Vietnamese cultural conceptualisations in the locally developed English textbook: a case study of ‘Lunar New Year’/‘Tet’

Dinh, Thuy Ngoc; Sharifian, Farzad

doi:10.1080/13488678.2017.1279763

Cited by 30 publications

(19 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cultural Linguistics has been applied to a growing number of research topics including religion (Lu, 2017;Sharifian, 2017b), world Englishes (e.g., Degani, 2017;Malcolm, 2017;Wolf, 2017), political discourse F I G U R E 1 The analytical framework of Cultural Linguistics. Reprinted from Sharifian (2017a: 8) [Colour figure can be viewed at wileyonlinelibrary.com] (e.g., Ansah, 2017;Musolff, 2017), cross-cultural pragmatics (e.g., Sharifian, 2005;Wilson & Lewandowska-Tomaszczyk, 2017), intercultural communication (Sharifian, 2010), culture, body, self, and language (e.g., Bagasheva, 2017;Sharifian, 2011b), teaching English as an international language (Xu, 2017), and English language teaching curriculum (Dinh & Sharifian, 2017) which is in line with the domain of the current study. Dinh and Sharifian (2017) investigated the Vietnamese cultural conceptualisations of Tet in the locally develop English 11 textbook.…”

Section: Cultural Conceptualisationssupporting

confidence: 73%

“…Cultural Linguistics has been applied to a growing number of research topics including religion (Lu, 2017; Sharifian, 2017b), world Englishes (e.g., Degani, 2017; Malcolm, 2017; Wolf, 2017), political discourse (e.g., Ansah, 2017; Musolff, 2017), cross‐cultural pragmatics (e.g., Sharifian, 2005; Wilson & Lewandowska‐Tomaszczyk, 2017), intercultural communication (Sharifian, 2010), culture, body, self, and language (e.g., Bagasheva, 2017; Sharifian, 2011b), teaching English as an international language (Xu, 2017), and English language teaching curriculum (Dinh & Sharifian, 2017) which is in line with the domain of the current study. Dinh and Sharifian (2017) investigated the Vietnamese cultural conceptualisations of Tet in the locally develop English 11 textbook. The study revealed that (a) Tet is conceptualised as an event for reunion, joy, hopes and rebirth of plants, animals, and (b) the representation of cultural conceptualisations of Tet across texts and visuals in the textbook was correspondent with the primary cultural conceptualisations derived from ethnographic survey of available sources.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Cultural Linguistics and ELT curriculum: The case of ‘Prospect’ English textbooks in Iran

Juybari

Bozorgian

2020

Int J App Linguistics

View full text Add to dashboard Cite

This study examines Iranian English language teaching (ELT) Prospect textbooks in light of the recently developed discipline of Cultural Linguistics. Cultural Linguistics is a field of research that explores the relation between language and cultural conceptualisations. The Cultural Linguistics ethnographic-conceptual text/visual analysis methodology is employed for the analysis of the cultural conceptualisations embedded across texts and visuals. It is revealed that lesson 3 of Prospect 3 captures the Iranian cultural conceptualisations of Nowruz and represents it as an event for (a) renewal of human beings and reinforcement of human relationships, (b) joy, (c) wishing good luck and avoiding bad luck, and (d) visiting. The current research has significant implications for both research and pedagogy in ELT.

show abstract

Section: Cultural Conceptualisationssupporting

confidence: 73%

“…Cultural Linguistics has been applied to a growing number of research topics including religion (Lu, 2017; Sharifian, 2017b), world Englishes (e.g., Degani, 2017; Malcolm, 2017; Wolf, 2017), political discourse (e.g., Ansah, 2017; Musolff, 2017), cross‐cultural pragmatics (e.g., Sharifian, 2005; Wilson & Lewandowska‐Tomaszczyk, 2017), intercultural communication (Sharifian, 2010), culture, body, self, and language (e.g., Bagasheva, 2017; Sharifian, 2011b), teaching English as an international language (Xu, 2017), and English language teaching curriculum (Dinh & Sharifian, 2017) which is in line with the domain of the current study. Dinh and Sharifian (2017) investigated the Vietnamese cultural conceptualisations of Tet in the locally develop English 11 textbook. The study revealed that (a) Tet is conceptualised as an event for reunion, joy, hopes and rebirth of plants, animals, and (b) the representation of cultural conceptualisations of Tet across texts and visuals in the textbook was correspondent with the primary cultural conceptualisations derived from ethnographic survey of available sources.…”

Section: Literature Reviewmentioning

confidence: 99%

Cultural Linguistics and ELT curriculum: The case of ‘Prospect’ English textbooks in Iran

Juybari

Bozorgian

2020

Int J App Linguistics

View full text Add to dashboard Cite

show abstract

“…The need to insert cultures in instructional materials is essential nowadays because language and culture are inseparable (Haerazi et al, 2018). It is in line with Dinh and Sharifian (2017), who state that culture has attracted attention from English teachers as a result of the intertwined relation between culture and language. Some studies show that cultures are inserted in English Language Teaching (ELT) materials to improve intercultural or cultural communicative competencies and language proficiencies (Tamimy, 2019;Haerazi & Irawan, 2020a).…”

Section: Introductionmentioning

confidence: 82%

Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

Prayati¹,

Haerazi²,

Irawan³

et al. 2020

Lingua Cultura

View full text Add to dashboard Cite

The research aimed to provide students’ learning and target needs of incorporating culture-based English instructionalmaterials in enhancing students’ critical thinking skills, ELT achievement, and classroom interaction at the Central Lombok middle schools. The research was a quantitative study. The 350 students and 10 English teachers were involved in the research. The average of students’ age ranged from 12-13 years old, while the English teachers were certified Englishteachers at the middle schools. They had also been from five to seven years of teaching practice experience. The data were collected using a questionnaire to see the students’ and teachers’ needs that were focused on target needs and learning needs. The target needs comprised the learning goals, lacks, and wants, while the learning needs included learning inputs, students’ roles, and classroom management. The data were analyzed using some steps; computation, display, drawing conclusion, and verification processes. Based on the data analysis, the target needs show that students are expected to get English proficiencies by providing them various cultural materials, namely local arts, traditional games, traditional rates, traditional technologies, and traditional pieces of literature. It can bring them to think critically to improve ELT achievement and build classroom interaction. At the same time, the analysis of learning needs informs that students need an appropriate English learning approach. They show they have an intention to be autonomous learners.

show abstract

“…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. Regardless of the degree of home culture representation, foreign culture is still treated in a 'fragmented and stereotypical' manner, which does not produce cultural awareness in terms of knowledge of various worldviews and how culture informs language (Messekher, 2014;Yuen, 2011, p. 464).…”

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

View full text Add to dashboard Cite

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.

show abstract

Vietnamese cultural conceptualisations in the locally developed English textbook: a case study of ‘Lunar New Year’/‘Tet’

Cited by 30 publications

References 11 publications

Cultural Linguistics and ELT curriculum: The case of ‘Prospect’ English textbooks in Iran

Cultural Linguistics and ELT curriculum: The case of ‘Prospect’ English textbooks in Iran

Developing Culture-Based English Instructional Materials to Improve Students’ Thinking, ELT Achievement, and Classroom Interaction

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

Contact Info

Product

Resources

About