CULTURAL REPRESENTATION IN THE READING SECTIONS OF AN ELT TEXTBOOK: AN ANALYSIS USING CORTAZZI & JIN’S (1999) AND MORAN’S (2001) MODELS
DOI:
https://doi.org/10.18173/2354-1075.2024-0047Keywords:
cultural representation, ELT textbook, Cortazzi & Jin (1999), Moran (2001)Abstract
This study examines cultural representation in the reading sections of an ELT textbook for 6th graders in Vietnam, employing two frameworks by Cortazzi & Jin (1999) and Moran (2001). The findings reveal that while the textbook attempts to cover a range of cultural sources and dimensions, it only skims the surface, with a predominant focus on source culture and a notable underrepresentation of target culture. Moreover, there is excessive coverage of the product dimension, which primarily features tangible elements like places, while neglecting the persons and perspectives dimensions. These findings underscore the need for more authentic content on a personal level and call for revisions to teacher resources as well as training to deepen cultural understanding.
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