04051001959 An investigation into the cultural representations in the textbook Tiếng Anh 7 English discovery = Nghiên cứu về sự thể hiện văn hóa trong sách giáo khoa tiếng Anh 7 english discovery
INTRODUCTION
Rationale for the study
In the twenty-first century, globalization is increasingly prevalent, creating connections between countries (McKay & Bokhorst-Heng, 2017) English has emerged as the global lingua franca, essential for international communication, education, and employment opportunities Proficiency in English enables individuals to adapt to their environments, enhancing their quality of life and personal development Consequently, there is a growing interest and enthusiasm for English language instruction.
Communication among individuals with various cultural origins might cause unnecessary misunderstandings since people may perceive the utterances based on their own culture (Kramsch, 1993) Accordingly, using the language without comprehending the culture behind it would inevitably distort the process of communication, even lead to uncalled-for disputes Thus, cultural differences in communication have been paid much attention to in order to prevent the issue Instructional materials may create a profound impact upon the process of teaching and learning a language Textbooks are the core input which offers students opportunities to practice the target language As textbook content has a powerful influence on students' acquisition, intercultural knowledge that can effectively ease cross-cultural communication should be embraced in textbooks Consequently,
Evaluating "cultural content in English textbooks" is critical due to the increasing importance of culture in language learning The integration of cultural content in EFL textbooks has gained attention, leading to the development of checklists for evaluation by experts Embracing Vietnamese culture in English instruction is officially approved, with emphasis on students appreciating their own culture Research analyzes Vietnamese cultural representation in EFL textbooks, including studies on Lunar New Year conceptualizations and gender bias influenced by Confucian values.
In 2018, the Ministry of Education and Training (MoET) introduced the New General Education Program (NGEP), allowing schools to select their own textbooks for each subject While the representation of culture in English Language Teaching (ELT) materials has become a significant research focus, most studies have concentrated on textbooks released before the NGEP Therefore, it is essential to explore the cultural representations in the Tiếng Anh 7 English Discovery textbook.
- the textbook for Vietnamese lower secondary school students of grade 7, approved by MoET under the 2018 NGEP.
Aims of the study and research questions
This study examines the representation of diverse cultures, including Vietnamese culture, in the English textbook "Tiếng Anh 7 English Discovery" used by Vietnamese students learning English as a foreign language To achieve this goal, the research investigates the following key questions:
Question 1: Which categories of sources of cultural content are presented in the textbook Tiếng Anh 7 English Discovery?
Question 2: How is the cultural content in the textbook Tiếng Anh 7 English
Discovery represented under the big "C" and small "c" cultural themes?
Methodology of the study
Content analysis, the primary method in this study, systematically identifies and categorizes themes and patterns in data to understand complex social phenomena Qualitative analysis is used to depict, classify, interpret, and clarify cultural components within the textbook Techniques to calculate and assess the quantity, frequency, and proportion of cultural elements are employed, providing insight into patterns of cultural representations.
Scope of the study
The University of Education Publisher, in collaboration with Pearson Education, has released three textbooks in the "Tiếng Anh English Discovery" series for lower secondary schools in Vietnam, integrating cross-curricular themes across different levels This study focuses specifically on the content of one of these textbooks.
Tiếng Anh 7 English Discovery is selected to analyze.
Significance of the study
This research addresses a critical gap by enabling future studies to conduct deeper analyses of cultural representation in English textbooks, specifically focusing on Vietnamese culture alongside others Furthermore, understanding these representations empowers lower secondary school teachers to better support students through culturally relevant teaching methods.
Organization of the thesis
The organization of the study is presented as follows:
Chapter 1: Introduction – deals with the general idea of the research, embracing the research rationale, significance, scope and aims of the study, and structure of the study
Chapter 2: Literature Review – presents fundamental concepts, theoretical framework, and some relevant research
Chapter 3: Research Methodology – discusses selections of techniques in data collection and analysis
Chapter 4: Findings and Discussion – depicts data analysis and the discussion of the findings
Chapter 5: Conclusion – concludes the main content investigated in the research, identifies some of its inadequacies, and offers recommendations for further study.
LITERATURE REVIEW
Definition of culture
Culture is a broad and complex concept, encompassing the customs, beliefs, art, and social organization of a particular group It represents the traditional behaviors and values passed down through generations, shaping norms, shared meanings, and patterned ways of behaving within a group.
Culture, in anthropology, traditionally refers to the knowledge and conduct of societies defined by nation or ethnicity, but is now also used to describe groups like those with a "corporate culture" While definitions vary, culture is broadly understood as a dynamic creation of human society, reflecting specific characteristics passed down through generations.
Cultural representations in EFL textbooks
Cultural representations in EFL textbooks are elements that depict and illustrate culture in English materials, essentially "something that shows or describes something."
Language textbooks, regarded as educational instruments and cultural assets (Gray,
Cultural portrayals in media can foster global citizenship by promoting cultural consciousness, a broad perspective, and a sense of societal duty Adequate cultural representation encourages engagement with cultural elements and values associated with global citizenship, bolstering cultural consciousness and a sense of societal duty.
Inappropriate cultural representations in educational materials can lead to interpersonal conflicts, missed opportunities for intercultural awareness, and the reinforcement of stereotypes Studies reveal that language textbooks often oversimplify cross-cultural interactions, potentially clashing with students' linguistic and cultural values Research indicates a disconnect between contemporary language textbooks and effective intercultural pedagogy, with cultural diversity often portrayed through static artifacts rather than nuanced perspectives The integration of global citizenship into cultural representation in textbooks is lacking, yet crucial for enriching the language learning experience and fostering a nuanced understanding of diverse cultures.
The learning of culture in learning languages
Studies in English Language Teaching (ELT) have highlighted the importance of incorporating culture into language teaching, shifting the focus from mere language competence to a broader understanding of socio-cultural contexts, as "the inclusive frame of reference is culture" (Byrne, 1991, p.205).
Nieto (2017) argues that language and culture are inextricably linked, complicating simplistic approaches to multicultural education The learning of a language is intertwined with the learning of its associated culture, as these elements are mutually reinforcing This interconnectedness challenges educators to move beyond superficial understandings of multiculturalism.
Language and culture are inextricably linked, with each being an integral part of the other Teaching a language necessitates teaching the culture it embodies, as language carries cultural nuances through its semantics Language not only conveys cultural reality but also exemplifies and demonstrates it.
As a result of the connection between language and culture, teaching a language entails or even means teaching its culture (Valdes et al., 1986: 61, as cited in Nguyen,
Nguyen (2018) emphasizes the importance of cultural awareness in foreign language education, suggesting that teachers should prioritize it Incorporating cultural elements into language teaching and learning is crucial for effective language acquisition.
Textbook and its role in foreign language teaching
Textbooks play a crucial role in second language education by providing guidelines, clarifications, and instructions for course components Textbooks act as a teacher, map, resource, trainer, authority, de-skiller, and ideology, according to Cortazzi and Jin (1999) By easing the burden of time-consuming work, textbooks enable teachers to focus on facilitating and offering suggestions and designs for the classroom.
McKay (2000) emphasizes the importance of integrating diverse cultural elements into foreign language teaching materials to facilitate effective cross-cultural interactions Teaching English as an International Language (EIL) inherently involves understanding the cultures of its speakers EIL curricula should therefore encompass the cultures of individuals using the language for cross-cultural communication, moving beyond a sole focus on Anglo-American cultures.
Classification of cultural content in English textbooks
Culture, a distinctly human creation shaped by diverse societies, necessitates an exploration of its origins for any comprehensive study (Nguyen, 2018).
In ELT materials, cultural elements are categorized into source culture (learners' native culture) and target culture (the culture of the language being learned) The need to develop intercultural competence has led to the inclusion of world cultures in English language teaching Cortazzi and Jin (1999) identify three categories of cultural content in language teaching materials.
Source culture materials focus on the native culture of language learners, often found in textbooks published by a country's educational system The main goal is to enable students to discuss their own culture with foreign visitors rather than preparing them to interact with other cultures.
Target culture materials refer to one or two target cultures, typically those that are part of the English language's Inner Circle, which, according to Kachru
In EFL contexts, traditional native speaker countries like the UK, USA, Canada, Australia, and New Zealand—where English is the primary language—dominate content, despite criticisms of being overly commercial and promotional.
International culture materials encompass a wide array of cultures in both English-speaking and non-English-speaking countries where English is used as an international language This approach is crucial because many non-native English speakers frequently use English in diverse international settings.
Chao (2011) expanded upon Cortazzi and Jin's (1999) and McKay's (2004) foundational culture categories by introducing Intercultural Interaction (ICI) and Universality Across Culture (UC).) and Universality Across Culture (UC).
Table 2.1: The categories and criteria to classify culture (Chao, 2011)
Source culture (SC) It refers to Vietnamese culture
Target culture (TC) It includes English- speaking countries in the inner circle (Australia, Canada, Ireland, New Zealand, the
It includes cultures of all countries in the world (European countries, countries in Latin America, Africa) except for Vietnamese culture and English- speaking cultures in the inner circle
Intercultural learning involves comparing and contrasting local and international cultures It fosters intercultural interaction (ICI) through activities like case studies and role-playing The goal is to develop students' positive attitudes, knowledge, and skills in intercultural communication, promoting awareness of cultural differences and similarities.
It includes general knowledge/ content that is not specific to any particular culture or country
Byram's model (2020) categorizes textbook cultural content into eight key areas, including social identity, interaction, beliefs, institutions, socialization, history, geography, and stereotypes This checklist provides standards for evaluating and developing textbooks, emphasizing cultural elements and offering a comprehensive framework for educators.
Big "C" and small "c" culture categorization, introduced by Paige et al (2000), is a crucial framework for analyzing cultural content in English textbooks and understanding cultural education dynamics Big "C" culture encompasses easily observable aspects like festivals, customs, geography, history, education, and art, facilitating straightforward memorization for students (Lee, 2009).
Small "c" culture encompasses norms, beliefs, and sociocultural factors significantly impacting language learning and intercultural communication by establishing standards for proper language use and influencing pragmatic success It involves the routine aspects of life and encompasses a total way of life.
A wide range of studies have been undertaken to examine the representation of big
Nguyen Thi Hong Hanh's 2018 study, "A Study on the Features of Source Culture, Target Culture and International Culture Represented in Textbook Tieng Anh 10, Tieng Anh 11 And Tieng Anh 12 Of the Ten-Year Curriculum," analyzes cultural content in Vietnamese high school English textbooks, focusing on big "C" and small "c" cultural themes Corresponding studies have developed cultural frameworks for EFL classrooms.
Chen (2004) and Lee (2006) offer widely-cited frameworks, with Chen developing six themes for big "C" culture and nine for small "c," while Lee designed twenty-two and twenty-six themes, respectively Xiao (2010) built upon these by creating a framework based on Lee's and Chen's models, comprising sixteen topics after assessing the strengths and weaknesses of both frameworks.
Big "C" cultures are (9 themes): politics, history, economy, geography, literature/art, social norms, education, architecture, and music
Small "c" cultures are (7 themes): food, holiday, lifestyle, customs, values, hobbies and gestures/ body languages
The final version of Lee (2009) and Xiao (2010)'s analysis criteria for cultural content was modified for the current study.
Previous studies
The shift towards sociocultural perspectives in English Language Teaching has spurred research on Global English and cultural content in teaching materials Studies have assessed and developed English learning materials to promote cross-cultural competency Research has examined the portrayal of cultural elements in both locally published and imported textbooks.
Lee and Lee (2020) found that textbooks in Hong Kong and mainland China prioritize inner circle culture Elshadelin and Yumarnamto (2020) discovered differing emphases on source and target cultures in Indonesian textbooks, with the national textbook focusing on local culture and the imported one showcasing a broader range of cultural representations.
Kim and Paek's 2015 study, "An analysis of culture-related content in English textbooks," revealed an imbalance in the representation of "products" (big "C" culture) and "practices" (small "c" culture) within English language learning materials for Korean mainstream students.
Studies by Karim Sadeghi and Zhila Sepahi (2017) revealed an imbalance in cultural themes within Iranian EFL textbooks, biased towards big "C" themes, highlighting the need for suitable textbook selection or addressing cultural element disparities Similarly, Jeeyoung Shin, Zohreh Eslami, and Wen Chun Chen (2011) investigated cultural aspect representations in international English language teaching materials, further emphasizing the importance of cultural considerations in EFL resources.
"still largely remains at the traditional knowledge-oriented level and does not engage learners in deep levels of reflection"
Studies on cultural content in EFL materials reveal a tendency to represent small "c" culture more frequently than big "C" culture (Ashrafi & Ajideh, 2018; Matic, 2015) Research in the Vietnamese English teaching context has also grown, with early studies by Do (2006) and Pham (2005) promoting World Englishes (WEs) and English as an International Language (EIL) perspectives This has led to increased investigation into the cultural content of locally designed textbooks.
Tiếng Anh 10 and Tiếng Anh 11 of MoET's (2006) seven-year English language curriculum for schools in Vietnam was examined in Chapter 8 of a book titled
Dinh Ngoc Thuy's (2014) study, "Enacting English across borders: Critical studies in the Asia Pacific," reveals a concentration on both big "C" Culture and, to a lesser extent, small "c" culture, offering critical insights into the role of English in the Asia Pacific region.
In 2015, Do launched an investigation into cultural aspects, entitled cultural sources and cultural dimensions of primary textbooks among the Ten-year English Textbook
Series for Vietnamese Schools, specifically Tiếng Anh 3 (English for Grade 3), Tiếng
Anh 4 (English for Grade 4), and Tiếng Anh 5 (English for Grade 5) The researcher discovered that the small "c" cultural elements are strongly emphasized compared to the big "C" ones On the other hand, a remarkable consequence arose from Nguyen's
(2018) analysis which examined the characteristics of various cultural sources of the national English textbooks for high school students, including Tiếng Anh 10 (English
10), Tiếng Anh 11 (English 11), and Tiếng Anh 12 (English 12) The scholar concluded that both big "C" and small "c" culture components are appropriately assimilated and equally distributed
The Ministry of Education and Training's 2020 circular on textbook selection in general education has significantly impacted English Language Teaching (ELT) materials in Vietnam Currently, there is a lack of research evaluating the cultural content of new English textbook series under the 2018 National General Education Program (NGEP), highlighting a gap for further analysis in this area.
METHODOLOGY
Research context
Despite the increasing number of Vietnamese learning English, few fully grasp its significance, a paradox influenced by Inner Circle countries' teaching methodologies The perception of native speakers' norms as the "standard" persists in Vietnam, impacting English language education However, English language education in Vietnamese secondary schools has improved through updated materials and techniques.
In 2006, the Ministry of Education and Training (MoET) mandated English as a compulsory subject in secondary and high schools, recognizing its instrumental role in accessing global science, technology, and culture The national English Language Teaching (ELT) curriculum at the secondary level aims to provide students with a general awareness of English-speaking countries and cultures.
"develop a positive attitude towards the people, cultures, and language of these countries; cultivate people's pride in, love for, and respect to the Vietnamese culture and language" (Hoang, 2011)
The Ministry of Education and Training (MoET) has implemented new regulations allowing general education institutions to select textbooks from a MoET-verified list, with popular English textbook series like Tiếng Anh Global Success being widely chosen by secondary schools in Hanoi.
The "English Discovery" program, chosen for secondary students at M.V Lomonosov Secondary and High School, is a collaboration between Sails Investment and Development Company, led by Tran Thi Lan Anh, and Pearson Education This partnership between Vietnamese and native English-speaking authors results in a textbook series rich in cross-cultural and intercultural content.
Research materials
The textbook series for Vietnamese Schools under the 2018 NGEP, approved in February 2021, includes a book map, an opening unit, topic-based units, irregular verbs, student activity guidelines, and CLILs This set aims to ease students' English skill development through engaging, age-appropriate content rooted in Vietnamese culture, while also supplementing global knowledge for the 21st century.
At the time of the present study, a limited number of English Discovery textbook series have been released, comprising only two sets The first publication, Tiếng Anh
English Discovery predominantly emphasizes English-speaking cultures, but feedback on its teaching and learning process led to a subsequent revision.
The 2022 edition of Tiếng Anh 7 English Discovery is tailored to Vietnamese students, incorporating more Vietnamese cultural content and a student-friendly design.
Tiếng Anh 7 English Discovery has been opted as the data to be analyzed
Following Tiếng Anh 6 English Discovery, the first textbook of the series, Tiếng Anh
7 English Discovery was published in 2022 by the University of Education Publisher
The textbook and the sets of textbooks for lower-secondary schools were curriculum- governed in terms of both content and time allocation
English Discovery 7 is a comprehensive program comprising a student's book, teacher's resources, and digital tools like ActiveTeach The core of the textbook is structured around nine units and five CLIL sections, designed for distribution across two semesters.
Table 3.1: The theme of each unit/ CLIL in the textbook
Unit 8 Festivals around the world Unit 9 Future transport
This research focuses on a detailed content analysis of the student's book, specifically Unit 0, nine topic-based units, and five Content and Language Integrated Learning (CLIL) units, complemented by listening audio scripts from the teacher's book to enhance the analysis.
Unit 0 comprises five lessons, including one revision, aiming not only at reviewing the linguistic items that students were expected to learn at primary school, but also at interesting them in the new level of competence
Table 3.2: The structure of each unit of the nine topic-based units in the textbook
Parts of the unit Sections
Lesson 7 Writing / English in use
Lesson 9 Revision (Vocabulary, Grammar and
Each of the nine units in this curriculum focuses on a specific topic and is divided into nine parts, including Vocabulary, Grammar, Reading, Listening, Speaking, Writing, and Pronunciation, all designed to enhance students' communicative competence Lessons 1 introduces topic-specific vocabulary, while Lessons 2 and 4 cover related grammar points Lessons 3, 5, and 6 foster communicative skills with additional vocabulary, and Lesson 7 focuses on writing in odd units and practical lexical items in even units Lesson 8 utilizes the glossary for vocabulary review and pronunciation practice, and the final lesson of each unit helps students revise language patterns and practice writing or speaking skills.
Odd-numbered units integrate Content and Language Integrated Learning (CLIL), enabling students to simultaneously learn subject matter and the target language These sections feature in-depth reading materials and require students to produce diverse written assignments, often incorporating visual aids like PowerPoint presentations or posters, enhancing both subject comprehension and language skills.
Tiếng Anh 7 English Discovery is designed to motivate and stimulate teenagers, offering authentic content that enhances English language proficiency It fosters a deeper cognitive comprehension through content interaction, moving beyond traditional practice methods This approach aims to provide contemporary learners with a captivating and effective learning experience.
As opposed to being just another curriculum subject, English becomes an instrument through which students gain access to a more extensive world of knowledge, skills and experience.
Research approach
Qualitative content analysis was the primary method used to identify and classify cultural elements into different sources and themes Qualitative research, which studies phenomena in their natural setting, aims to uncover reasons and explanations behind behaviors, attitudes, and cultural values, rather than merely describing research methods and outcomes This approach relies on unstructured information to understand the motivations and aspirations of individuals within their cultural contexts.
Qualitative content analysis, rooted in literary theory and social sciences, focuses on interpreting and understanding textual data (Krippendorff, 2019) This approach involves a detailed examination of limited text, generating new narratives for analytical or critical purposes Analysts acknowledge their role in hermeneutic circles, where their social and cultural understandings influence the interpretation process.
Content analysis is a systematic and replicable method for analyzing communication, utilizing various units of analysis such as words, sentences, paragraphs, images, or entire texts This method is particularly well-suited for examining cultural content within an English textbook.
Content analysis offers a systematic approach to classifying cultural elements in materials, ensuring consistent identification It facilitates the identification of patterns and trends in cultural content, revealing how culture is represented and integrated within the textbook, and provides insights into cultural contexts and perspectives Furthermore, it enables in-depth exploration of cultural elements, contributing to a deeper understanding of cultural influences in educational contexts.
This research comprehensively analyzes the depictions of diverse cultures within the textbook *Tiếng Anh 7 English Discovery*, focusing on cultural sources and themes, as stated in Chapter 1.
Based on the aforementioned explanation, content analysis was considered to be appropriate for this study
Coding in content analysis is a systematic process used to categorize and assign meaning to data, enabling researchers to identify patterns, trends, and insights within large amounts of information, as emphasized by Krippendorff (2019).
Data extraction involved using Google Documents' highlighting tool based on pre-defined color codes for cultural sources and sub-themes The frequency of cultural components within the textbook was manually determined by analyzing sources and themes A qualitative method was employed, supported by research questions, to enhance the study's coherence and credibility.
Content analysis, a technique that enriches a researcher's understanding of specific phenomena, was employed to identify cultural components in English language teaching materials, specifically focusing on Tiếng.
Anh 7 English Discovery The texts, visual aspects, and some chosen learning tasks in the textbook that deal with culture serve as the baseline data for content analysis
To comprehensively analyze cultural content in textbooks, a checklist based on Chao's (2011) categories of cultural sources was used This framework classifies cultural data into five categories: source culture, target culture, international culture, intercultural interaction, and universality across cultures This classification allows for a detailed examination of the cultural perspectives presented in the chosen textbook.
Source culture focuses on the learner's native culture In this study, source culture can be regarded to as Vietnamese Culture This domain is labeled SC
Target culture is associated with English-speaking cultures where English is spoken as the first language, e.g., American or British culture This domain was labeled TC
International culture includes different varieties of the Target culture from both English and non-English speaking countries, e.g., France, Spain, etc This domain was labeled IC
Inter-cultural interaction encompasses content that reveals the similarities and differences in cultures among the source culture, target culture, and international culture This domain was labeled ICI
Universality across cultures refers to culture-free content, devoid of specific cultural references, ensuring it cannot be definitively linked to any particular country or cultural origin This concept emphasizes content's broad applicability and relevance across diverse cultural landscapes.
Checklist for big "C" and small "c" culture:
To analyze cultural themes in textbooks, two checklists based on Lee (2009) and Xiao (2010) were used, as the textbooks are theme-based Lee's checklist includes 48 sub-themes, while Xiao's contains 16, both detailed in Appendix A.
The adapted checklist for this study comprises two main categories separated into 18 sub-themes and is illustrated below (see more in Appendix A)
1 Big "C" cultures are (11 themes): politics, history, economy, geography, literature/art, social norms, education, architecture, music, transportation and science
2 Small “c” cultures are (7 themes): food, holiday, lifestyle, customs, values, hobbies and gestures/ body languages
The study combined Lee's and Xiao's checklists because some textbook cultural elements fit Lee's categories but not Xiao's, leading the researcher to merge the checklists for optimal classification of cultural material within the thesis.
In this study, three units of analysis were employed: Pictures, Texts and Activities
Pictures (P) : all the photographs and images shown in each unit
Texts (T): paragraphs, conversations and dialogues which are encompassed in each unit as a real-life situation communication
Activities in English textbooks are defined as tasks requiring productive skills that enhance students' communication competence and provide cultural information Relevant texts, including paragraphs, reading texts, conversations, dialogues, and audio scripts, are considered, along with speaking and discussing tasks that offer cultural context Activities focusing solely on vocabulary, grammar, or pronunciation are excluded due to their lack of real-world context and limited contribution to cultural competence acquisition The analysis prioritizes authentic, communicative experiences that foster a deeper understanding of diverse cultural aspects, ensuring the focus remains on elements that genuinely contribute to acquiring cultural competence.
A typical instance of how data were classified is illustrated as follows:
Figure 3.1: Demonstration of how to classify data into units of analysis
Figure 3.2: Demonstration of how to classify data into units of analysis
Lesson 8.6, as illustrated in Figures 3.1 and 3.2, classifies data into three units of analysis: Texts, Pictures, and Activities In Unit 8 - Lesson 6 Speaking, two items are categorized as texts, including the audio script from Exercise 2, a listening activity, due to its written form in the Teacher's book, and the recipe "How to make".
Bánh Xèo is featured in Exercise 4, with its image analyzed alongside photos of Vietnamese people making bánh chưng and celebrating Tet in Exercise 2, as key cultural representations.
Chapter summary
This study employs qualitative content analysis, enhanced by Google highlighting, to investigate the representation of cultural sources and themes within the Tiếng Anh 7 English Discovery textbook, following the 2018 NGEP guidelines Chao's (2011) framework is adapted to analyze cultural source categories, while Lee's (2009) and Xiao's frameworks guide the examination of cultural themes.
In 2010, a framework was employed to analyze the presentation of cultural sub-themes within the textbook The study focused on three key units: Pictures, Texts, and Activities, and relevant content was selected while irrelevant content was discarded Data were then classified into source culture categories and cultural themes using a content analysis card The amount of cultural reference in the textbook was described using percentage and frequency.
FINDINGS AND DISCUSSION
Data summary and unit of analysis
The textbook, designed around a unit 0 with 4 lessons, 9 topic-based units (each with 9 lessons), and 5 CLIL lessons, integrates cultural elements throughout its structure Data analysis reveals that, despite the inclusion of cultural components in every lesson, a total of 442 culturally relevant items were identified across 91 lessons, as detailed in Table 4.1.
Table 4.1: Numbers of visual illustrations, written texts, and activities in
(conversations, audio scripts, notes, passages, etc.)
(speaking, writing, discussion tasks, etc.)
A comprehensive analysis of 442 units, including 243 written texts, 109 visuals, and 90 activities, was conducted to identify and categorize cultural elements within each unit, noting that a single unit could contain multiple cultural references.
885 cultural elements in total throughout the textbook To analyze the data, these categories and themes
4.2 Distribution of source culture classifications in Tiếng Anh 7 English
A comprehensive assessment, detailed in Tables 4.2 and 4.3, analyzes the distribution of cultural content sources within the textbook This evaluation focuses on cultural material, examining it under three distinct analytical aspects to provide a thorough understanding.
4.2.1 Allocation of cultural elements under different sources of culture within the textbook
The proportion and frequency of five different cultural categories in the textbook
English Discovery 7 textbook analysis reveals a content emphasis on Universality and Source culture, with less representation of Target and International cultures, and limited inter-cultural interaction, as detailed in Table 4.2.
Table 4.2: Proportion of cultural elements under Source culture, Target culture, International culture, Inter-cultural interaction, and Universality across culture in the textbook
Universality across cultures constitutes approximately 40% of the analyzed units, followed by Source culture at around 30%, reflecting the local development of "Tiếng Anh 7 English Discovery" for Vietnamese students Target culture and International culture rank third and fourth with 16% and 13.7%, respectively Inter-cultural interaction material surprisingly accounts for only 1.1%.
Textbooks often prioritize culture-neutral content, as evidenced by multiple studies \$(Kieu, 2020)\$ and \$(Nguyen, 2022)\$ analyzing English textbooks within the National Foreign Language Project \$(NFLP)\$ This emphasis on culture-neutral material is a notable trend in language education resources.
English Discovery avoids specific cultural sources, presenting culture-neutral content such as a teenager's dental exam or opinions on global festivals Activities focus on general topics like favorite foods, classroom rules, and writing tasks that do not emphasize any particular culture English is used as a medium for exchanging ideas and information on these neutral subjects.
Vietnamese culture is explored through its vibrant festivals, including the Hung King, Lim, and Yen Tu Festivals, alongside the visually stunning Hoi An Lantern Festival and the unique Ok Om Bok festival, offering a rich tapestry of traditions and celebrations.
The Tiếng Anh 7 English Discovery textbook integrates Vietnamese culture through images of teenagers, traditional food, festivals like Om Bok Festival, and Hanoi traffic, aiding students' cultural understanding While productive activities lack specific cultural references, the textbook incorporates Vietnamese culture through examples in speaking tasks, a biography of Trinh Cong Son, presentations on historic buildings and Da Lat The textbook shows a slight preference for source culture, contrasting with findings that source culture receives minimal consideration in some materials.
Vietnamese culture is most prevalent, followed by Target and International cultures at 17.2% and 12.5% respectively This difference is reasonable, as Inner Circle countries receive more consideration Nguyen (2022) found a similar focus on Source culture, but noted International culture was slightly preferred over Target culture, a contrary finding.
The distribution of cultural elements in textbooks reveals a divergence from previous research Prior studies by Xiao (2010) and Nguyen (2018) found Source and International cultures to be either insignificant or nearly equal, with a slight lean towards Source culture However, this study indicates that Source culture constitutes just under a third of the content, while Target culture accounts for less than a fifth, contrasting with Xiao's findings of a higher prevalence of Target cultural material.
To investigate the distribution of cultural material in each semester of the textbook, a more extensive analysis was performed
4.2.2 Allocation of cultural categories across three aspects of analysis in each semester
A comparative analysis reveals a dominance of Source cultural texts across both semesters, while Universality in cultural material is most prominent in visuals and activities, aligning with textbook's aim to connect with a global audience.
Table 4.3: Distribution of cultural categories in different aspects of analysis of each semester
Culture categories Aspects of analysis Semester 1 Semester 2
Source culture texts 74 (34.1%) 134 (45.6%) visuals 23 (22.1%) 29 (19.1%) activities 6 (10.9%) 9 (14.3%)
Target culture texts 70 (32.3%) 40 (13.6%) visuals 16 (15.4%) 19 (12.5%) activities 5 (9.1%) 2 (3.2%)
International culture texts 20 (9.2%) 65 (22.1%) visuals 2 (1.9%) 16 (10.5%) activities 0 (0%) 8 (12.7%)
Inter-cultural interaction texts 1 (0.5%) 3 (1%) visuals 1 (1%) 1 (0.7%) activities 2 (3.6%) 2 (3.2%)
Universality across culture texts 52 (24%) 52 (17.7%) visuals 62 (59.6%) 87 (57.2%) activities 42 (76.4%) 42 (66.7%)
Source culture texts dominate, comprising 34% in semester 1 and 46% in semester 2, likely due to their alignment with students' background knowledge and learning styles through familiar Vietnamese cultural elements Target culture ranks second in semester 1 with approximately 30%, while International culture takes that position in semester 2 with 22.1% A notable difference exists in the distribution of written texts between semesters 1 and 2 across all sources Semester 2 features considerably more Vietnamese and International culture texts, attributable to units focusing on Vietnamese themes and international topics In contrast, Target culture content is more prevalent in semester 1, with conversations and paragraphs set in Inner Circle countries.
In visual representation, images often transcend cultural boundaries, with over half of analyzed images displaying universality across cultures in both semesters, aligning with broad SEO practices for inclusivity While a balanced distribution exists between semesters 1 and 2 for most cultural sources, international culture representation sees a noticeable shift in proportion, indicating a specific area for content creators to focus on for better global engagement.
Semester 2 sees a threefold increase compared to Semester 1, primarily due to the inclusion of cuisine and festival visuals in Units 5 and 8, yet intercultural interactions are depicted sparingly, focusing more on individual cultures.
Portrayal of cultural themes in the textbook Tiếng Anh 7 English Discovery 40 4.4 Chapter summary
An analysis of the Tiếng Anh 7 English Discovery textbook reveals the distribution of cultural themes, examining both big "C" and small "c" cultural elements across various units, as detailed in the following tables and charts.
4.3.1 Allocation of cultural themes in the textbook
In the textbook, cultural content in tangible forms is slightly more represented than intangible forms, as shown in the distribution of themes related to big "C" and small "c" culture across the units and CLILs.
Table 4.4: Allocation of the units in the textbooks under big "C" and small "c" cultural themes
Semester Unit/ CLIL Topic Cultural theme
Unit 2 Family and friends Small "c" Unit 3 Animal's magic Big "C"
Unit 4 Health and fitness Small "c"
Unit 5 Food and drink Small "c"
Unit 8 Festivals around the world Small "c" Unit 9 Future transport Big "C"
The textbook dedicates three-fifths of its content to big "C" culture and two-fifths to small "c" culture, distributed across both semesters In the first semester, Units 0, 3, and CLILs 1, 2 focus on big "C" culture, while Units 1, 2, 4 address small "c" cultural themes The second semester allocates Units 6, 9, and CLILs 3, 4, 5 to big "C" cultural topics, with Units 5, 7, 8 emphasizing small "c" cultural elements.
To determine the importance placed on cultural themes in the textbook design, an analysis was conducted to measure the occurrence of content under big "C" and small
"c" culture, which is presented in the table below
Table 4.5: Allocation of the cultural content in the textbook under big “C” and small “c” culture themes
The data from Table 4.5 reveals that both big "C" and small "c" culture themes are relatively close in proportion throughout the analyzed units
A prevalent trend shows that the majority of cultural elements in written materials are depicted under the umbrella of small "c" culture, encompassing aspects like food, lifestyles, customs, and hobbies Big "C" cultural themes, such as social norms, education, and transport, constitute a notable portion of analyzed texts, reflecting topics that enable students to practice real-world interactions and explore broader societal structures.
Visual items buck the trend, showcasing big "C" culture more prominently than small "c," particularly in Education visuals depicting learning activities, Food images featuring ingredients for traditional recipes, and Transport visuals of future transportation modes.
The overall percentage of cultural references encompassing big "C" and small "c" in the textbook is displayed in the pie chart below
Figure 4.1: Distribution of the analyzed units under big “C”, small “c” culture and culture-free items
The distribution between small "c" and big "C" culture is generally balanced, with culture-free content also holding a significant proportion Big "C" and small "c" cultures are relatively even, each accounting for 43% of the content This balanced distribution aligns with findings from Nguyen (2018), which noted an even split between "tangible" (big "C") and "intangible" (small "c") cultural elements.
To examine the allocation of big “C” and small “c” culture in each semester of the textbook, the pie charts in figure 4.2 below demonstrate the frequency of occurrences and corresponding percentages
Figure 4.2: Distribution of the cultural content under big “C” and small “c” culture in each semester
While there's a subtle variation in the distribution of big "C" and small "c" cultural themes across the semesters, the overall quantity of these themes remains approximately the same, ensuring consistent cultural representation.
In the first semester, cultural content leans towards intangible aspects, with 56.6% representing big "C" culture and 43.4% focusing on small "c" culture, indicating a slight preference for intangible cultural features However, the second semester shifts focus, emphasizing tangible features of culture, as big "C" culture constitutes 53.4% of the analyzed units, demonstrating a notable increase in the representation of tangible cultural elements.
The study indicates a balance between big "C" culture, representing overt cultural aspects, and small "c" culture, encompassing subtle cultural nuances, within the textbook's curriculum, potentially enhancing learners' intercultural communicative competence.
Content analysis reveals cultural themes and their frequencies, as detailed in Table 4.6, providing an in-depth examination of cultural source representation.
Table 4.6: Allocation of the big “C” and small “c” culture under Cultural Sources
Big Small Big Small Big Small Big Small
Table 4.6 shows a balanced representation of cultural themes in the textbook, with a slight emphasis on small "c" culture within Source, Target, and Inter-cultural interactions A significant difference exists in the representation of big "C" and small "c" culture in the International culture, where big "C" culture is less than half of small "c" culture The two semesters of the textbook differ significantly in their representation of Big "C" and small "c" culture, due to variations in the cultural themes covered per unit.
A content analysis reveals that small "c" culture constitutes 20.4% of culture-related content, while big "C" culture accounts for 18.8%, aligning with findings from Kim and Paek's prior research.
Source culture content emphasizes underlying cultural aspects, exemplified by references to small "c" culture in textbooks, such as a Vietnamese family's conversation about local TV programs, as noted by (2015) and Nguyen (2018).
5), a social-networking profile of a Vietnamese teenager showing his hobbies and lifestyle (Unit 1 – Lesson 7), a photo of Vietnamese family's morning routines (Unit
2 – Lesson 2) On the other hand, big "C" cultural elements are illustrated with an introduction to Mai's house – a typical type of house in Vietnamese countryside (Unit
0 – Lesson 3), a speaking activity requiring students to discuss local markets (Unit 5 – Lesson 3), a presentation project on Vietnamese historic buildings (CLIL3)
Intercultural interaction content shows a preference for small "c" culture, with textbooks comparing customs and lifestyles of different countries For example, students compare Songkran, the Thai New Year, with local New Year festivals Another instance involves teenagers from different countries discussing their perspectives on the custom of taking off shoes before entering a building.
Target and International cultures in educational materials favor small "c" cultural content, demonstrated through texts, images, and activities, emphasizing lifestyles and customs like daily routines, showcasing the Inner Circle culture.