04051002139 cultural elements in international and local english textbooks in vietnam 04051002139 cultural elements in international and local english textbooks in vietnam
INTRODUCTION
Background and rationale
Culture is primarily expressed through language, as it encompasses ways of speaking, behaving, and thinking (Kramsch, 1993; Messekher, 2014) In language learning, students not only acquire the four essential language skills but also gain insights into the associated culture This cultural understanding enhances their ability to learn the foreign language more effectively, as exposure to the language's culture significantly aids in the learning process (Yuen, 2011).
In today's globalized world, English learners must develop the skills to effectively communicate with individuals from various linguistic and cultural backgrounds This highlights the importance of Intercultural Communicative Competence (ICC) and Plurilingual and Pluricultural Competence (PPC) as essential goals for English as a Foreign Language (EFL) learners and educators The PPC framework was initially introduced in the Common European Framework of Reference for Languages (CEFR) and has since been expanded in the CEFR Companion Volume, which provides detailed proficiency descriptors for each level.
Textbooks serve as essential educational tools and cultural artifacts, designed to teach languages while fostering engagement with diverse cultures and values Consequently, English textbooks should not only highlight British and Anglo-American cultures but also incorporate learners' home and international cultures However, these resources may inadvertently perpetuate stereotypes and reflect the authors' intentions to align with official curriculum ideologies This can lead to negative educational outcomes, such as missed opportunities for enhancing intercultural awareness and the reinforcement of stereotypes.
Despite extensive literature on intercultural competence in EFL textbooks, there is a lack of research on the role of these materials in fostering pluricultural competence As the demand for training learners to communicate effectively in diverse cultural contexts increases, it is essential for textbooks to equip students with the necessary tools and practice for pluricultural communication Therefore, evaluating ELT textbooks in Vietnam for their cultural elements is crucial to enhance pluricultural communication skills.
Aims and objectives of the study
This study examines the representation of cultural information, specifically Source, Target, and International Target Cultures, in two English Language Teaching (ELT) textbook series Additionally, it analyzes the presentation of various cultural aspects, including Product, Person, Practice, and Perspective.
1 To what extent are Source, Target, and International Target Cultures presented in global and local textbooks in Vietnam?
2 How is culture represented in terms of Product, Person, Practice, and Perspective in global and local textbooks in Vietnam?
Scope of the study
This analysis focuses on the English textbook series "Global English" from Cambridge University Press and "Global Success" from Vietnam Education Publishing House, both currently utilized in my school The research investigates the presentation of various types of cultural information, including Source, Target, and International Target Cultures, as well as cultural aspects such as Products, Practices, Persons, and Perspectives across these two series.
Significance of the study
This research offers a comprehensive analysis of cultural elements in both local and international EFL textbooks used in Vietnam It aims to raise English teachers' awareness of how to adapt their materials to foster students' intercultural competence Additionally, the findings serve as valuable insights for textbook writers and policymakers, guiding them in the creation of multiculturally sensitive language materials that enhance intercultural competency.
Organization of the study
The study is organized into chapters as followed:
Chapter I – Introduction – includes the statement of research question, aims and objectives, the scope and significance of the study
Chapter II – Literature review – presents the importance of cultural learning, the role of textbooks in cultural learning, different approaches to cultural analysis in textbooks as well as an overview of international and local research context from the perspective of semiotic approach
Chapter III – Methodology – clarifies research method and justifies data collection and analysis procedure
Chapter IV – Data analysis – presents the quantitative finding and analyzes some typical extracts of textbook content
Chapter V – Discussion - explore the meaning and relevance of the research results
Chapter VI - Conclusion – summarizes main points, indicates limitations and offers suggestions for further studies.
LITERATURE REVIEW
Definition of key terms
Culture encompasses the attitudes, beliefs, and behaviors shared by a community (Kramsch, 1995) It serves as a framework for interpreting the actions and thoughts of others (Cortazzi & Jin, 1999) This study emphasizes the impact of culture and intercultural communication competence on understanding others, highlighting the need for language users to grasp their own cultural context for effective communication Since the 1970s, culture has been recognized as a vital component of language education, particularly with the rise of communication competence (Tajeddin & Teimournezhad, 2014).
Language is inherently contextual, with intercultural factors playing a crucial role, as highlighted by the CEFR (Council of Europe, 2002) Various studies, including those by Paige et al (2003), have explored the influence of culture on language learning In the last four decades, researchers have increasingly emphasized the importance of understanding the culture of English-speaking countries alongside language acquisition.
Optimizing foreign language learning involves recognizing the target culture, as highlighted by Yuen (2011) Additionally, there is an increasing focus on the importance of learners understanding their native cultures Alptekin (2002) emphasizes that leveraging students' prior experiences can significantly enhance effective second language (L2) learning Research indicates that learners tend to improve their language skills when they can use the second language to express their own cultural backgrounds and personal experiences As future global citizens, students must develop a strong foundation in diverse cultures worldwide Thus, it is crucial to balance cultural representation in language education to foster pluricultural competence among learners.
Textbooks serve as valuable resources in language classrooms, particularly for teaching culture Various frameworks exist to categorize cultural elements, and this study employs the frameworks of Cortazzi and Jin (1999), Yuen (2011), and Moran (2001) These cultural categories provide practical tools for organizing the complexities of cultural understanding.
This study utilizes Cortazzi and Jin's (1999) framework of three cultural information types in language textbooks: Source Culture materials, Target Culture materials, and International Target Culture materials These categories offer insights into the representation of culture within textbooks, highlighting any potential biases towards specific cultural groups.
Table 1: Cortazzi and Jin’s (1999) Three Types of Cultural Information
The Source Culture draw on the learners‟ own culture as content
The Target Culture use the culture of a country where English is spoken as a first language The International
Target Culture use a great variety of cultures in English- and non-English- speaking countries around the world
This study explores the introduction of culture in English Language Teaching (ELT) materials by examining various cultural aspects Utilizing Yuen's (2011) framework, the research focuses on four key categories: products, persons, practices, and perspectives, collectively known as the four Ps Each of these cultural elements encompasses one or more cultural aspects, providing a comprehensive understanding of how culture is integrated into ELT.
Table 2: Yuen’s (2011) Categories of Cultural Aspects
Product physical cultural contents/ artifacts; places; institutions and artforms that depict a particular national culture
Person popular or renowned figures who convey a certain national culture
Practice rituals, celebrations, traditions, activities, scenarios, lives and cultural practices
Perspective refers to how different cultural groups perceive and interpret various concepts, which can be compared and contrasted with other cultures This understanding is crucial for shaping attitudes, values, beliefs, and myths within those societies.
Products encompass both tangible and intangible creations of a culture, such as literature that describes significant symbols like the Liberty Bell in the United States Practices involve cultural elements manifested through rituals, celebrations, traditions, and activities, including various greeting styles, dress codes, gestures, and non-verbal communication Perspectives reflect the beliefs, values, and attitudes that shape cultural products and influence behaviors within cultural practices They can be explicit or implicit, often existing outside of conscious awareness, as seen in differing societal views on concepts like gender equality.
Prominent figures, such as singers, artists, writers, poets, athletes, and heroes, play a significant role in representing and conveying national culture For instance, Martin Luther King Jr serves as a powerful example in English textbooks, highlighting the cultural impact of such influential individuals.
The researcher believes that the current categorization of cultural elements is too generic and ambiguous, making it challenging for teachers and practitioners to apply the findings to their teaching For instance, if the results show that the perspective aspect of the source culture is inadequately represented, the broad classification may hinder efforts for improvement Consequently, the researcher aims to develop a more manageable categorization of cultural elements, as proposed by Moran (2001).
Table 3: Moran’s (2001) Dimensions of Culture
Product Artifacts Objects created, adopted or adapted by members of the culture
Japanese kimono, Vietnam dong, the use of television in different culture,… Places Use or interpretation of the physical features of the natural environment
A desktop, a room in a house, a building, a public park, an airport, a neighborhood, a city, a country, geography, plants, animals,…
Institution Formal and organized system that define and regulate the practice of members of culture
Politics, law, economics, education, religion, family, health, social welfare, mass media, leisure and recreation, Art forms Language and its creative manifestation
Music, dance, painting, sculpture, theater, cinema, architecture, design, decoration, clothing styles, adornment Person Identity (1) derived in part from their unique characteristics, experiences and outlooks
(2) derived in part from their membership in particular groups and communities
Cultural identity as a Vietnamese and expect things to be in the Vietnamese way,…
Life history Study the famous person Biographies, auto- of the culture, or cultural heroes, story of ordinary people of the culture biographies, other historical documents
Practice Operation Practices that involve manipulation of cultural artifacts For the most part, the interaction is between a person and a product, and often does not require language
Cleaning a room, manipulating eating utensils, operating a vending machine, riding a horse, using a video camera, playing the guitar, fishing, hunting, photography, …
Acts are specific ritualized communicative practices that involve interactions with others, incorporating both linguistic and extralinguistic elements These practices include greetings and leave-takings, expressing enjoyment, making or declining invitations, thanking, requesting clarification, inquiring about prices, complimenting, reprimanding, and teasing.
Scenarios Extended communicative practices involving series of interactions including operations, acts, within particular setting and social circumstances
Purchasing a train ticket, making a phone call, conducting job interviews, navigating immigration and customs, participating in weddings, performing in school plays, teaching courses, managing businesses, caring for the elderly, and governing a country are all essential activities that shape our daily lives and societal functions.
Lives Sets of practices organized by individuals through the way they live their lives in the culture
Historical lives encompass the biographies of both past and present individuals, as well as fictional characters depicted in literature, drama, or films Our perspectives shape our perceptions, influencing what we choose to notice or ignore in these narratives.
“American Dream”: From cultural perception that people possess free will, and can control their destinies and the environment, and that the future is more important than the past
Believes What we hold to be true or untrue
“American Dream”: Believe that anyone can achieve fame and fortune in the US through hard work, self-reliance and sacrifice
Values What we hold to be right/wrong, good/evil, desirable/undesirable, proper/improper, normal/abnormal, appropriate
“American Dream”: Based upon values of equality, individualism, achievement, competition, and materialism
Attitudes Our mental and affective disposition – our frame of mind, our outlook – charged with feeling or emotion
Attitude of competitiveness, ambition, determination, self- centeredness, resilience
According to Moran (2001), the concept of "product" encompasses various cultural artifacts, including food, language, and money, as well as places that represent specific national cultures, such as structures or cities Additionally, it includes institutions that involve laws, social conventions, and political elements Furthermore, art forms that reflect cultural themes are represented through music, clothing, dance, painting, film, and architecture.
A person's identity and life history are intricately intertwined, forming a unique cultural identity shaped by their experiences, interests, and perspectives Each individual possesses a personal narrative, a cultural autobiography that reflects their distinct interpretation of the world around them This life history reveals how they have lived and interacted with their culture, highlighting the diversity of human experiences.
Cultural content in textbooks
2.2.1 The importance of textbooks in teaching culture
Textbooks serve as more than just knowledge sources; they embody diverse communities and values that language learners absorb subconsciously As Schissler (1990, p 81) observed, "textbooks convey a global understanding of history and of the rules of society as well as norms of living with other people."
Cortazzi and Jin (1999) assert that textbooks serve multiple roles in education, acting as a teacher, resource, and authority, among others Essentially, English Language Teaching (ELT) textbooks offer insights into the culture associated with the language Furthermore, research indicates that textbooks are often the sole resource available to teachers in the classroom (Bahrami, 2015; Clavel-Arroitia Fuster).
M rquez, 2014) In some cases, textbooks are also the only source of cultural elements in the classroom (Bahrami, 2015) However, in a survey conducted by
In a study conducted by Bahrami (2015), fifty English teachers were surveyed regarding the representation of culture in English Language Teaching (ELT) textbooks The findings revealed that most teachers believe these textbooks lack sufficient information on effectively addressing cultural context in the classroom.
Moreover, textbooks play a pivotal role as a controlled tool in an inherently challenging task of introducing foreign culture in FLT classroom As Kramsch
Teaching a foreign language involves navigating the complexities of a new culture, which can lead to conflicts and misunderstandings when it interacts with a student's own cultural background This interaction often results in communication breakdowns between learners and native speakers To address these challenges, teachers can rely on textbooks as valuable resources to minimize misunderstandings related to cultural teaching in foreign language contexts The discomfort that may arise from engaging with new cultures is alleviated through the inclusion of controlled and moderate cultural insights in English as a Foreign Language (EFL) textbooks.
Textbooks play a crucial role in teaching culture, as careless representation can lead to harmful stereotypes and societal conflicts Insensitive portrayals of any culture—whether target, source, or international—can result in undesirable comparisons Thus, it is essential to approach cultural representation in textbooks with caution, as being overly rigid can also hinder effective cultural education (Sercu et al., 2005).
Ulrich (2004) highlights that there is no definitive method for representing target, source, and international cultures in educational materials Researchers continue to explore whether there is an accurate way to depict culture in textbooks, yet a clear answer remains elusive Learning a new language within the classroom setting inherently comes with limitations As students prepare for a globalized world, it is essential for teachers, textbook publishers, and authors to equip them with the necessary knowledge, skills, and attitudes to navigate new cultures independently beyond the classroom.
2.2.2 A historical overview of cultural content in textbooks
After World War I, nations began addressing deeply rooted stereotypes and xenophobia that led to violent conflicts, recognizing education as a key solution The League of Nations identified that textbooks perpetuated national prejudices (Pingel, 2010) It wasn't until the 1950s that UNESCO organized seminars to correct factual inaccuracies in textbooks and promote awareness of diverse cultures, which were often underrepresented, especially in industrialized nations (Pingel, 2010, p 12) Although foreign language teaching (FLT) textbooks were largely overlooked in these initiatives, research on this topic began to grow, leading to the publication of papers addressing issues in FLT materials (Cunningsworth, 1984; Pfeiffer, 1977).
In the 1960s, the concept of "cross cultural communication and understanding" became integral to language teaching, leading to the inclusion of small c culture in foreign language teaching (FLT) By the 1970s, the traditional approach of learning isolated words and grammar was replaced by a focus on language as a means of communication, influenced by the emergence of the term Communicative Competence, introduced by Hymes in 1966 Consequently, social rules and culture-based content gained recognition as essential components of FLT, emphasizing that effective language learning involves speaking and understanding the language.
In 2001, the CEFR was established by the Council of Europe and it served as a common basis for the elaboration of textbooks:
Language learners must acquire specific knowledge and skills to communicate effectively, including understanding the cultural context in which the language is used This comprehensive approach ensures that learners can act competently in various situations.
The CEFR emphasizes that language learning encompasses cultural understanding, highlighting the importance of interculturality for foreign language learners It enables students to develop essential intercultural skills, including social, living, vocational, and leisure skills Additionally, the CEFR fosters the ability to connect the target and source cultures, cultivating cultural sensitivity and equipping learners with strategies to engage with individuals from diverse backgrounds while minimizing misunderstandings and stereotypes in intercultural communication.
In recent years, there has been a growing focus on foreign language teaching (FLT) textbooks among researchers, highlighting the importance of culture and context in language acquisition (Bennett, 1986; Byram, 1989; Byram & Esarte-Sarries, 1991; Corbett, 2003; Hinkel, 2005; Kramsch, 1993) Consequently, it has been increasingly recognized that textbooks and teaching materials play a crucial role in conveying both the language and the cultural aspects of the language being learned (Bahrami, 2015; Brosh, 1997; Gray, 2010; Liddicoat & Scarino, 2013; Risager & Chapelle, 2012; Sercu et al., 2005).
Despite advancements, ELT textbooks still inadequately represent culture, as evidenced by studies (Bahrami, 2015; Halverson, 1985; Sercu et al., 2005) Sercu et al (2005) criticized these textbooks for their rigidity in depicting foreign cultures A survey by Bahrami (2015) involving fifty ESL teachers revealed that 34% felt textbooks offered limited or no guidance on cultural content, while 62% disagreed that textbooks provided sufficient details on cultural topics for teachers and students Additionally, participants noted the overgeneralization of culture in EFL textbooks.
The representation of culture in textbooks often favors the target culture, particularly in internationally produced materials Alptekin (1993) identifies three reasons for this trend: the economic advantage of producing a single global edition, the predominance of English native speakers as authors, and a historical emphasis on the target language's culture Mendez García (2005) emphasizes the importance of students understanding the key characteristics of the target society, as this fosters empathy, reflexive knowledge about their own culture, and intercultural communication However, the portrayal of target culture in foreign language teaching (FLT) is often unrealistic, primarily focusing on American and British cultures (Matsuda, 2002) It is crucial for students to be exposed to diverse varieties and accents of English, as it is increasingly recognized as a global language (Wandel, 2002).
2.2.3 Different approaches to cultural analysis in textbooks
Various approaches have been employed to analyze the cultural aspects of language teaching materials, reflecting the complexity of this task Some methods concentrate solely on textual elements, while others integrate both visual and textual components, and some focus exclusively on visual content Critical analysis is a prevalent method for examining cultural content in teaching materials, as noted by researchers such as Camase (2009) and Gulliver (2010) Additionally, thematic content analysis has been utilized to address the content of texts, as seen in the works of Su (2007) and Wu (2010) Furthermore, some studies incorporate visual materials alongside frequency analysis, a technique known as semiotic analysis, highlighted by Maslak (2008) and Yuen (2011).
Critical discourse analysis (CDA) is an interdisciplinary approach that examines language as a social practice within its context, as noted by Fairclough (2001) and Wodak (2001) Halliday (1978) emphasized that discourse functions as both a process and a product, shaped by specific social contexts This perspective highlights how language choices reflect the intentions, ideologies, and thoughts of its users (Widodo, 2008) CDA effectively reveals how texts and social practices can (re)shape ideological systems, either marginalizing or privileging certain societal values (de Los Heros, 2009), making it a valuable tool for text analysis.
Previous studies on the cultural content in ELT textbooks
Since the early 21st century, the representation of culture in English Language Teaching (ELT) textbooks has garnered significant attention Numerous studies across different countries indicate that textbook publishers have often overlooked the cultural dimensions of English as a Foreign Language (EFL) materials (Lange, 2011; Méndez Garca, 2000; Risager, 1991; Vrbová, 2006; Wu, 2010; Yuen, 2011) Consequently, there has been a notable trend towards the extensive revision of EFL content to better reflect non-Western cultures (Abdollahzadeh Baniasad, 2010; B c Razi, 2016; Su, 2014; Syahri & Susanti, 2016; Tajeddin & Teimournezhad, 2014; Wu, 2010; Yuen, 2011).
The main themes of the previous studies will be categorized as types of cultural information, aspects of culture, and categories of culture aspects
This study utilizes the three types of cultural information identified by Cortazzi and Jin (1999), which include target culture, source culture, and international culture, as outlined in the Definition of key terms.
Recent research in English Language Teaching (ELT) textbooks reveals two significant trends: a predominant focus on target cultures, specifically those where English is the primary language, and an emphasis on source cultures, which reflect the learners' own cultural backgrounds.
Most studies indicate that target culture is the most frequently referenced in English Language Teaching (ELT) textbooks globally Anglophone countries and their postcolonial nations are prominently featured in these resources, which are utilized in various countries, including Indonesia, Cambodia, Turkey, Korea, Sweden, India, Canada, the United States, Norway, the Czech Republic, Iran, China, and Hungary The presence of specific target culture elements in conversations and visuals significantly surpasses that of intercultural content.
Cultural representations from the UK and America dominate in Anglophonic countries, with implicit support for native-speakerism evident in textbooks across Iran, Hungary, Korea, Turkey, and Indonesia Western traditions, language, and culture are often portrayed as superior, while the target culture is presented in a superficial, oversimplified manner that reinforces stereotypes and avoids conflicts In Vietnam, primary school coursebooks emphasize native speaker standards, hindering students' cross-cultural awareness Secondary school textbooks also show an over-representation of Anglophone cultures and a biased view favoring Western values Research indicates that Western cultures and British English are viewed as the models for language use, largely due to a lack of teaching materials and the influence of standardized examinations.
Recent trends in English Language Teaching (ELT) textbooks highlight a significant emphasis on source culture, particularly in locally-produced materials across East Asia This shift aims to align content with the ASEAN context, moving away from the influence of former colonial powers For instance, in Myanmar, English serves as a medium for students to explore the cultures of other ASEAN nations In China, English is viewed as a cultural entity, prompting a focus on contemporary local culture rather than solely on literature from traditional English-speaking countries Research by Kim and Lee (2021) on Korean textbooks reveals a construction of discourses that promote a sense of Koreanness and global competence among learners Conversely, Ma and Higgins (2021) found that Vietnamese ELT textbooks primarily showcase local culture rather than the target culture In Africa, the involvement of local professionals in curriculum development has led to significant changes in cultural content, with textbooks in countries like Cameroon and Cote d'Ivoire increasingly reflecting diverse local cultures through the English language.
Many textbooks predominantly represent the target culture, often produced by publishers from English-speaking countries Alptekin (1993) identifies three reasons for this trend: it is cost-effective for publishers to create a single global edition, authors are typically native English speakers who naturally incorporate their own culture, and there has historically been a focus on the target language's culture Conversely, textbooks that emphasize the source culture are primarily authored by local experts from Asia and Africa.
This study adopts Yuen's (2011) four categories of cultural aspects in English Language Teaching (ELT) materials: products, persons, practices, and perspectives Recent research indicates a disproportionate focus on these aspects within textbooks, revealing that the elements of products, practices, and persons are more prevalent than those of perspectives.
Davidson and Liu (2018) highlight that Japan's elementary English textbooks lack cultural diversity, primarily focusing on Japanese items while neglecting foreign influences This emphasis on products and individuals may perpetuate stereotypes, as cultural references are predominantly Japanese, often simplified to basic categories rather than exploring complex cultural practices Consequently, this skewed representation confines the understanding of language and culture to national boundaries (McConachy & Hata, 2013), overlooking the diverse ways to engage with foreign cultures.
According to Ma and Higgins (2021), both Vietnamese and Chinese textbooks prioritize the presentation of products, making them accessible for secondary students However, the Vietnamese curriculum places greater emphasis on practices while offering fewer perspectives and personal insights compared to China This distinction may stem from the specific content tailored for Grade levels in each country.
8 in Vietnam differed from that in China because two units of Tieng are concerned with customs and traditions in Vietnam, which might affect the data analysis
The ELT textbooks show a clear preference for certain products and practices, often overlooking the values and beliefs inherent in different cultures This approach may be justified, as the concept of Perspectives can be complex and abstract for learners, particularly when they lack a foundational understanding of cultural knowledge.
According to Sihombing and Nguyen (2022), a high-school-level English textbook in Indonesia includes various cultural elements such as products, practices, perspectives, and notable figures The textbook predominantly features products and practices, aligning with findings from other studies that suggest language textbooks often adopt a tourist's perspective, emphasizing activities and attractions in a country This focus on tangible cultural elements may enhance learner motivation to acquire the target language, as opposed to presenting abstract cultural concepts (Yuen, 2011) Additionally, the textbook highlights famous personalities like Lionel Messi and Abraham Lincoln.
BJ Habibi highlights that while visible elements of culture, such as products and practices, can motivate language learners, they may not provide a comprehensive understanding of a culture Focusing solely on these aspects can overlook the underlying reasons for behaviors and actions within that culture To enhance English Language Teaching (ELT) textbooks, it is essential to incorporate more abstract cultural elements, including perspectives, values, and beliefs.
Likewise, according to Zhang et al (2022), regarding cultural categories, the number of cultural products was the highest in all three textbooks This aligns with
Yuen's study (2011) highlights that while EFL textbooks in Hong Kong often focus on easily recognizable cultural products, they neglect the deeper cultural perspectives that are crucial for senior high school students These hidden aspects of culture, which encompass values related to human rights, morality, and law, are essential for fostering cultural awareness (Gu, 2002; Hall, 1959) Although younger learners may benefit from a focus on tangible cultural elements, older students, equipped with a broader knowledge base, are ready to engage with more complex cultural ideas Therefore, EFL textbooks for this age group should integrate a wider range of cultural perspectives For example, Unit 2 Morals and Virtues from Book 3 of T2 effectively incorporates Confucian thought through various media, enhancing students' understanding However, the representation of cultural perspectives across the textbooks is largely limited to quotes, which are often overlooked.
Moran (2001) defines "product" as the cultural category encompassing artifacts, places, institutions, and art forms "Person" refers to identity and life history, while "practice" includes diverse cultural activities such as operations, acts, scenarios, and lifestyles Lastly, "perspectives" involves various elements, including perceptions, beliefs, values, and attitudes.
Although recent studies have mentioned these categories of cultural aspects, there is very limited information on the representation of each category in ESL materials
Conclusion
This section aims to provide an updated review of research on cultural content in English textbooks Kramsch (1993) emphasized the importance of achieving a balance between the representation of target and source cultures Both UNESCO (Pingel, 2010) and the CEFR (2001) advocate for promoting international understanding through textbooks with a similar balance Ideally, the three types of culture—target, source, and international—should be equally represented (Cortazzi & Jin, 1999; Illieva, 2000; Tas).
2010) However, according to the pool of studies above, textbooks do not offer an appropriate cultural view
Many studies indicate the perceived superiority of the target culture over others, with a consensus among academics that source and international cultures are often marginalized Research highlights the predominance of Caucasian representations in educational materials (Hilliard, 2014; Su, 2014) Consequently, the focus on Western cultures in English as a Foreign Language (EFL) resources has prompted local producers to emphasize the inclusion of source culture This approach is a strategic response from Non-Western governments and scholars, recognizing the challenges students may face when engaging with textbooks rooted in a culture vastly different from their own.
The researcher identified a trend of oversimplifying cultural knowledge to provide learners with general information By engaging students' interests, presenting a tourism perspective, and branding English with positive and aspirational meanings, a favorable attitude towards the target culture was fostered (Grey, 2010) Consequently, it is logical for EFL textbooks to avoid controversial topics that may discomfort students and lead to negative associations with the new language.
Cultural aspects, including products, practices, and notable individuals, dominate the content of most analyzed language textbooks This trend arises from the tendency of these textbooks to showcase culture through inspiring figures and a tourist perspective, emphasizing attractions and activities in various countries However, it is recommended that textbooks aimed at older students should integrate a broader range of cultural perspectives to enhance their cultural awareness.
This analysis focuses on various cultural elements, aiming to offer valuable insights into the predominant culture and the representation of its diverse aspects.
METHODOLOGY
Restatement of Research questions
1 To what extent are Source, Target, and International Target Cultures presented in global and local textbooks in Vietnam?
2 How is culture represented in terms of Product, Person, Practice, and Perspective in global and local textbooks in Vietnam?
Research object
The present study analyzes cultural elements presented in the two well-known series of ELT textbooks, one locally and one internationally produced, which are Global Success and Global English
Three textbooks of the Global Success 1 st edition for secondary grades 6-8 from Vietnam Education Publish House (VEPH)
The Global Success for Secondary series, created by Vietnamese professional composers in collaboration with Pearson Education, aims to empower students with essential language skills and knowledge to thrive as confident global citizens This series integrates Vietnamese cultural values and customs with international cultures, particularly those of English-speaking countries Currently, textbooks for grade 9 are still in the publishing pipeline and have not yet been released.
Three textbooks of the Global English 2 nd edition for secondary stages 7-9 from Cambridge University Press
The Global English for Secondary is one of the most popular international ELT textbooks in Vietnam These textbooks are widely used in Cambridge programs at Vietnamese schools
Cambridge Lower Secondary is designed to foster global learners within their local environments As stated by Cambridge University Press, the series promotes an understanding of personal culture, community, and identity in relation to the broader world The authors aim to honor local traditions while encouraging discussions on global issues The primary objective of this series is to cultivate curiosity about diverse languages and cultures, influencing students' worldviews.
Table 4: An overview of the Global Success and Global English textbook series
Publishing house Vietnam Education Publish
Number of Units 12 units/ each year 10 units/ each year
Inner organization of each unit
Think about it Cross-curricular Talk about it Think about it Cross-curricular Talk about it Write about it Project challenge Read and respond
Table 5 provides a comprehensive overview of the internal structure of each unit in the two series This research aims to examine how cultural elements are distributed across various lesson types and the overall scale of the units and textbook series Understanding which lesson types incorporate more or fewer cultural elements is crucial for teachers, as it enables them to achieve a balanced representation of culture in their teaching materials.
Table 5: Description of the Inner Organization of each Unit in Global English and Global Success
Lesson type Function Lesson type Function
Getting started Begins with a conversation followed by activities which introduce the topic of the unit, presents the vocabulary and the grammar items
Introduce topic vocabulary and Listening task
A closer look 1 Presents and practises the vocabulary and pronunciation of the unit
Prepare learners to learn in English across the curriculum and think critically
A closer look 2 Deals with the main grammar point (s) of the unit
Talk about it Develop learners‟ speaking skills, Listening model and Practice pronunciation
Communication Help students use the functional language in real life contexts and consolidate what they have learnt
Introduce topic vocabulary and listening task
(receptive skill) and speaking (productive skill)
Prepare learners to learn in English across the curriculum and think critically
(receptive skill) and writing (productive skill)
Talk about it Develop learners‟ speaking skills , listening model and Practice pronunciation
Looking back Recycles the language from the previous sections and links it with the unit topic
Support learners to write a variety of text types and modal texts
Project Helps students improve their ability to work independently and in a team It extends their imagination in a field related to the unit topic
Provide a choice of projects and opportunities to consolidate learning from the unit
Literature (fictional story, poem, play), works on values and creative writing
Research design
This study employs a mixed methods approach to quantitatively analyze the representation of cultural elements in textbooks It aims to offer a comprehensive understanding of how cultural aspects and classifications are depicted within these educational materials.
Data collection instrument
The researcher conducted a comprehensive analysis of cultural elements in local and global textbooks to assess how culture is presented Each textbook was evaluated independently, with elements categorized as "cultural" or "not cultural" based on their relevance to the cultural subjects outlined in the CEFR (Council of Europe, 2001) Cultural elements encompass features unique to a society, including everyday living, living conditions, interpersonal relations, values, beliefs, attitudes, body language, social conventions, and ritual behaviors.
To analyze the cultural presentation in the selected textbook, two frameworks were created: one focusing on types of cultural information and the other on cultural aspects and categories These frameworks were based on established cultural theories, specifically Cortazzi and Jin's (1999) classification of culture into source, target, and international cultures, and Moran's (2001) and Yuen's (2011) elements of culture, which include products, practices, perspectives, and persons All identified cultural elements were systematically documented in Microsoft Excel for effective data management.
This study categorizes cultural elements following the frameworks established by Cortazzi and Jin (1999), Moran (2001), and Yuen (2011) By breaking down cultural aspects into smaller categories, the research aims to gather more detailed data, leading to enhanced findings and practical implications for educators and practitioners.
Table 6: Categorization of Types of Cultural Information
Table 7: Categorization of Cultural Elements into Cultural Aspects
Data analysis and collection
In this study, content analysis was utilized as a systematic research technique for the rigorous examination of textbook contents, following the definitions provided by Flick (1998) and Mayring (2004) This method enables researchers to draw replicable and valid inferences from texts to their contextual applications, as noted by Krippendorp (2004) The procedures for content analysis were adapted from Cohen, Manion, and Morrison (2007), which involved establishing units of analysis, developing codes and categories, coding and categorizing data, and counting the occurrences of each code.
When establishing units of analysis, it is essential that each unit remains discrete while preserving the integrity of the whole This process involves assigning codes to data, a method referred to as "unitizing." In this study, the unit of analysis is defined as a cultural element, which encompasses any representation of culture that imparts cultural information to learners, irrespective of its form It is important to recognize that a single text or sentence may contain multiple cultural elements, and conversely, one cultural element can represent various aspects of culture.
Figure 1: Example of Analysis Units
The Diwali festival in India, known as the "festival of lights," marks the celebration of the Hindu New Year, representing an important cultural institution Key artifacts of the celebration include diyas and rangoli, which enhance the festive atmosphere The three main activities associated with Diwali—decorating, creating colorful patterns, and setting off fireworks—demonstrate the cultural practices involved in this celebration Ultimately, Diwali is recognized as a significant holiday in India, highlighting its importance in the cultural perception of the nation.
Each analysis item is assigned a unique item code to facilitate synthesis and statistical processes This code encodes details about the book, unit, lesson type, page number, and its order on the page For example, the item code GE7_U2_CC1_45_1 indicates that the item is from the Global English series, stage 7, unit 2, Cross-curricular 1, located on page 45 as the first item Below are the codes corresponding to each lesson type found in the two series.
Table 8: Codes for Inner Organization of an Unit
Global Success (GS) Global English (GE)
Lesson type Code Lesson type Code
Getting started GeS Think about it TiAI1
A closer look 1 CL1 Cross-curricular CC1
A closer look 2 CL2 Talk about it TaAI1
Communication CC Think about it TiAI2
Skills 2 S2 Talk about it TaAI2
Looking back LB Write about it WAI
Project PJ Project challenge PC
Review Rev Read and respond RR
Check your progress CYP According to Ezzy (2002, p 94) coding is
The process involves disassembling data into lines, paragraphs, or sections, which are then rearranged through coding to create new and distinct cases.
The current study categorizes cultural elements into three types of cultural information: Source, Target, and International These elements are further classified by aspect, including product, person, practice, or perspective, and into smaller categories such as artifact, place, and institution A comprehensive list of the categorization and corresponding codes utilized in the study is provided in Table 6.
Table 9: Codes and Categories of Cultural Elements
Microsoft Excel was employed for data management and analysis to count the frequency of each code Each element was classified according to its type of cultural information, aspect, and category An example of the coding process for the text related to the Diwali festival is provided below.
The researcher analyzed the data quantitatively and qualitatively to accurately and thoroughly identify the representation of cultural elements in textbooks, addressing the research question effectively.
FINDINGS
The representation of types of cultural information
The Global English series emphasizes International Target Culture, comprising approximately 67%, 69%, and 79% of the total cultural elements across three textbooks This includes diverse content such as greetings from Colombia, India, China, and Thailand, traditional Hindi stories, Ancient Egyptian attire, the Tok Pisin language of Papua New Guinea, international body language, and architectural highlights from Thailand and Denmark Target Culture accounts for about 20%, 26%, and 17% of the content from stages 7 to 9, featuring elements like the Statue of Liberty, Thanksgiving traditions, works by Emily Dickinson, Canadian music, and stories about notable figures like David Beckham and Queen Elizabeth I In contrast, Source Culture is minimally represented, with only 12%, 5%, and 1% of cultural elements, primarily involving student research on local festivals and communities Notably, there is a significant decrease in total cultural elements from GE stage 7 (440 elements) to stage 9 (177 elements), with stage 9 showing a stark contrast in proportions: 79% International Target Culture, 17% Target Culture, and 1% Source Culture.
Figure 2: The Distribution of Elements in Global English series by Textbooks
Figure 2 highlights the element distribution in the Global English series, revealing that Unit 2 (Celebration) and Unit 4 (City and Transportation) in stage 7 contain over 100 elements each, contributing to the stage's top ranking among textbooks Unit 2 educates learners on various cultural celebrations, including Chinese New Year, Diwali, Eid al-Fitr, Wesak, and Maslenitsa Meanwhile, Unit 4 covers transportation systems in Brazil, Russia, and Japan, along with a historical overview and local transport experiences Additionally, Unit 7 in GE 8 features 80 elements on Historical figures, allowing students to explore notable personalities like Mahatma Gandhi and Nelson Mandela Notably, four units in stage 9 contain fewer than 20 elements, a significant decrease from previous stages, with topics such as Sports and Games (9 elements), Views and Voices (5 elements), and Well-being (7 elements) offering limited content.
The article discusses the International Target Culture environment, highlighting ten key elements such as weather, climate change, sustainable fashion, and future sustainability plans It is noteworthy that only 11 out of 27 units incorporate elements of Source Culture.
Figure 3: The Distribution of Elements in Global English series by Units
In the Global Success series, the Source Culture dominates with 53%, 33%, and 68% representation across three textbooks Key examples of Source Culture include travel destinations like Hoi An and Ha Long Bay, traditional Vietnamese customs such as Tet celebrations and the unicorn dance, as well as local foods like pho and banh mi The Global Success textbooks for grades 6 and 8 show a similar trend, with Source Culture leading at 53% and 68%, followed by International Target Culture at 33% and 23%, and Target Culture at 14% and 9% International Target Culture is illustrated through information on New Year celebrations in various countries, travel guides to places like the Himalayas and Singapore, and notable figures such as Brazilian footballer Pelé.
Đơn vị 1 đến Đơn vị 9 được trình bày một cách tuần tự, từ Đơn vị 1 cho đến Đơn vị 9, lặp lại nhiều lần để nhấn mạnh sự liên kết và tính liên tục giữa các đơn vị.
The Source Culture The Target Culture The International Target Culture
The representation of culture in a grade 7 textbook shows a significant focus on the Target Culture, which comprises 42% of the content, including topics such as New Year celebrations in the USA, BBC One, and landmarks in major cities like London and New York In contrast, the Source Culture accounts for 33%, while the International Target Culture makes up 25% The textbook features various elements, including traffic rules in English-speaking countries, popular media like Harry Potter, and cultural events such as Twins Day in Ohio and holidays in Australia, alongside a diverse array of global cultural references from places like South Africa, Switzerland, and Italy.
Figure 4: The Distribution of Elements in Global Success series by Textbooks
Figure 4 provides an in-depth analysis of the distribution of cultural elements in Global Success by units Notably, Unit 4: My Neighborhood contains 27 elements, Unit 5: Natural Wonders of Vietnam has 34 elements, Unit 6: Our Tet Holiday features 66 elements, and Unit 9: Cities of the World includes 43 elements from GS6 These units predominantly emphasize Vietnamese culture, highlighting aspects such as local neighborhoods, natural wonders, and the Tet holiday tradition In the grade 7 textbook, the units with the highest cultural element counts focus on both Target culture and International Target culture.
The curriculum includes a diverse range of cultural elements, particularly in Units 9 and 12, which focus on international festivals and English-speaking countries, featuring 68 and 79 elements respectively For grade 8, significant units include Unit 4 on Vietnam's ethnic groups, emphasizing their lifestyles and traditions with 75 elements, Unit 5 on local customs and festivals with 48 elements, and Unit 6 discussing various lifestyles and the influence of modern technology, comprising 53 elements Conversely, some units contain minimal cultural content, such as Unit 2: My House (3 elements), Unit 3: My Friends (2 elements), and several others from GE6 and GE7, which have very few or no cultural elements, highlighting a disparity in cultural representation across the curriculum.
Figure 5: The Distribution of Elements in Global Success series by Units
In comparison, it is evident that there are some discrepancies in the representation of culture in the two books series Overall, the total of elements mentioned in
Đơn vị 1 đến Đơn vị 12 bao gồm các nội dung quan trọng, từ Đơn vị 1 đến Đơn vị 12, mỗi đơn vị đều có những kiến thức và thông tin cần thiết Các đơn vị này được thiết kế để cung cấp cái nhìn tổng quan và chi tiết về các chủ đề khác nhau, giúp người đọc nắm bắt và áp dụng kiến thức một cách hiệu quả.
The Source Culture The Target Culture The International Target Culture
The Global English series prominently features the International Target Culture while neglecting the Source Culture, whereas the locally produced series, Global Success, effectively represents the Source Culture but does so at the expense of the International Target Culture.
The findings reveal differing strategies for cultural representation in each series, with Global English focusing on International Target Culture content, while Global Success incorporates a greater emphasis on Source Culture elements These distribution patterns correspond to varying pedagogical approaches to cultural integration in English language teaching, highlighting diverse perspectives on the significance of cultural content in language learning materials.
Representation of cultural aspects and categories of cultural aspects
Figure 6: The Distribution of Elements into Cultural Aspects in Global English
The Global English series, as illustrated in Figure 5, reveals that Product elements dominate the composition, accounting for 36% to 45% In contrast, Practice and Perspective elements are relatively close in representation, ranging from 21% to 29%, while Person elements are the least prevalent, comprising only 5% to 10%.
In the analysis of product-related elements, there are 131 elements, nearly double the number of practice-related (78) and perspective-related (66) elements, and five times more than person-related elements (29) Notably, there is a significant decline in the total number of elements during Global English stage 9, with product-related elements experiencing the largest drop of 59% Stages 7 and 8 show a higher concentration of elements, predominantly in the product and practice categories, while stage 9 exhibits a general decrease in elements, with a notable increase in the proportion of perspective-related elements.
In Global Success, the distribution of cultural elements shows a clear pattern, with the Product ranking highest at 45% to 65%, followed by Practice at 24% to 39%, and Person and Perspective significantly lower at 2% to 9% The disparity in the number of elements across these aspects is notable, as the average for Product (144 elements) is nearly ten times greater than that of Person (14 elements) and Perspective (15 elements) Additionally, there is a 33% decrease in the number of Product elements in the final grade.
Figure 7: The Distribution of Elements into Cultural Aspects in Global Success
Both of the series have leading Product-related elements, followed by Practice However, for Global English series, Perspective outnumbers Person, whereas for
English are also significantly smaller than that of Global Success
4.2.2 Representation of categories of cultural aspects
The Global English series appears to effectively encompass nearly all cultural categories, as indicated in Figure 7 However, it notably lacks comprehensive coverage of the Identity category, which is represented by only five elements in the books.
In GE stage 9, identity is shaped by unique characteristics, experiences, and group memberships, as noted by Moran (2001) However, textbook writers face challenges in incorporating identity elements without reinforcing cultural stereotypes Additionally, the frequent changes in characters throughout Global English lessons hinder the development of consistent identities Furthermore, there is a significant disparity in the representation of categories, with Artifacts and Operation appearing most frequently.
(155 and 142 element), while the Identity and Scenarios elements have the smallest frequencies (5 and 17 elements)
Figure 8: The Distribution of Elements into Categories of Cultural Aspects in
Global English Series Based on each Grade
Artifacts play a crucial role in shaping institutional identity and life history, influencing perceptions and beliefs They operate within various scenarios, reflecting the values and attitudes of individuals and communities.
Global English Categories of cultural aspects
The analysis of cultural information reveals that intercultural elements dominate the Global English series, comprising 75% of the content, while target culture accounts for 17% and source culture only 6% Notably, target culture is represented across 13 out of 14 categories, whereas source culture fails to cover three categories: Art forms, Identity, and Values The most frequently mentioned categories of international culture include Artifact (116 elements), Operation (100), and Places (92) In contrast, target culture highlights Artifact (25), Life history (22), and Operation (22), while source culture focuses on Operation (9), Perception (8), and Attitude (8) This suggests that international culture is primarily viewed from a tourist perspective, emphasizing artifacts, operations, and locations, whereas target culture emphasizes the life histories of notable figures, and source culture reflects students' perceptions and attitudes towards their own culture.
Figure 9: The Distribution of Elements into Categories of Cultural Aspects in Global English Series Based on each Type of Culture Information
The Global Success series, as illustrated in Figure 9, shows that the majority of elements are concentrated in Operations (29%), Places (26%), Artifacts (19%), and Institutions (11%), while the remaining 10 categories account for the rest.
Global English Types of cultural information
Sc, Tc, and Ic account for approximately 15% of the total content Notably, certain categories, such as Art form, Identity, Value and Attitude in Grade 6, and Scenarios in Grades 7 and 8, are completely missing from the textbooks Additionally, there is a significant disparity in category representation, with Operation appearing most frequently at 221 elements, while Scenarios are represented by only 2 elements.
Figure 10: The Distribution of Elements into Categories of Cultural Aspects in
Global Success Series Based on each Grade
In the realm of cultural aspects influencing Global Success, the Source culture dominates, accounting for approximately 50% and being referenced across all categories This is followed by the International Target culture at 27% and the Target culture at 23%, both of which are noted in half of the categories, excluding Art form, Acts, Scenarios, Lives, Perceptions, Values, and Attitudes.
Artifacts play a crucial role in shaping identity and life history within institutions They influence perceptions, beliefs, values, and attitudes, ultimately impacting the operations and scenarios of lives.
Global Success Categories of cultural aspects
Figure 11: The distribution of elements into categories of cultural aspects in Global Success series based on each type of culture information
Both series share notable similarities, with the most frequently mentioned categories being Operation (353 elements), Places (313 elements), and Artifact (293 elements) Additionally, both series exhibit a deficiency in references to the categories of Identity and Scenario Overall, the Global English series demonstrates smaller gaps in the representation of cultural categories.
Figure 11: Numbers of Product-related Elements in Global English and Global
Global Success Types of cultural information
GE 7 GE 8 GE 9 GS 6 GS 7 GS 8
Artifacts Places Institution Art forms
Product is the most frequently mentioned aspect among the four, with Global Success featuring 432 Product-related elements compared to 395 in Global English Both series exhibit a downward trend in Product elements from grades 6 to 8 Dominantly, Artifacts (36%) and Places (38%) are highlighted, while Art forms (4%) are minimally represented, particularly in Global Success with only 5 elements Additionally, Global English emphasizes international culture in its Product elements, whereas Global Success focuses on Source culture.
Table 10: Number of Artifact-related Elements in Different Types of Lesson in
Artifacts Places Institution Art forms
In the category of Artifacts, the Global English series contains more elements than the Global Success series, with 144 and 112 elements, respectively Artifacts are defined as objects that are created, adopted, or adapted by members of a culture.
Figure 12: Example of Lesson with Artifact Elements in Global English series
In Global English, artifacts are commonly integrated into cross-curricular lessons designed to enhance learners' English proficiency across various subjects, including History, Geography, and Science These lessons feature key texts that introduce cross-curricular language and cultural elements For instance, in Global English stage 7, Unit 1, Lesson 1.2, titled "It's better to give than to receive," artifacts such as the Trojan Horse and the Statue of Liberty are discussed within their historical contexts This approach not only presents learners with significant artifacts but also enriches their understanding of the associated historical and linguistic backgrounds.
Figure 13: Example of Lesson with Artifact Elements in Global Success series