04051001823 an investigation into the cultural elements in the reading passages of vietnamese current secondary school efl textbooks = nghiên cứu các yếu tố văn hóa trong các bài Đọc của sách giáo khoa tiếng anh dành cho bậc thcs hiện nay Ở việt nam

04051001823 an investigation into the cultural elements in the reading passages of vietnamese current secondary school efl textbooks = nghiên cứu các yếu tố văn hóa trong các bài Đọc của sách giáo khoa tiếng anh dành cho bậc thcs hiện nay Ở việt nam

INTRODUCTION

Rationale for choosing the topic

Today, English has become a global language, with so many implications for the teaching and learning of the language McKay (2002, p.1) states that "the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language" Language may reflect many factors of culture, and culture affects the way language is used in turn An understanding of the relationship between language and culture is essential for language users, learners, and all those involved in language education For language teachers and learners in general, an appreciation of the differences in opinion regarding the relationship between language and culture can help to illuminate the diversity of views held toward the use of language Thus, learning culture is clearly an important factor for Vietnamese students to succeed in communicating, because second language learning is second culture learning Language and culture are inseparable factors in the field of language teaching Peck (2012, p.8) asserts that "language learning should be more than the manipulation of syntax and lexicon" It is suggested that just learning about structure, vocabulary, grammar, and the four skills of listening, speaking, reading, and writing can't fully understand the meaning of a language In the current FLT materials, the role of textbooks is properly emphasized in the close relationship between learning a language and learning its culture

In Vietnam, English has been a compulsory subject in most schools for many years However, the focus on teaching grammar, vocabulary, and language skills often prevails in English teaching and learning methods, leading to a lack of knowledge of the cultural background shown in the materials One of the objects of teaching and learning English is to raise students' cultural awareness However, there is little attention to the cultural issues of the ELT textbooks, and there is no investigation into the cultural content of reading textbooks Thus, the attitudes and perceptions of students about the cultural aspects presented in English textbooks are still limited

For the reasons mentioned, the author has decided to conduct this study It is hoped that this study will help students and teachers recognize the cultural elements presented in the textbook and contribute some immediate activities to enhance the cultural awareness of students.

Aims and objectives of the study

The overall aim of the current study was to identify how different cultural elements are included in English textbooks of lower secondary schools in Vietnam, contributing to the improvement of English teaching and learning quality in Vietnam Specifically, the current study attempted to obtain the following objectives:

1 To analyze for different cultural groups presented in the reading passages of English textbooks Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9 used at lower secondary schools in Vietnam

2 To examine how cultural elements are presented in the reading passages of English textbooks Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9 used at lower secondary schools in Vietnam.

Research questions

This study was carried out to answer the following questions:

1 What cultural groups are represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9?

2 How are the cultural elements represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng Anh

7, Tiếng Anh 8, and Tiếng Anh 9?

Scope of the study

This study focuses on the reading passages used in the English textbook series for Vietnamese secondary school students (developed by Hoang Van Van et al

(2015), which was published by Vietnam Education Publishing House) The content and tasks in the reading sections are used for specific analysis and evaluation This thesis is limited to the analysis of the cultural elements in the English textbooks

Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9.

Significance of the study

This research is intended to improve cultural awareness among teachers, students, and textbook writers It also hopes to offer some solutions to solve cultural problems in the context of teaching English today These suggestions will increase awareness of the diverse culture of Vietnamese students

Besides, this study provides a detailed description of the cultural issues expressed in reading texts in English textbooks and cultural studies with the aim of promoting students‟ cultural awareness and improving skills such as reading, writing, and their ability to communicate multiculturally.

Method of the study

In this study, quantitative and qualitative methods are used to collect and analyze data according to the modified checklists designed by Cortazzi and Jin, Hirsch et al., and Chastain The research steps are presented in the following order: The first step, groups of cultural content presented in reading passages of Vietnamese secondary school EFL textbooks are counted, calculated in the percentage, and analyzed

The second one is using two modified checklists proposed by Cortazzi and Jin

(1999, p 204), Hircsh et al (1988), and Chastain (1988, p 304) in order to research the categories of cultural elements in reading passages of the set of textbooks

After that, the data was collected and analyzed both quantitatively and qualitatively

The final step is the findings and discussions about cultural elements and cultural categories in the English textbook series and proposing some helpful activities to develop students‟ cross-cultural awareness based on the results found.

The structure of the study

The thesis consists of five main parts:

Chapter 1: Introduction - presents rationale for choosing the topic, aims of the study, research questions, scope of the study, significance of the study, method of the study, and the structure of the study

Chapter 2: Literature review - deals with a review of previous studies related to the problem under investigation and some theoretical knowledge

Chapter 3: Methodology - mentions the methods and procedures of the study, research methods, data collection, and analysis

Findings and discussion - analyzes for different cultural elements employed in the set of English textbooks and discusses the analysis

Chapter 5: Conclusion - summarizes the main findings of the study and offers suggestions for further study.

LITERATURE REVIEW

Theoretical background of the textbook

Teaching materials play a unique and vital role in language teaching In particular, textbooks have been studied by various researchers That can be seen by the immense number of books, journal articles, and studies conducted worldwide The diverse studies about textbooks bring a great volume of definition of textbooks Sheldon (1988, p.32) states: “A textbook can be referred to as a published book specially designed to help language learners improve their linguistic and communicative abilities.” Textbooks can be used as a supporting teaching instrument (O'Neil, 1982) that teachers may choose for the suitability of their teaching purposes (Cunningworth, 1995) Teachers use the textbook as an agent to convey knowledge and skills to the learners, which is a positive and essential part of teaching and learning English (Hutchinson & Torres, 1994) Textbooks supply useful lessons through different activities such as explanations and reading (Tomllinson, 2011; Richards & Rodgers, 2001) Cunningsworth (1995, p 12) discusses "a textbook as a resource in presenting the material, a source for learners to practice and do the activities," while William (1983) concludes that a textbook is a learning and teaching tool for both the learner and the teacher to depend on in the system of educating and learning A textbook is a book that provides comprehensive information about a subject for people who are studying that field and for a teacher as a guide (Cunningsworth, 1995; Roberts, 1999) Textbooks are utilized as a reliable source of information for the structured research of an appliance for studying and coaching

2.1.2 The role of textbook in teaching and learning

A textbook instructs both a teacher and a learner to review knowledge According to Hutchinson and Torres (1994), it is also regarded as a record for calculating what continues to be instructed by teachers Stein and Douglas (2001) estimated textbook makes up 75 to 90 percent of classroom instruction

Besides, a textbook is a useful tool for learning when it is used as a supporting teaching instrument (O'Neil, 1982) Hutchinson and Torres (1994, p 315) define

“the textbook as an almost universal element of English language teaching Millions of copies are sold every year, and numerous aid projects have been set up to produce them in the countries." Textbooks symbolize the visible center of any ELT system, and they provide significant advantages for both teachers and students (Sheldon, 1988) Students' opinions are based on the fact that posted materials like textbooks are much more trusted than home-produced photocopied teachers' information, which is regarded as less valid Cortazzi and Jin (1999, p.9) assert that

"a textbook as a teacher, a map, a resource, a trainer, and an authority."

Therefore, textbooks provide students with a reliable and helpful source of grammar and vocabulary, useful structures for speaking, and practical exercises and activities, as well as information about English-speaking countries and their cultures (Rasid et al., 2018; Yuen, 2011) Textbooks give an outline of linguistic and cultural factors as a structured program Moreover, it can guide and explain learners through sections of the course A set of useful activities and documents in a textbook is regarded as a crucial resource for the instructor In addition, it might be considered a fitness instructor for novice teachers who require valuable instructions and support A pair of teaching materials has a textbook (or maybe a coursebook), a workbook, a teacher's guide, and perhaps extra multimodal texts for reference as being a textbook package They are designed to provide cohesion to the language teaching as well as a learning process by providing guidance, support, and also particular language-based activities targeted at offering classroom practice for pupils (Thornbury, 2015) and cultivating quick and effective learning of the dialect (Cunningsworth, 1995)

Language instructors often use the textbook and instruction materials for their consideration, making the textbook an important component in EFL classrooms Hutchinson & Torres (1994, p 315) posit that “the textbook is an almost universal element of English language teaching Millions of copies are sold every year, and numerous aid projects have been set up to produce them in various countries No teaching-learning situation, it seems, is complete until it has its relevant textbook.” Sheldon (1988) figures out that textbooks don't just present the physical heart of any English learning and teaching plan but also provide considerable benefits for both teachers and students in ESL/EFL classrooms He thinks that published materials are more systematic and reliable than teacher-planned substances and that learners often have expectations about working with a book

Cunningsworth (1995, p.7) considers a textbook as “an effective resource for autonomous learning, an effective resource for presentation material, a source of ideas and activities, a reference source for students, a syllabus where they reflect pre-determined learning objectives, and support for less experienced teachers who have yet to gain confidence.”

In short, the textbook is the key element in most language teaching programs They can supply the basis for the content of lessons, the balance of skills taught, and the types of language practice in which students participate Therefore, textbooks play a significant role in designing courses When teachers use textbooks as a useful and reliable application to direct the coaching as well as the learning process, provide and evaluate materials, sources of information, and understanding about a subject, or even based on program targets, they are useful and effective for both learners and teachers in many ways.

Theoretical background of language and culture

Since language is used as a tool to communicate with each other by human beings, many experts have proposed definitions of language for more intensive studies Crystal (1971, p 3) defined language as “the systematic, conventional use of sounds, signs, or written symbols in a human society for communication and self- expression.”

Language is a process of interaction characterized by good vocalizations with arbitrary conventional significance (Pinker, 2015) that reveals its mysteries to researchers and users People use words to communicate purposefully and also learn a new language, involving learning to make use of rules, knowledge, and words to work with them to speak with speakers of the vocabulary Many people use language in their daily lives to express, create, and interpret meaning, as well as to create and maintain interpersonal and social relationships

It can be declared that language plays a vitally important role in human life Thanks to language, humans can communicate and express their emotions, thoughts, joys, and sadness, which helps people come closer together and understand each other better Words are something shared among individuals and are also considered the foremost method of interaction (Chomsky, 2006; Crystal, 1971) It is a certain element that distinguishes individuals from various other creatures on earth People talk in different ways throughout the globe, but this special commonality among all of the languages brings us together Researching and studying, doing commerce and business, and numerous other jobs are fulfilled by words Hymes (1972) states that language is the integration of many parts of culture, while speech is the basis of a human being‟s activity He points out the main functions of language from the following factors: (i) Language is the primary mode of interaction; (ii) Language expresses the character of a culture and the individuality of its history; and (iii)

Language can ensure cultural transmission and development, community continuity, and the real control and functioning of social groups

Certain scholars believe that the function of language is so essential in interaction that it is sometimes exaggerated It is wrong to draw a line between culture and language and sort them exclusively Designative, associative, connotative, or denotative are several of the meanings of words The meanings of each language form are not the same since they are connected with tradition and lifestyle, which are much more substantial compared to language People from various countries can use the same language forms to refer to various things

In short, people can understand each other more easily thanks to language It helps people build better lives It may be declared that human society wouldn't exist without language For humans, language is the central instrument of connection (Richards & Rodgers, 2001)

Byram (1989, p.5) defines culture as “the whole way of life of a foreign country, including but not limited to its production in the arts, philosophy, and high culture in general,” while Chen and Starosta (1998, p.17) discuss culture as “a negotiated set of shared symbolic systems that guide individuals.”

To examine the concept of culture more specifically, many linguists have focused more on cultural content when defining the term “culture” in their own way Brooks (1971) suggests that culture is divided into two main areas: Hearthstone culture and Olympian culture, or in other words, “big C” and “little C” cultures, “Big C” consists of beliefs, behaviors, and values of people, whereas “little C” includes elements such as music, literature, and art Samovar et al (2015, p.21) analyze “culture as the deposit of knowledge, experience, beliefs, values, actions, attitudes, meanings, hierarchies, religion, notions of time, roles, spatial relations, concepts of the universe, and artifacts acquired by a group of people in the course of generations through individual and group striving.”

There are many ways to define conceptual culture through the various studies of linguistics, historians, and scholars when they attempt to research intensively The term “culture” is usually reserved to refer to the systems of knowledge used by relatively large numbers of people (Gudykunst & Kim, 2003) In order to examine the concept of deeper culture, many researchers focus more on cultural content when defining the term "culture" Culture is merely a method of discussing collective identities, the culture of daily life is a lifestyle of concrete practices that embody and also do away with differences

Foreign language learning consists of a number of components, including cultural competence as an integral part of the culture (Cortazzi & Jin, 1999; Rasid et al., 2018; Yuen, 2011) Culture will be the total of symbols, suggestions, types of phrases, and material treatments related to a product It is a dynamic medium whereby societies produce a collective lifestyle mirrored in things such as beliefs, religious rituals, science, and engineering (Thornbury, 2015) Thus, teachers of a foreign language should combine the teaching of knowledge skills with the teaching of culture for students in foreign language classes

2.2.3 The interrelationship between language and culture

The relationship between language and culture has been described as

“complex and interdependent” (Mitchell & Myles, 2004, p 235) Several metaphors have been used in related literature to better describe this relationship

It is generally recognized that language is an element of tradition and plays a really crucial part in it (Mitchell & Myles, 2004) Several scholars argue that culture can't exist without language The word "iceberg" is used to describe the relationship between these two concepts

Later on, Byram (1989, p 8) asserts that “language is a tool to express speakers‟ knowledge and perception of the real world.” Thus, it reflects their cultural concepts and values He goes on to say that one cannot learn a language and neglect its culture, because speaking a language means expressing its culture Exchanging a language embodies a particular way of thinking and living Besides, Brown (2006, p 2) points out that “a language is a part of a culture and a culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either culture”

Byram (1989, p.5) identifies that "the language holds the culture through the denotations and connotations of its semantics." Therefore, it can be said that language and culture have never been proved to be separable They coexist and support each other rhythmically On the other hand, language may have no borders, but sources of culture need to be specifically identified (Byram, 1989)

Culture influences how language is used Each social group or community communicates based on its typical cultural viewpoint (Cortazzi & Jin, 1999) And in its turn, language, which contains many factors of culture, plays a crucial role in expressing cultural values and perceptions as well as maintaining and developing culture from generation to generation (Samovaret al., 2015) Culture reflects our perspective of the planet, and language is regarded as the representative element of culture This issue must be addressed by both learners and teachers of foreign languages, who must devise the most effective methods for developing lessons that are as meaningful and diverse as possible.

Cultural awareness development strategies in language teaching

The notion that language instruction must include culture has permeated many nations' curriculums, strategies, and resources According to Kramsch (2011), the term "intercultural" has been used to describe "competences, speakers, learning, pedagogy, and positions." The impact of cultural awareness on language instruction and the extent to which learners are really culturally aware are among the current concerns in foreign or second language education Apart from human concerns, the design and planning of materials are among the topics discussed in talks on culture (Beresova, 2015) Additionally, Beresova (2015) identified the following strategies for increasing language learners' cultural understanding

Firstly, the strategy of introduction and explanation provides a viable and efficient method for raising students' cultural awareness (Beresova, 2015) Liu

(2017) argued that teachers may use this strategy during instruction to impart cultural background information associated with the teaching materials, particularly the fundamental and significant cultural knowledge that expresses and reflects the target culture's key characteristics Teachers should make the best possible use of classroom materials such as textbooks to expose students to the target culture (Ahmed & Mohammed, 2014) It is an efficient and straightforward method for pupils to acquire fundamental and required cultural information

Secondly, in language classrooms, Beresova (2015) stated that the cross- cultural comparison method may also be used to present the target culture This technique has been shown to be very beneficial and successful in cross-cultural language instruction (Borghetti, 2013; Escudero, 2013) According to şcan, Karagửz, and Konyar (2017), the only way to differentiate is through comparison The cross-cultural comparison may assist students in identifying and comprehending the cultural components of the text they are reading (Kiss & Weninger, 2017) Due to their distinct histories and traditions, individuals from various cultures adhere to a variety of customs Each nation has its own long- standing ideas and religion, which have a profound effect on its citizens' ways of thinking and sense of worth Thus, by comparing the target culture to our own, students may get a better grasp of the target culture and improve their ability to sense and comprehend cultural objects encountered when reading Additionally, instructors should encourage pupils to maintain a certain level of cultural awareness, both toward their own and toward the target cultures (Kourova & Modianos, 2013)

Additionally, extensive reading is regarded as another useful approach for students to gain understanding of and familiarity with the target culture (Lee, 2015) The time spent on classroom teaching is undoubtedly limited and far from being enough Wu, Marek, and Chen (2013) explain that in order to gain maximum access to the target culture through real-life situations and natural, life-like communication, it is necessary to select supplementary cultural materials from available authentic sources Teachers should choose suitable reading materials to help pupils broaden their cultural horizons Students' reading abilities and cultural understanding complement one another Students' cultural background knowledge has a direct effect on their reading comprehension ability While reading comprehension exercises may help kids have a better understanding of their cultural heritage, students' lack of cultural background knowledge is partially explained by their insufficient quantity of comprehensive reading (Toyoda, 2016) As a result, the need for considerable reading outside of class should be emphasized After class, students should be encouraged and motivated to read widely It has proven beneficial and beneficial for pupils to maximize their utilization of certain pretty high- quality resources that are accessible to them Thus, it is critical to choose texts that incorporate cultural features of the target language for students‟ extensive reading Last but not least, mass media channels such as television, radio broadcasting, films, newspapers, and the ubiquitous internet are also considered insightful sources of cultural knowledge, as they accurately reflect people's ways of life in terms of variety, contemporaneity, and authenticity (Moeller and Nugent, 2018) The audio- visual media resources and techniques are particularly welcome and valuable since they vividly portray linguistic and cultural knowledge in real contexts In comparison to the conventional chalk and blackboard teaching approach, these new teaching facilities, supplemented by current technology, can impart cultural knowledge in a clear and realistic manner Multimedia technology simplifies and expands opportunities for English instruction while also providing quick access to learning about the target culture (Monfared, Mozaheb, & Shahiditabar, 2016).

Theoretical background of reading

There are many definitions of reading stated by experts from different views Reading relates to the process of generating ideas by others that are transmitted through language It also involves the written language and highly complex cognitive processing operations Besides, everyone can get a new vocabulary that will be valuable in the future from reading

Furthermore, reading presents the connection between the writer's soul and the reader's soul It is the way the reader tries to understand the message that the writer wants to say In this process, the reader will try to get the information and grasp the writer's ideas Readers can guess the meaning or sense that the writer conveys

On the other hand, reading consists of two related processes: word recognition and comprehension Word recognition is defined as the process of understanding how written symbols correspond to one‟s spoken language, while comprehension is the process of making sense of words, sentences, and connected text According to Collins and Cheek (1999), reading is a process that requires the use of complex thought processes to interpret printed symbols as units of meaning and to understand them as units of thought Moreover, reading has been a highly emphasized skill in the English foreign learner context

Different people use the term “reading” in some different ways because reading is a complex process, and this complexity accounts for the variety of its definitions Reading is one way to communicate between the writer and the reader

Reading comprehension is a tool that good readers use to solve the comprehension problems they encounter in text Burns and Siegel (2018) claim that reading comprehension is identified as the method of creating meaning by coordinating a selection of complicated tasks that involve language, word knowledge, word reading, and fluency

A reader's linguistic understanding and understanding of a given topic are combined to develop a reading comprehension train It's a communicative process in which the audience interacts with the book as their experience and knowledge are activated It all depends on the capability to understand words quickly Moreillon

(2009) classifies seven collaborative strategies in teaching reading comprehension, in which the writer suggests educators and teachers (i) activate or build background knowledge, (ii) use sensory images, (iii) use questions, (iv) make predictions and inferences, (v) determine main ideas, (vi) use fix-up options, and (vii) synthesize.

Classification of cultural elements in ELT textbooks

It is necessary to consider different kinds of culture when studying the culture in ELT textbooks Some researchers have evaluated and analyzed the cultural elements of EFL textbooks (Cortazzi & Jin, 1999; Pingping, 2019; Rasid et al., 2018; Yuen, 2011)

The textbooks play an important role in the EFL teaching and learning process since they provide teachers and students with lots of knowledge from the lessons, the balance of the skills, as well as the kind of language practice Besides, teachers use books for preparing and providing lessons, and pupils depend on them for linguistically written content and models (Cunningsworth, 1995) There are several different classifications of cultural elements in ELT textbooks When analyzing a textbook, Cortazzi and Jin (1999) are more concerned with cultural content than the four linguistic skills They are divided into three main kinds of cultural information presented in foreign language textbooks, such as source culture, target culture, and international culture

 Language learners' very own culture is provided in the supply of cultural materials These are the textbooks that are used at a national level for a nation The goal of this particular group of textbooks is to make it much easier for learners to chat about their culture with overseas guests, instead of being ready to deal with other cultures

 One or two target cultures are generally the emphasis of the material The textbooks of this group would be the most widely used teaching resources within the EFL context Publishers' marketing materials are quite often criticized for their business nature and are popular all around the world

 International target culture materials talk about books, including a multitude of countries represented in English-speaking countries or maybe in lands in which English isn't a first or second language but is utilized as a worldwide language The explanation for this particular category is the fact that speakers that do not speak it as their very first language often make use of it in overseas situations (Cortazzi & Jin, 1999)

In terms of cultural themes, culture can be divided into two types: Big “c” culture and little “c” culture (Tomalin & Stempleski, 1994) Big "c" culture belongs to a set of facts and statistics concerning the arts, festivals, education, business, geography, history, and traditions of a goal-speaking society Besides, the Big "c" lifestyle includes themes such as geography, structure, classical music, literature, political problems, society's norms, history, core values, legal foundation, and cognitive processes On the other hand, the small "c" represents the regular aspects of life Little "c" culture pertains to minor or common themes It is composed of themes like norms, beliefs, socio-cultural variables such as age, sex, public position, views, viewpoints, preferences, gestures, body posture, use of the room, popular music, hobbies, food, clothing styles, along with some knowledge More recently, Xiao (2010) has investigated the distribution of cultural categories and pointed out

16 themes to present his opinion, including politics, history, economy, geography, literature/art, social norms, education, architecture, music, food, holidays, lifestyle, customs, values, hobbies, and gestures/body language

From the reviews above, the cultural elements discussed in textbooks have been viewed from different perspectives The primary reason for cultural ly related textbook analysis is to look into whether the cultural elements in books assist and help pupils develop cultural awareness (Cortazzi and Jin, 1999; Rasid et al., 2018).

Some related studies

Recently, many researchers have paid attention to the cultural content evaluation in English textbooks Rasid et al (2018) proved that there is a requirement to make use of materials that are culturally sensitive within the context of the EFL classroom The study demonstrates the themes of community understanding, opinions, and values of western society in Byram's (1989) cultural articles checklist, which have strong ramifications for the use of ready-made books in the EFL context Xiaodong (2017) provided an important perspective on the connection between English language teaching textbooks' content and learners' academic literacy enhancement in an unprincipled and macro way

In Japan, Imada (2012) found that the accounts in American books prioritize good, distinct individual achievement and self-direction, while the Japanese books included collectivism like conformity and group harmony The results offered convincing proof that accounts in textbooks were filled with vital functions that took cultural messages and also indicated that the book stories had a crucial feature that nurtures children's advancement of culturally right values along with cognitive tendencies Kouki (2016) analyzed the high school English books accredited by the Ministry of Education, Science, Sports, Culture, and Technology in Japan from the viewpoint of intercultural understanding

Pingping (2019) in the paper "textbook interactions: Research of cultural and linguistic contexts of English science textbooks" analyzes whether English textbooks have plenty of context to help pupils learn English as well as interact, or perhaps not The results indicate that tasks, texts, and textbook topics are documented in terms of authenticity, communicative fitness level, and cultural variety

Yuen (2011) revealed the representation wanted for the cultures of English- speaking countries for the cultures of Africa, even though they were under- represented The number of English-language books and also the ramifications of redressing the imbalance in cultural material are talked about

Zarei and Khalessi (2011) investigated cultural density in the internationally- distributed textbooks of the English language

Xiaofei et al (2014) examined the difficulty and variety of language utilized in primary school reading books used in the United States from 1906 to 2005 The study employed a number of analytical steps on a 5-million-word corpus of third- grade reading texts to provide findings with ample evidence for challenging several historical critiques of the American browsing curriculum

In Vietnam, several scientists have discussed cultural components in language textbooks Hoang Van Van (2018) analyzed the cross-cultural collaborative project between Vietnamese textbook writers and also all those of MacMillan

Education and Pearson Education The newspaper offers background on building the book series and argues for good cooperation between neighborhood book writers and freelance writers that speak English as their mother tongue in creating high-quality English books that are suitable for the general educational method of Vietnam.

METHODOLOGY

The Vietnamese English teaching context

In Vietnam, the English language has played an important role, especially after the country decided to expand its relations with many countries in the world in the 1980s Since Vietnam became a member of the Association of Southeast Asian Nations (ASEAN) in 1995, the Asia-Pacific Economic Cooperation (APEC) in 1998 and the World Trade Organization (WTO) in 2006, the position of English has been firmly consolidated In addition, more and more foreigners have come to Vietnam to do business, bringing with them the Vietnamese people's need to learn English for cross-cultural communication

In Vietnam, language policy has become one of the major concerns of the government English is not only a tool for international communication but also a tool to help Vietnamese people seek good jobs Since the country joined ASEAN (Association of Southeast Asian Nations) in 1995, the use of the English language has become important It has become a compulsory subject at schools

In the education system, the Ministry of Education and Training (MOET) regulates foreign languages as a separate subject In addition, all curriculums for all grades are also designed by MOET Regarding textbooks, MOET stipulates the process of compilation, standards, and editing and decides on the selection of official textbooks for all high schools in the country (Educational Law, 2005) In order to strengthen English teaching and learning in all grade levels in Vietnam, the Prime Minister has issued Decision No 1400/QD-TTg, “Teaching and learning foreign languages in the national education system, period 2008 to 2020.” The goal of this project is that “by the year 2020, most Vietnamese youth who graduate from vocational schools, colleges, and universities gain the capacity to use a foreign language independently.” This will enable them to be more confident in communication and further their chance to study and work in an integrated and multi-cultural environment with a variety of languages This goal also makes language an advantage for the Vietnamese people, furthering the cause of industrialization and modernization for the country (MOET, 2008)

Thus, there have been many positive changes in English teaching at all levels in Vietnam in recent years thanks to the adjustment of textbooks and teaching methods In the late 1970s and early 1980s, English was taught for 7 years throughout the country, in which the curriculum was specifically designed and developed based on the instructions provided in the curriculum (See Hoang Van Van, 2015, 2020)

After that, the textbook series Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and

Tiếng Anh 9 were organized and compiled by the Vietnamese educational publishing house according to the pilot program of general education in English at the lower secondary school level This new experimental English textbook series has been receiving special concerns and an enthusiastic response from English teachers and students throughout the country The ten-year English textbook series has added more new topics that improve students' cross-cultural communication abilities with the presence of source culture, target culture, and international cultural elements This achievement is mainly due to the contributions of three teams of Vietnamese English textbook authors led by Hoang Van Van (General Editor) in collaboration with English textbook authors from Pearson Education and MacMillan Education, two of the world‟s leading publishers of foreign language textbooks.

Material used for analysis

As mentioned before, with cross-cultural cooperation, the ten-year English textbook series has been receiving considerable attention and enthusiastic support from English teachers and students in Vietnam The Ministry of Education and Training allowed the use of textbooks for Vietnamese high schools under the National Foreign Language Project 2020 for pilot teaching on January 3rd, 2012 The contents of the ten-year English textbook programs for high school (by General Editor and Chief Editor Hoang Van Van, Vietnam Education Publishing House,

2015) are analyzed below Each English textbook is divided into two volumes, including volume 1 and volume 2, each of which contains a book map, six topic units, two reviews, and a list of glossaries Each unit focuses on a specific topic with sections such as vocabulary, pronunciation, grammar, communication, and skills (reading, speaking, listening, writing) Three review units are presented in the form of review papers They are designed for students to self-assess their knowledge and abilities after they have learned three units

At the end of each textbook, there is a clear list of vocabulary for each unit A big advantage of English textbooks is that they provide not only knowledge and information about the source culture but also the target culture and international culture The textbook series follows the systematic, theme-based curriculum approved by the Ministry of Education and Training Reading is the beginning part of Skill 1 in each lesson, after the communication section The purpose is to present the subject and linguistic content of the lesson and help students listen to, speak, read, and write about real-life issues The reading passage is introduced as a text within more than a hundred words The teachers often begin with discussion questions about the content related to the text After that, students read and answer questions related to the passage

As I mentioned above, the data sources for this study are four English textbooks: Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9 The textbooks include a number of sections that are both visual and textual However, this study only focused on reading passages

The structure of the target textbooks can be presented as follows:

Table 3.1: The structure of the target textbooks

Name of Textbooks Publishing Year Number of Units/ Reviews

Table 3.2: The theme of each unit in the textbooks

5 Natural wonders of the world

10 Our houses in the future

6 The first university in Viet Nam

6 Viet Nam: Then and now

Research questions

The study focuses on identifying the cultural elements such as source culture, target culture, or international target culture in the English textbook series Thus, the study is set up to answer the following questions:

1 What cultural groups are represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9?

2 How are the cultural elements represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng Anh

7, Tiếng Anh 8, and Tiếng Anh 9?

Research methods

This research focuses on investigating what cultural elements are presented in the reading passages of the English textbook series This study was conducted using qualitative design, specifically content analysis in the textbook

Hsieh and Shannon (2005, p.1278) defined qualitative content analysis as "a research method for the subjective interpretation of the content of the text data through the systematic classification process of coding and identifying themes or patterns." On the other hand, content analysis is employed to discover the nature of different kinds of cultural information and cultural elements

In this research, a qualitative approach is used for identifying cultural contents and categorizing them into different cultural groups Furthermore, a quantitative method was also applied in counting the tables to find out which cultural elements are the most dominant in the set of English textbooks

The methods of collecting main data can be divided into two categories: quantitative data collection methods (dealing with factors that can be counted) and qualitative data collection methods (dealing with factors that are not necessarily numerical in nature) However, the researcher uses several data collection techniques for collecting the data They consist of document review and observation

One of the qualitative data collection methods used was document review, which was used to collect data from textbooks “Document review includes analysis of the written materials that contain information about the facts or phenomena targeted for investigation” (Yıldırım & Şimşek, 2008, p 187)

The data collected for the research was mainly in the form of reading passages from the English textbook used by teachers and students in lower secondary schools in Vietnam In this way, the researcher can collect information about objects of study during the data collection process

Observation is a useful source in order to provide additional information about the material The research data was collected by observing the research objects, including the set of English textbooks for lower secondary students in Vietnam

In addition, a check-list format is used in order to collect the data based on the framework from some experts The writer decided to adapt two modified checklists designed by cortazzi and Jin (1999), Hircsh et al (1988) and Chastain (1988).

Textbook analysis

3.6.1 Checklists for the cross-cultural analysis in the study

The analysis was conducted based on two modified checklists developed by Cortazzi and Jin (1999, p 204), Hircsh et al (1988) and Chastain (1988, p 304).During the textbook analysis, the author selected two modified checklists as data collection techniques Criterion-based English textbook analysis focuses on cultural content analysis rather than the four language skills

3.6.2 Using the first checklist to investigate the cultural groups

The first checklist is proposed by Cortazzi and Jin (1999, p 204) and is used to classify English textbooks based on their cultural treatment

The modified classification in the set of English textbooks includes the following cultural groups:

+ Relating to English-speaking culture

+ Relating to Cross-national comparison

3.6.3 Using the second checklist to investigate the cultural elements

The second checklist is proposed by Hirsch et al (1988) and Chastain (1988, p 304) and is used to count the number of cultural categories in detail

This checklist consists of 19 fields and is shown below:

Data analysis procedures

The steps of data analysis are adapted from the scheme of an interactive model by Huberman and Saldana (2004) There are four main steps in analyzing the data They consist of data collection, data reduction, data display and conclusion from all the data

Figure 3.1: The scheme of interactive model analysis

(Source: Huberman & Saldana, 2004, pp.7- 9) The following are some of the steps of data analysis used in this research: First, types of cultures are presented in the reading passages in each unit of the textbook They are categorized into three groups: Vietnamese culture, target culture, and international culture (Cortazzi and Jin, 1999)

Then, sub-cultural aspects in the textbook, such as economy, politics, history, geography, literature/art, social norms, education, architecture, music, food, holidays, sports, lifestyles, customs, values, hobbies, gestures/body language, nature, and health are categorized

After that, the frequency of data is transformed into percentages for the purposes of comparison The percentages will be analyzed and compared to investigate which types of culture are represented most frequently in the textbook The findings are displayed in the form of a table

Finally, the results of the research are discussed qualitatively

In this chapter, some specific methodological frameworks of the research have been presented, including the use of qualitative analytical methods combined with quantitative in the research paper The author used the checklist to analyze the textbook in the hope of producing a qualitative and quantitative result of the study

It is hoped that the synthesis of collected data will provide relatively accurate information about the English teaching situation in lower secondary schools

In this study, there will be limitations, but hopefully a reliable basis for the data analysis and the findings will be supplied.

FINDINGS AND DISCUSSIONS

Results of research question 1

What cultural groups are represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng

Anh 7, Tiếng Anh 8, and Tiếng Anh 9?

Table 4.1: The distribution of frequency and percentages of the cultural groups in the reading passages of the English textbook series

Relating to English- speaking culture 2 1 2 1 6 9.8%

Relating to Cross - national comparison 1 0 0 0 1 1.6%

Figure 4.1: The distribution of frequency and percentages of the cultural groups in the reading passages of the English textbook series

It can be seen from the chart that universal culture accounts for the highest percentage (49.2%) of the teaching content of the English textbook series Texts about issues related to universal culture have no specific national scope It means that they are not related to any particular country, and in many cases, they can be counted as human experience

For example, the reading passage provides information about some advice on having a good job in the future in unit 12 (My future career) of Tiếng Anh 9 or

Travelling in the future in unit 11, Tiếng Anh 7

As a cultural universal, it is common to all human cultures worldwide Students exposed to such kind of text have no difficulties comprehending it in terms of culture Texts that fall into this cultural group may help students learn about the way people express certain ideas in English Some examples for this cultural group are a passage about “Changing roles in society” in unit 11, Tiếng Anh 9, or a text about advice to have a strong body in unit 2, Tiếng Anh 7 Information related to

Vietnamese culture (24.6%) ranks second in the cultural content covered in the reading passages The features of source culture or Vietnamese culture were

Relating to English speaking culture

Relating to International cultureRelating to Universal cultureRelating to Cross - national comparison represented in the textbooks through the introduction of almost all cultural themes, ranging from “Education”, “History”, “Music”, “Geography”, “Art”,

“Architecture”, “Social norms” to “Lifestyles” and “Values”

Additionally, Vietnamese culture was also presented in the textbooks through geographical features, architectural features, economic features, and historical features The textbooks introduced images and information about various places and monuments of Vietnamese culture, such as Hung King Temple (unit 5, Tiếng Anh

8), Huong Pagoda (unit 5, Tiếng Anh 9) or geological features of a landmark, such as Phong Nha Cave and Tam Coc Bich Dong (unit 8, Tiếng Anh 9) Some brief information about Vietnam, "then and now" (unit 6, Tiếng Anh 9) was also on display, which contributed to providing learners with background knowledge of their own home culture Just a few Vietnamese festivals were described in the books, such as the "Hung Temple Festival" in Phu Tho province (unit 5, Tiếng Anh

8), "Huong Pagoda Festival" in Ha Noi (unit 5, Tiếng Anh 9)

However, it partially contributed to the general image of Vietnamese cultural background that helped to improve not only students‟ language acquisition but also their cultural knowledge, based on which students were able to express themselves as cultural identity-containers “in an English medium” Passages about Vietnamese culture cover the broader area of culture and provide students with knowledge of Vietnamese history and culture, such as Tet holiday, Hung Temple Festival, Huong Pagoda Festival, Water Puppet, Phở Vietnam, and so on In the integration era, the main objective of almost all English textbooks is to expose students to a multicultural world In this study, the four textbooks analyzed were also included in the trend There are many international cultural elements in the English textbook series The results show that international cultural content accounts for a significant proportion (14.8%)

As mentioned before, learners and users of textbooks have been fostering their knowledge of International Culture (IC) through cultural categories such as

“Education,” “Music,” “Politics,” “Geography,” “Economics,” “Literature/Arts,”

“Social Norms,” “Lifestyle,” “Architecture,” and “Customs.” This shows that international culture is expressed through the “Little c” and the “Big c” culture The names of the regions and countries were found in the textbooks, such as Malaysia, China, and Spain

On the other hand, issues related to English-speaking culture (9.8%) ranked fourth in terms of cultural content expressed in reading passages Very little cultural knowledge about other cross-national comparisons is shown in the content of the reading passages The term "English-speaking" refers to the culture of the country where English is spoken as a first language In cultural groups, cross-national comparison has the smallest rate (1.6%) The passage about the differences in Tet holiday perspectives between American and Vietnamese students is the only example of such a cultural group

In short, the high prevalence of foreign cultures (75.4% compared with 24.6% of Vietnamese culture as in the table) is shown in the reading passages The author has tried to improve the knowledge of learners and helped to develop learners' cross-cultural awareness as it applies to many different cultures.

Results of research question 2

How are the cultural elements represented in the reading passages of Vietnamese current lower secondary school EFL textbooks: Tiếng Anh 6, Tiếng

Anh 7, Tiếng Anh 8, and Tiếng Anh 9?

The table below shows the statistics of cultural categories found in the reading texts of the English textbook series based on the list of cultural categories developed by Hirsch et al (1988) and Chastain (1988) The modified checklist (the second checklist) is used to examine the distribution of frequency and percentage of specific cultural elements

Table 4.2: The distribution of frequency and percentage of cultural elements according to the second checklist

Figure 4.2: Elements of Culture in the reading passages of the English textbook series

The statistics in the chart indicate that history, lifestyles, and values are the three dominant cultural categories that the textbook places the greatest emphasis on in its passages It makes up a high percentage, from 12% to 16% for each In more detail, cultural elements related to lifestyles are presented with the highest frequency (16%) in the English textbook series for Vietnamese lower secondary schools For example, in section skill 1 (reading, p 32) of unit 3 - My friends of

Tiếng Anh 6, the advertisement for the Superb Summer Camp was used as the reading passage of the lifestyle topic for grade 6 students Accordingly, in Tiếng Anh 9, a passage about different cities in the world is presented on page 22 (unit 2 -

City life: skill 1) Lifestyle is also included in the reading section of many units in English textbooks, such as unit 4 - My neighborhood (Tiếng Anh 6), unit 1 - My

Health 4% hobbies (Tiếng Anh 7), unit 1 - Leisure activities (Tiếng Anh 8), unit 2 - Teen stress and pressure (Tiếng Anh 9), etc

History is the second most frequently used cultural element in the studied English textbooks (12%) It is identified that in unit 6 - The first university in Vietnam (Tiếng Anh 7), the textbook authors have used a passage in the skill 1 section (p 64) to describe the Imperial Academy as the first university in Vietnam The investigation into English textbooks also reveals that history elements are used more frequently in Tiếng Anh 9 than in the other textbooks For example, unit 4 - Life in the past, unit 6 - Viet Nam: Then and now, and unit 11 - Changing roles in society are integrating historical elements into reading passages for students

Moreover, values are also found to be a popular cultural topic presented in the English textbook series in Vietnam (12%) For example, in Tiếng Anh 8, the textbook authors integrated the cultural element of values into the reading passages describing the customs and traditions of a Vietnamese family (skill 1, p 44) This cultural element is also presented in other topics related to festivals, fork tales, or life in the past Overall, the textbook authors have some reasons for explaining the use of these cultural elements at a higher frequency, including the appropriateness of topics for learners‟ age and cognitive level and the alignment of topics with the curriculum of other subjects

Following these three cultural elements that are used with the highest frequency, social norms, food, and nature are cultural aspects that are also given attention in the reading passages Each of them occupies 8% of the total cultural content included in the reading texts For example, unit 5 - Natural wonders of the world, (Tiếng Anh 6), unit 9 - Natural disasters (Tiếng Anh 8), unit 5 - Wonders of Vietnam (Tiếng Anh 9), etc., used the nature element in reading passages, while the element of food is covered in some units of the studied English textbooks, such as unit 5 - Vietnamese food and drink (Tiếng Anh 7) or unit 7 - Recipes and eating habits (Tiếng Anh 9) Social norms are also the topic in unit 3 - Peoples of Vietnam (Tiếng Anh 8)

Other cultural elements presented in English textbooks of Vietnamese lower secondary schools with a lower frequency include Health, Geography, Literature/Art, Education, Music, Holiday, Sports, Customs and Hobbies (4%) These cultural elements are included in such units as follows: Unit 6 - Our Tet holiday, unit 8 - Sports and games in Tiếng Anh 6, unit 4 - Music and arts, unit 9 - Festivals around the world in Tiếng Anh 7, unit 2 - Life in the countryside, unit 5 - Festivals in Vietnam in Tiếng Anh 8, etc

Issues related to the economy, politics, architecture, and gestures/body language are not found in the textbooks The lack of information about these cultural categories should not lead to the implication that students do not need this knowledge area

In short, it is believed that students can learn about culture from textbooks and various sources Other sources of cultural exposure such as television programs, daily newspapers, the internet, and other mass media should be considered useful additional materials in teaching and learning culture.

CONCLUSION

Summary of main findings

This study has provided a brief account of the cultural contents in the reading passages used to teach the four macro skills in focus presented according to the modified checklists designed by Cortazzi and Jin (1999, p 204), Hirsch et al

(1988), and Chastain (1988, p 304) The researcher read and reviewed theoretical background of culture from referent books, research papers and so on The author adapted famous, influential and updating scholars ‟ checklists used as the theoretical frame work for cultural content analysis in the study

This research is by no means a thorough and detailed research on the cultural elements of English textbooks Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9 It is only intended to examine the cultural elements presented in the textbooks and to suggest some supplementary activities for developing students‟ cross-cultural awareness

Based on the qualitative and quantitative methods, this study has discovered some important findings with the aim of helping English textbook writers and other researchers to have a general overview of how cultural factors are treated in the English secondary textbooks, their strengths and limitations, and ways to improve them It can be said that the answers to three research questions have been found According to the modified checklists designed by Cortazzi and Jin (1999, p 204), Hirsch et al (1988) and Chastain (1988, p 304), the findings disclose that the textbooks can be classified as international target culture textbooks in the sense that students are exposed to more than one culture

Universal culture accounts for the highest percentage (49.2%) of the teaching content of the English textbook series Some elements of cross-cultural comparison, such as Vietnamese culture (24.6%) shown in the textbooks, confirm that the textbook, to various degrees, helps improve students‟ cross-cultural awareness along with their four language skills Although international culture accounts for only 14.8%, it also helps promote the cultural awareness of learners The analysis gives answers to the questions “what cultural groups are presented in the English textbook series?” and the statistics show that the authors of the textbooks pay the most attention to Lifestyle (16%) Other aspects of culture, such as History (12%), Values (12%), Social norms (8%), Food (8%), Nature (8%) also rank in the next place in the textbook The last place belongs to Geography, Literature/ Art, Education, Music, Holiday, Sports, Customs, and Hobbies (4%)

In the textbooks, very little or no information is given on Economy, Politics, Architecture and Gestures/ body language Another essential part of the research is the suggestion of supplementary activities that can be used to improve students' cross-cultural awareness The goal of teaching English in Vietnamese secondary schools is to supply foreign cultural knowledge and ra ise students' cross-cultural awareness

There are many activities used for culture teaching in the English classroom, some of which are chosen to integrate the development of students' cross-cultural awareness Besides, some typical activities to improve students' cultural awareness are introduced into language teaching

It is hoped that with the research of the writer, secondary school students can both learn English and improve cross-cultural awareness, while the writer of the textbook can choose and absorb better ideas to innovate and add to the next renewal of secondary school English textbooks

In conclusion, it is hoped that researchers of foreign language textbooks and English textbook authors can benefit from the findings and suggestions to have a better overview of the cultural factors represented in Tiếng Anh 6, Tiếng Anh 7, Tiếng Anh 8, and Tiếng Anh 9 Besides, they can improve the quality of textbooks.

Concluding marks

To sum up, the lack of cultural awareness and insufficient background knowledge directly hinder students‟ comprehension and linguistic competence to a large extent In order to improve students‟ linguistic competence, their cultural awareness needs to be enhanced urgently The teaching of culture should be given emphasis in English teaching for lower secondary students Teachers should endeavor to explore and apply various effective strategies to enrich students‟ cultural background knowledge Neither teachers nor students should focus only on linguistic knowledge The teaching and learning of the target culture is the language learning process Studies show that cultural awareness paves the way for the integration of cultures and a better understanding of one another Learning a new language while learning about its culture may not be an easy process for language learners However, improving cultural awareness skills may not happen rapidly over studying a single coursebook, repetitive tasks, or limited opportunities for communication with target language speakers, especially during foreign language learning Studies have shown that cultural awareness needs to be integrated into teacher education by putting emphasis on the global presence of teachers with adequate competence and skills, and curriculum and coursebook designs need to be done accordingly by implementing authentic communicative tasks embracing cultural awareness (Beresova, 2015) Besides, students should be in a conscious process of growth in their target language

The current study emphasized the integration of cultural elements into English textbooks in lower secondary schools in Vietnam through analyzing the occurrence of cultural groups and elements in reading passages It is revealed that four cultural groups of Vietnamese culture, English-speaking culture, international culture, and universal culture have the highest frequencies, while a group of cross-national comparison has the lowest frequency In terms of how cultural elements are used, lifestyle, history, and values are integrated into the reading passages of the studied textbooks with the highest frequencies (ranging from 12% to 16%) Other elements with lower frequencies include social norms, food, and nature (8%) and health, geography, literature/art, music, holidays, sports, customs, and hobbies (4%) In contrast, there were no reading passages entailing the aspects of the economy, politics, architecture, and gestures/body language in English textbooks

Based on these findings, textbook authors and English teachers can modify their curriculum and tasks so that they can incorporate cultural elements into English teaching and learning Furthermore, it should be emphasized that only through the collaborative efforts of teachers and students can our students be well cultivated both in language and culture and have a good command of English.

Implications and suggestions

The current study revealed some meaningful and useful findings concerning how cultural elements were integrated into reading passages of English textbooks for lower secondary students in Vietnam to promote students‟ cultural awareness, thus contributing to the improvement of students‟ English competence Based on the research findings, the researcher generated some implications and suggestions for textbook authors and English teachers in designing helpful activities to implement more effective practices in order to integrate cultural awareness into their classroom

5.3.1 Implications and suggestions for English textbook authors and English teachers

Research findings revealed that the frequency of using cross-national comparison as a cultural group in reading passages of English textbooks was lower than that of other cultural groups Therefore, it is suggested that English textbook authors increase the weight of cross-national comparison in reading passages Due to the increasing global integration, knowledge of cross-national culture is crucial for language learners Accordingly, it is suggested that cross-national culture should be included in reading passages to strengthen the learners‟ cultural awareness, resulting in an improvement in English competence

Notably, the current study identified no presence of politics and economy in the reading passages of lower secondary English textbooks Therefore, it is recommended that to develop a comprehensive cultural awareness, textbook authors should consider adding more cultural elements to politics and the economy in the textbook Such issues as peace (politics) or the economic impacts of COVID-19 can be used as reading topics in textbooks

Finally, in terms of methods of representing cultural elements, the textbook authors should consider the cognitive level of students in alignment with the used methods For example, because grade 6 and grade 7 students have lower cognitive competence, the use of visual aids and methods of introduction and explanation are more appropriate In contrast, the method of comparing and contrasting is more suitable for grade 8 and grade 9 students who have a higher cognitive level

To strengthen lower secondary students‟ cultural awareness, English teachers should be aware of their work in EFL classrooms about cultural awareness and develop activities to help their students develop and maintain their cultural awareness, contributing to their improved English competence English teachers should create and execute a culture-based curriculum Teachers must include culturally-enriched techniques into their instruction This may be accomplished by establishing an egalitarian class atmosphere, valuing variety and tolerating individual variances Using portfolios and requiring equitable discussion among students would offer the optimal environment for intercultural learning English teachers may learn about their students' diverse cultural origins and assist them in developing portfolios that detail the distinctions and similarities between their culture and that of their classmates Application to the analysis of the critical texts and discourses in EFL classrooms contributes to developing intercultural awareness and a new form of consciousness for the language learning process (Escudero,

2013) As a result, teachers should engage students in a debate about other cultures and cultural awareness outside the classroom This strategy should be customized to the children's educational level Teachers, on the other hand, may initiate dialogue and assist students in expressing themselves on all levels It is suggested that students should actively participate in their culturally-based activities so that they can improve their cultural awareness while enriching their English competence

5.3.2 Suggestions of helpful activities for students' cultural awareness

Activities are varied for raising students‟ cross-cultural awareness However, certain activities are better suited in certain classroom contexts with different students at different English levels Under any circumstances, it is undeniable that students can only be successful in language learning if cultural issues are an indispensable part of the foreign language teaching curriculum

Besides, in addition to the lessons in the textbook, students can watch a video of a target-culture festival and identify all of the differences between it and their own culture Asking students to “notice” gives focus to the materials by making them into a task, rather than simply passive viewing or listening

On the other hand, teachers should design a cultural island in the classroom Many types of posters, pictures, maps, and signs are important in helping students raise mental images

- Posters or pictures about our Tet holiday, Vietnamese food and drink, with the topics in Unit 6 (Tiếng Anh 6), Unit 5 (Tiếng Anh 7)

- Famous directors and actors or talented musicians may be used to teach topics about "Films", "Music and Arts" in Unit 4, Unit 8 (Tiếng Anh 7)

- Famous places such as sightseeing may be related to the topic "Wonders of Vietnam" in Unit 5 (Tiếng Anh 9)

Moreover, student research is one of the most powerful tools that teachers can use with students because it combines their interests with the classroom For example, after the first class, the teacher asks students to search the internet or library for information on any aspect of the target culture that interests them In the following class, students explain to their group what they have learned and answer any questions about it This can lead to poster sessions or longer projects For some students, it can even lead to a long-term interest in the target culture

There are many topics in the textbook that may be used for student research

In order to do some research into cross-cultural comparison, students may be organized into groups of five to ten and choose their favorite topic For example,

- Gifts for a wedding in Vietnam and an English-speaking country

- Vietnamese and English young people‟s attitudes towards volunteer work

- Festival of Vietnamese people and an English-speaking country

- The ways to organize in Vietnam and in an English-speaking country.

Limitations of the study and recommendations for further research

The purpose of this study is to analyze the cultural elements of the reading passages in the English textbook series and suggest some complementary activities to help raise cultural awareness for students But it is clear that the study still has some limitations and needs further consideration

The study had been conducted with only a textbook series by a group of authors Therefore, there were no specific comparisons with other textbooks of the same language level, for the same purposes, by different groups of authors.Most of the criteria used for the analysis were considered relatively reasonable, and this limited material prevented the researcher from getting a complete idea of the cultural content of English textbooks for the same or different students

On the other hand, the analysis has been performed quite successfully in the researcher's study, but I'm not sure whether it can be applied to other teaching materials in other contexts and other levels Thus, this study has unavoidably limited application

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Appendix A Coding guidelines for nineteen cultural elements

- The activities involved in getting and using power in public life and being able to influence decisions that affect a country or a society

Legal provision Political policies Acts of government Activities of leaders of countries

International conferences and affairs on political issues

- The relationship between production, trade, and the supply of money in a particular country or region

- The activity of making, buying, selling, or supplying goods or services for money

Introduction of enterprises Activities of enterprises Business in a country Statistical data of consumptions International economic issues

- All the events that happened in the past

-The past events concerned with the development of a particular place, subject, etc

Turning points in human history

Important persons of the past

Important events to human life

- The scientific study of the earth‟s surface, physical features, divisions, products, population etc

Geographical descriptions of places Agriculture and environments Geographical sites and landmarks

- Pieces of writing that are valued as works of art, especially novels, plays and poems

- The use of the imagination to express ideas or feelings, particularly in painting, drawing or sculpture

Important literary works Poems, novels, drama Famous texts by famous authors

Art, famous paintings Famous painters and actors

- The behavioral expectations and cues within a society or group When and where it is appropriate to say certain things, to use certain topics or wear certain clothes, and when not to

Using the appropriate questions when carrying out a management

The most important contents which should be Included in a resume

- Aprocess of teaching, training and learning, especially in schools or colleges, to improve knowledge and develop skills

- The art and study of designing buildings, the design or style of a building or buildings

Great architectural products or works

A method or style of building

- Sounds that are arranged in a way that is pleasant or exciting to listen to People sing music or play it on instruments

Types of modern music Traditional or classic music

Music appreciation Great and famous musical works

- Things that people or animal seat

Dietary characteristics Etiquette when people eat Types of food

Eating habits Description about meals

- Days when most people do not go to work or school, especially because of a religious or national celebration

- A special event that people organize in order to celebrate something

Origin, purpose, and significance of different holidays

Symbols and signs of the holidays

Particular activities related to the holiday

- The way in which a person or a group of people lives and works

Daily routines schedule Interpersonal interaction and social activities Activities and styles of

- Daily activities related to a person‟s everyday life family life Consumption, fashion and shopping

Customs - An accepted way of behaving or of doings things in a society or acommunity, the way a personal ways behaves

- The way someone behaves or functions in a particular situation

- Beliefs about what is right and wrong and what is important in life

- A strong feeling that something exists or is true, confidence that something is good or right

- The way that you think and feel about something, the way that you behave towards something, shows how you think and feel

What is good, beneficial, useful, beautiful, desirable, appropriate, etc

Positive and negative values in life

Values for love, life, and work

What is wrong, negative, inappropriate, etc

- Activities that you do for pleasure when you are not working

TV program preferences Video games, reading books Hobbies and activities done voluntarily and forfun

- A movement that you make with your hands, your head, or your face to show a particular

Body posture, gestures, facial expressions, and eye movements Humans send and interpret such signals meaning The signals from the above aspects provide clues as to the attitude or state of mind of a person

- The condition of a person's body or mind

- The state of being physically and mentally healthy

All parties are promising to increase spending on health

The Health Minister The Department of Health

- All the plants, animals, and things that exist in the universe that are not

The countryside, the scenery or wildlife

Note: All the definitions are based on the Oxford Advanced Learner’s

Appendix B Groups of culture are represented in the reading passages of the

English textbook series Cultural groups English 6 English 7 English 8 English 9 Total

Relating to English - speaking culture 2 1 2 1 6

Relating to Cross - national comparison 1 0 0 0 1