language Pedagogy

Reaching the world outside: cultural representation and perceptions of global citizenship in Japanese elementary school English textbooks

Critical Agency and Glocal Subjectivity in ELT Material Development: An Analysis of English Language Textbook of Bangladesh

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