The development of culture in English foreign language textbooks: the case of English File

Larrea-Espinar, Ángela; Raigón-Rodríguez, Antonio

doi:10.20420/rlfe.2019.384

Cited by 5 publications

(6 citation statements)

References 8 publications

(14 reference statements)

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“…Similarly, it could be useful to make a distinction between the big-C and small-c aspects of culture in order to clarify specific cultural characteristics. According to Espinar and Rodríguez (2019), while the big-C aspects of a culture, such as arts, literature, dance, film, and sculpture may be more obvious and easy to notice, the small-c aspects are less obvious to a learner. The latter comprise the pitfalls that the learner has a greater chance of falling into while communicating in real-life situations.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Khan,

Ahmed,

Saeed

2023

JCCT

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In recent years, the importance of developing intercultural communicative competence (ICC) has gained significant traction. Since language teachers are expected to play a crucial role in helping students to develop their ICC, this review article aims to analyze the research available about this construct to understand its implications for teaching English as a Foreign Language (EFL) in academic settings. It begins by examining the current understanding of ICC and its importance in language learning. It then looks at how an ICC-based curriculum can be paired with a constructivist pedagogical approach to create a learning environment that promotes the exploration, experience, and comprehension of intercultural communication opportunities and challenges. Finally, it concludes with a discussion of the potential implications of incorporating ICC into English language instruction in Pakistan and other similar EFL contexts. This includes its impact on teacher education as well as its wider social implications for promoting interculturality in EFL learning environments.

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Section: Literature Reviewmentioning

confidence: 99%

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Khan,

Ahmed,

Saeed

2023

JCCT

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“…Despite the value of using semiotic approach for analysing textbooks as explained above, the majority of the past studies have resorted to monolithic, static approaches to textbook evaluation (e.g. Ke, 2012; Larrea-Espinar & Raigón-Rodríguez, 2019; Roohani & Heidari, 2012; Sándorová, 2016). They sufficed with quantitative research tools: tallying, frequency word counts, or visual representations and thus considering culture as an objectifiable element.…”

Section: Review Of the Literaturementioning

confidence: 99%

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

Derakhshan

2021

Language Teaching Research

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Studies examining culture representation in language textbooks have rarely adopted the semiotic approach, despite its potential for presenting and (re)creating cultural meanings at their various levels (i.e. cultural, intercultural, multicultural, and transcultural) in the co-instantiations of texts, tasks, and images. To address this issue, a qualitative analysis, embarking on the Peircean semiotic theory, was applied on the text-image-task semiotic relationship. It explored its potential for constructing and reconstructing cultural meanings relative to the Iranian national English as a foreign language (EFL) textbook, Vision 1, from the perspectives of Iranian EFL students, teachers, and teacher educators. Content and thematic analyses of the interview records revealed three themes: first, the co-instantiation of the image and text was indexical, cultural awareness and connotations were almost untouched; second, the textual and visual components driving intercultural meanings and interpretations were not in accordance with the tasks; and, third, some alternative more culturally engaging images were provided by the interviewees. On the whole, the findings confirmed the previous findings that the discourse of this brand-new Iranian localized EFL textbook leaves little space to raise cultural awareness for its users. Based on the findings, a dynamic model for evaluating cultural representations in textbooks is suggested, hoping to show how EFL textbooks can be developed, implemented, and received more effectively in instructional settings.

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“…English lessons in elementary schools are local content subjects taught according to need. English lessons are fundamental to be taught young because they easily remember lessons (Espinar & Rodríguez, 2019). As stated, children are active and easy to remember.…”

Section: Introductionmentioning

confidence: 99%

Acting Out a Memory-based Game in Classroom: A Study on Elementary School Students’ English Proficiency

Wahono,

Ahmad,

Hidayah

et al. 2023

jlic

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English lessons in Indonesia still have various problems as it serves as a foreign language (EFL). This research aimed to solve elementary students problems in learning English by introducing the memory match game technique. Conducted at Madrasah Aliyah Al-Hidayah in Jember, the study utilises Classroom Action Research (CAR) methodology, emphasising a cyclical process of planning, acting, observing, and reflecting. The collaborative approach involves the researcher as the English teacher employing the memory match game, with the real English teacher serving as an observer. Results indicate that 71.43% of class IV students actively participated in the game, showcasing engagement without seeking assistance, while 28.57% appeared less active. The study highlights the potential efficacy of the memory match game technique in early English language education and calls for continued research to enhance teaching and learning practices.

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The development of culture in English foreign language textbooks: the case of English File

Cited by 5 publications

References 8 publications

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

‘Should textbook images be merely decorative?’: Cultural representations in the Iranian EFL national textbook from the semiotic approach perspective

Acting Out a Memory-based Game in Classroom: A Study on Elementary School Students’ English Proficiency

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