A Critical Examination of Representation and Culture in Four English Language Textbooks

Abstract

In light of the importance of intercultural communicative competence in today's global society, this study examined the topics, images, audio material, hidden ideologies, perspectives, cultural information, and cultural activities in four English language textbooks from a pedagogical perspective. Overall, the four textbooks were shown to include a limited scope of topics, under-represent a variety of minority groups in the culture represented, contain a limited range of accents in their audio material, generally lack in-depth cultural information, and contain a paucity of cultural activities targeting the development of students' intercultural communicative skills. The study concludes that textbook publishers need to improve the cultural representation of minorities, variety of accents included in audio material, depth of cultural information, and effectiveness of cultural activities in their English language textbooks. Furthermore, teachers must be aware of hidden stereotypes, values, and ideologies to overcome the pedagogical limitations of the cultural information and activities of language textbooks.