INTRODUCTION
Rationale for the study
Globalization has interconnected nations and cultures, making English the primary language for international trade and communication, which has increased the demand for its teaching and learning Language is inherently linked to society and culture, so acquiring a language also involves understanding its cultural context Consequently, the interplay between language and culture in English language education has been extensively studied.
Effective communication across different cultural backgrounds can lead to misunderstandings, as individuals often interpret messages through the lens of their own culture (Kramsch, 1993) Without a proper understanding of cultural contexts, there is a risk of misinterpretation and conflict when using a foreign language (Wolfson, 1989) To mitigate these issues in international interactions, foreign language learners must be aware of cultural differences and develop the necessary skills to convey their messages effectively in diverse intercultural settings.
Teaching materials play a crucial role in the language learning process, as highlighted by Tomlinson (1998), who categorizes them as instructional, experiential, elicititative, and exploratory Textbooks serve as a primary source of input for learners and facilitate language practice in classrooms Given their significant impact on student learning, textbooks should incorporate intercultural knowledge to enhance learners' ability to communicate effectively in diverse contexts Thus, in addition to language skills, textbooks must also offer intercultural insights and opportunities for learners.
2 for learners to improve intercultural communication skills so that they can build up their intercultural communication competence
An increasing number of high school students are applying to other high schools, colleges, or universities in English-speaking countries after completing at least one semester This trend highlights the importance of teaching and learning English to equip students with the skills they need to be independent and confident while studying abroad To thrive in international environments, it is essential to raise awareness of cultural differences and develop effective communication skills to prevent misunderstandings.
Numerous studies have explored intercultural communication (ICC) across various dimensions Walinski (2012) examined methods to enhance ICC in online assessment environments through the CEFcult project In contrast, Reid (2015) provided a concise guide for teachers on integrating ICC into English language lessons Additionally, Moeller and Nugent (2014) focused on fostering ICC in classrooms by reviewing models of intercultural competence and summarizing practical tasks that promote ICC in educational settings.
Vietnam has introduced a new English textbook series in select high schools as part of the National Foreign Language 2020 Project, which has been in effect for five years This series demonstrates significant improvements over previous editions in areas such as book structure, unit organization, and allocated time for lessons However, questions remain regarding the effectiveness of these textbooks in achieving the goals of English language teaching and learning within the school environment Research has been conducted to explore various aspects of the series' implementation, including a study by Hoang (2017) that examined the attitudes of teachers and students towards the piloted textbook in a Nam Dinh high school Additionally, Nguyen (2018) investigated the representation of source culture, target culture, and international culture within the new materials.
Three high school textbook series utilize visual formats, texts, and listening and speaking tasks Extensive research has focused on examining cultural and intercultural elements within these textbooks, as highlighted by studies such as those conducted by Farzaneh et al.
In 2014, research focused on the socio-cultural contexts within the Top Notch series, yet no studies have explored the intercultural components and learning tasks in the English textbooks piloted under the 2020 project This gap in research prompted an investigation into the intercultural elements present in the newly implemented pilot textbooks for high schools, aiming to determine their potential in enhancing intercultural communication among students through various learning tasks.
IC that can be found in learning tasks.
Aims of the study and research questions
This study investigates whether English textbooks from the national project 2020 by the Ministry of Education and Training effectively foster intercultural communication competence (ICC) It focuses on the intercultural components and learning tasks within the textbooks, emphasizing the necessity for materials to provide both input and practice that enhance students' knowledge, attitudes, and skills related to ICC The findings aim to serve as a reference for teachers, enabling them to adapt and adjust the materials to better fit their teaching contexts and meet the diverse needs of their students.
The research will try to find the answer for the following questions to serve above-mentioned objectives:
What proportions of intercultural components can be found in the analyzed textbooks?
What dimensions of intercultural communication do the learning tasks in those textbooks address?
Methods of the study
This study employs a qualitative descriptive design complemented by quantitative analysis to examine intercultural elements and learning tasks in textbooks Data were systematically coded into explicit categories and analyzed using statistical methods To facilitate content analysis, existing theories and prior research were utilized to identify variables, which informed the development of the coding scheme and initial coding categories for thorough data analysis.
In my analysis of Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12, I utilized a coding scheme to identify culture-related content This content manifests in various visual forms, including pictures, maps, charts, and photographs, as well as in written forms such as character names, locations, themes, and cultural references Additionally, I examined learning tasks within the textbooks, such as follow-up exercises and questions related to listening and reading activities However, exercises focused solely on vocabulary or pronunciation were excluded from the analysis, as they are intended to enhance language skills rather than cultural understanding.
Significance of the study
The study aims to engage high school English teachers by providing a valuable reference for integrating cultural knowledge and intercultural communication skills into their textbook selection and language teaching methods This approach is expected to enhance the teaching and learning environment, better addressing students' needs Additionally, the findings will serve as a theoretical foundation for any future changes or initiatives related to the English curriculum in schools.
Scope of the study
The Ten-Year English Textbook Series for Vietnamese Secondary Schools, part of the National Foreign Language 2020 Project, includes primary, lower secondary, and upper secondary textbooks This comprehensive series is designed to enhance English language education across various educational levels in Vietnam.
The textbooks for grades 3 to 12 exhibit complete integration and articulation, making it essential to examine the entire series to assess the intercultural content and learning tasks However, this research focuses solely on high school student books due to constraints of space and time.
The study examines the incorporation of intercultural elements alongside various cultural information sources in textbooks for grades 10, 11, and 12, including reading texts, listening recordings, conversations, and visual materials Additionally, it analyzes the learning tasks in these textbooks to assess their effectiveness in promoting intercultural competence dimensions, such as attitudes and skills.
Structure of the thesis
Chapter 1 Introduction: presents the rationale, aims, methodology, significance and scope of the study
Chapter 2: Literature review – covers the overview of the literature which includes relevant theoretical background, and framework for the study
Chapter 3: Methodology - in this chapter, the introduction of the research method including, data collection instruments, data collection procedure, and data analysis procedure are presented
Chapter 4: Findings and discussion – demonstrates the findings accompanied by data analysis and discussion
Chapter 5: Conclusion: which is the last chapter, followed by references is the summary of the whole study The limitation of the study and suggestions for further study are also recommended
LITERATURE REVIEW
Role of textbooks as a source of cultural inputs
Textbooks play a crucial role in language classrooms, serving as primary resources for both language input and practice They not only shape lesson content but also provide students with significant exposure to the target language beyond their interactions with teachers For educators, textbooks offer a structured guide that encompasses comprehensive cultural insights With evolving linguistic theories, there is an increasing emphasis on teaching language within relevant social contexts, everyday life, and the natural environment of the target culture Consequently, foreign language classes should integrate cultural elements into classroom materials and real-life experiences to enhance learning.
Textbooks play a crucial role in facilitating cultural contact for learners, especially considering the influence of authentic materials (Ihm, 1996) The rise of English as a global lingua franca has led to a greater number of non-native speakers than native speakers (Canagarajah, 2006; Maley, 2009) This shift has made the interplay between language and culture increasingly complex and dynamic (Baker, 2008), highlighting the importance of interactions among diverse cultural groups To effectively communicate across different cultures, students must develop not only linguistic competence but also an understanding of cultural differences, as language is inherently linked to societal context and cultural nuances.
In an intercultural setting, students learning English as a foreign language often rely on their cultural assumptions and perceptions (Kramsch, 1993) Classrooms serve as a primary space for these students to engage with the target culture and practice the language through textbook contexts However, the focus on essential language skills—listening, reading, speaking, writing, grammar, and vocabulary—can limit the time available for intercultural teaching While Kaikkonen (1994) highlights the goals of foreign language education as fostering internationality and cultural understanding, Byram & Morgan (1994) argue that the full potential of language and culture remains unfulfilled Kaikkonen (1994) also notes that individuals may harbor suspicions and fears about foreign cultures Intercultural teaching aims to promote an understanding of diversity, encouraging learners to shift their worldview and develop a heightened consciousness through exposure to authentic contexts and information presented in textbooks This transformative approach equips language learners to better comprehend other cultures, navigate international environments, and enhance their sense of justice.
To effectively promote intercultural communication competence, textbooks should be designed to integrate both linguistic and cultural objectives Students need to understand not only their own culture but also the target culture and other cultures around the world The intercultural approach in foreign language teaching enhances linguistic skills and fosters intercultural communicative competence, while also raising awareness of cultural differences that may hinder communication Ultimately, knowledge of diverse cultures enriches one’s worldview and understanding.
8 enriches one‟s life by providing access to new cultures
Language serves as a mirror of a community's thoughts, beliefs, and assumptions, shaping their worldview and understanding of reality According to Byram (1989), it acts as a tool for individuals to convey their knowledge and perceptions, thereby reflecting their cultural concepts and values.
Learning a language goes hand in hand with understanding its culture, as language is a means of expressing cultural values and ways of life Byram (1989) emphasizes the significance of cultural awareness in language education, noting that it enhances language proficiency He argues that language curricula must incorporate cultural elements, either implicitly or explicitly, since language reflects the speaker's worldview and values Consequently, textbooks serve as crucial tools in education, providing not only language resources but also cultural insights.
Kramsch (1993) argues that traditional approaches to culture prioritize facts over meanings, hindering learners from grasping foreign attitudes and values Corbett (2003) emphasizes that the goal of the intercultural approach is to develop intercultural communicative competence (ICC), which encompasses understanding the language and behaviors of the target culture while acting as a cultural diplomat This approach prioritizes achieving ICC over attaining native-like proficiency, highlighting the significance of intercultural understanding as a vital component of language learning.
In 1997, Byram identified three key dimensions of intercultural competence: knowledge, skills, and attitudes Intercultural attitudes involve curiosity and openness towards different cultures, recognizing that one's own perspectives are not the sole way to understand the world Additionally, intercultural knowledge encompasses an understanding of cultural norms and practices, which is essential for effective communication and interaction across diverse cultures.
Understanding the functions of nine social groups and identities in both foreign and one's own culture is essential, as is recognizing the norms and values inherent in each culture Additionally, teaching intercultural skills—such as comparing, interpreting, and relating different cultures—is crucial for learners To effectively practice language in social contexts, these elements should be integrated into textbooks Furthermore, textbooks serve as valuable resources that guide language learners in independently seeking information, acknowledging that teachers cannot cover every potential area of knowledge needed in the future.
In intercultural language classrooms, students are encouraged to learn languages to foster cultural understanding and critically analyze foreign cultures and artifacts Textbooks play a vital role in promoting intercultural learning by shaping students' attitudes towards different cultures They should engage learners by presenting the culture, language, and mindset of target countries in an appealing manner, ensuring the content is applicable to real-life situations The goal is for students to recognize that all cultures possess unique characteristics rather than hierarchical value Teaching one's own culture alongside foreign cultures is essential for effective intercultural learning To be impactful, textbooks must include activities like role-plays and discussions that emphasize understanding and communication in the target language, while also fostering critical thinking through comparative analysis of local and international contexts.
10 characteristics, and their relevance to language learners‟ experiences.
Intercultural communication competence
2.2.1 Intercultural communication competence in English language teaching
Language teaching and the understanding of target culture are interconnected, making it essential to address both for effective learning When instructing in a foreign language like English, educators must consider cultural influences on language and how language conveys cultural expressions A primary objective of teaching English as an international language is to facilitate learners' ability to express their ideas and cultural insights in English Achieving intercultural competence, the ultimate goal of language acquisition, requires a balanced approach that goes beyond focusing solely on the learners' native culture or the target culture.
Intercultural competence, as defined by Fantini (2009), encompasses the complex skills necessary for effective and appropriate interactions with individuals from diverse linguistic and cultural backgrounds This includes the ability to convey messages clearly while selecting language forms suitable for specific social contexts Fantini emphasizes the importance of both effectiveness and appropriateness in cross-cultural communication Huang, Rayner, and Zhuang (2003) further highlight that individuals with intercultural competence can build relationships across cultures, resolve conflicts arising from cultural differences, and enhance business interactions with diverse counterparts Developing this competence requires cultural awareness, communicative skills, personal attributes such as empathy and flexibility, as well as self-awareness and an understanding of others’ values, norms, and beliefs.
One of the major goals of teaching English as an international language is to make it easier for learners to communicate their ideas and cultural understandings in
Communicative competence is essential in English language learning, as emphasized by communicative language teaching theory To enhance this competence, students must develop four key dimensions Firstly, linguistic competence involves the ability to create and understand meaningful utterances according to language rules Secondly, sociolinguistic competence requires awareness of how language choices are influenced by context, including setting, religion, gender, social status, and the relationship between communicators Thirdly, discourse competence pertains to using appropriate strategies for constructing and interpreting spoken or written texts Finally, strategic competence enables students to employ effective strategies to navigate communication challenges arising from limited linguistic skills.
Intercultural communication competence (ICC) is increasingly recognized by educational organizations globally and is crucial for integration into language and English language teaching ICC encompasses an individual's ability to effectively navigate and communicate within a society using a foreign language This involves using appropriate language, grasping implied meanings, appreciating cultural contexts, and making relevant cultural references to enhance understanding in conversations.
To enhance intercultural competence (ICC), students must develop knowledge, attitudes, and skills related to intercultural communication while learning a foreign language (Byram, 1997) Teachers play a crucial role by facilitating classroom activities that encourage students to explore cultural differences and self-awareness, rather than merely imitating native speakers Consequently, textbooks serve as vital resources for both educators and learners, as they should incorporate effective ICC practices and diverse multicultural content to address the increasing demand for intercultural understanding.
12 need for the development of ICC
2.2.2 Model of intercultural communication competence
There are several models of ICC has been conceptualized to suit diverse contexts In a foreign language teaching context, some models of ICC can be taken into consideration
Byram's model (1997) is the most recognized framework for developing and assessing intercultural competence (ICC) in foreign language education It builds upon the communication competence theories of Hymes and van Ek, emphasizing essential components such as knowledge, skills, and attitudes Additionally, Byram's model connects ICC to other competencies, including linguistic, sociolinguistic, and discourse competence, making it a comprehensive approach to language teaching.
Skills interpret and relate (savoir compredre)
Knowledge of self and other; of interaction: individual and societal
Education political education critical cultural awareness (savoir s‟engager)
Relativizing self-valuing other (savoir être)
Discover and/or interact (savoir apprendre/faire)
Figure 2.2.2.: Factors in intercultural communication (Byram, 1997, p 34)
Based on this model, a specific educational objective was established for language and culture learning, serving as guiding criteria for developing and assessing learners' intercultural competence (IC) in language classes Byram emphasizes the importance of curiosity and openness in this process.
Thirteen essential attitudes are crucial for successful intercultural communication (IC), as a lack of desire to engage with individuals from diverse languages and cultures hinders skill and knowledge development It's important to note that these attitudes do not always need to be positive, highlighting the complexity of personal perspectives in the communication process.
Byram categorizes knowledge in intercultural communication (IC) into two types: understanding social groups and cultures within one’s own country, and grasping concepts and processes involved in interactions This knowledge encompasses the linguistic and cultural behaviors of participants He identifies two essential skills reliant on this knowledge and attitudes: interpreting and relating, which involve the ability to analyze and connect foreign documents or events to one’s own culture, and discovering and relating, which entails using existing knowledge to recognize and engage with new cultural practices during real-time conversations Both skills necessitate active participation in intercultural communication (Byram, 1997).
In Byram‟s model, there is a combination of intercultural competence and communicative competence, thus it is considered the most comprehensive model of intercultural communicative competence in language teaching
Figure 2.2.2.d: Byram’s Model of intercultural communication competence (1997)
In this study, Byram‟s model is used as a framework to analyze intercultural elements and learning tasks in the textbook
To develop intercultural competence (ICC), learners must acquire essential knowledge, skills, attitudes, and awareness (Byram, 1997) A key foundation of intercultural communication (IC) is the attitude of intercultural speakers and mediators, which encompasses the ability to view both one's own culture and others' cultures through various lenses with curiosity and openness This includes a readiness to suspend disbelief about different cultures and an understanding and acceptance of cultural diversity Additionally, it is important for individuals to perceive their own culture from an outsider's perspective, recognizing the differing beliefs, values, and behaviors that shape cultural interactions.
Understanding cultural knowledge is crucial when interacting with diverse groups While it's impossible to learn everything about every culture, gaining insights into a specific culture and recognizing the dynamics of social groups and identities is essential for effective communication and interaction.
Understanding intercultural interactions is essential for learners as it allows them to grasp the dynamics of societal and individual interactions in both the target language and their own culture This comprehension fosters an appreciation for the diverse lifestyles and social-cultural contexts present in the target language, enhancing their overall communication skills and cultural awareness.
Intercultural skills, alongside attitude and language, are crucial for effective communication, as misunderstandings can easily occur Utilizing diverse language strategies is essential for adapting to various contexts and resolving conflicts By examining ideas, events, and documents from different cultures, learners can gain insight into potential misinterpretations stemming from differing social identities Skills in interpretation and relationship-building are vital for minimizing conflict Furthermore, both learners and teachers must recognize that they cannot predict all their knowledge needs; therefore, the ability to discover and interact is essential for acquiring new knowledge and integrating it with existing understanding, enabling effective communication under real-time constraints.
This study analyzes learning tasks in textbooks, categorizing them into intercultural dimensions It emphasizes activities that foster exploration of both the target culture and the learner's own culture, aimed at developing intercultural knowledge, skills, attitudes, and awareness Key tasks include discussions comparing cultural similarities and differences, as well as intercultural problem-solving activities The intercultural elements examined in the textbooks are grounded in Byram's (1997) theoretical framework.
Sources of cultural information
The basis for classifying cultural information presented in a textbook is based on Cortazzi & Jin‟s work They distinguish cultural information used in foreign language textbooks into three types
Source culture materials refer to the learner‟s own culture as content In the
The 16 case studies of Vietnam utilize materials rooted in Vietnamese society and culture, helping learners connect with their textbook content The primary goal of these textbooks is to empower students to share insights about their own country with individuals from diverse backgrounds.
Target culture materials encompass the cultural aspects of countries where English is the primary language, particularly those in Kachru's inner circles These textbooks offer valuable insights into the cultures of English-speaking nations, aiming to boost learners' motivation and improve their attitudes toward language learning (McKay, 2002).
International cultural information pertains to cultures outside both the source and target cultures, specifically focusing on countries where English is utilized as a foreign or international language This concept aligns with the outer circle of Kachru’s model, highlighting the significance of English in global contexts English plays a crucial role in various international situations, facilitating cross-cultural communication and understanding.
In addition to the three categories of cultural information identified by Cortazzi and Jin, foreign language textbooks often include other types of cultural content McKay (2004) highlights the advantages of integrating international target culture materials in teaching English as an international language, noting that exposure to diverse cultures enhances learners' cross-cultural sociolinguistic competence This exposure enables students to form their own understanding of appropriate communication with both native and non-native English speakers in global contexts Furthermore, engaging with international cultural materials helps learners internalize the cultural norms of non-native speakers, promoting the development of Intercultural Communicative Competence (ICC) Consequently, it is essential for English textbooks in foreign language contexts to offer varied opportunities for learners to cultivate their ICC through relevant content and learning tasks.
Chao (2011) expands on the cultural categories established by Cortazzi and Jin (1999) and McKay (2004) by introducing two additional categories: intercultural interaction and universality across cultures The content aimed at assisting university English learners in comparing and reflecting on the differences and similarities between their local and target cultures is categorized as Intercultural Interaction (ICI) Conversely, content primarily focused on linguistic knowledge and practice, without emphasizing any specific culture or country, falls under the category of Universality across Culture (UC).
In this research, I adapted Chao's (2011) framework for classifying cultural content in textbooks However, it is essential to modify this framework to align with the specific context of English textbooks in Vietnam.
SC represents Vietnamese culture, highlighting the relationship between intercultural elements and various cultural sources In this context, only four specific types of cultures are recognized, excluding any culture-neutral content.
Table 2.3: The categories and the criteria to classify culture (adapted Chao (2011))
Source Culture (SC) It refers to Vietnamese culture
Target Culture (TC) It includes English-speaking countries in the inner circle (Australia,
Canada, Ireland, New Zealand, the UK and the USA)
It includes cultures of all countries in the world (European countries, countries in Latin America, Africa, and Asia) except for Vietnamese and English-speaking cultures
It includes the comparison, reflection, intercultural communication or awareness of the differences and similarities
Engaging in activities like case studies, problem-solving, and role play fosters a connection between local and international cultures, enabling students to cultivate a positive attitude, enhance their knowledge, and develop essential skills for effective international communication.
It includes general knowledge/content that is not specific to any particular culture or country.
METHODOLOGY
Textbook description
The study analyzed three series of English textbooks for grades 10, 11, and 12, each comprising two volumes, published by Vietnam Education Publishing House in collaboration with Pearson Education The aim is to ensure that students attain proficiency in English by the time they complete high school.
English textbooks under the NFLP for CEFR level B1 adopt a multi-component approach, focusing on topics as the foundation for developing four macro-skills This method integrates essential linguistic elements such as pronunciation, vocabulary, and grammar, along with intercultural aspects, to enhance students' overall communicative competence (Hoang, 2016).
The high school textbooks in the National Foreign Language 2020 Project are distinct from those used in lower secondary and primary education, featuring variations in textbook structure, unit count, unit organization, the number of components within each unit, and the format of unit introductions and conclusions.
The high school textbook series includes student books, workbooks, and CDs, structured into 10 units and 4 reviews across two volumes for each semester.
Each book features a comprehensive map outlining unit topics, language functions, phonological and lexical items, grammatical structures, and cross-cultural content tailored for each grade The consistent structure spans 10 pages per unit and includes a variety of components such as topic focus, reading, speaking, listening, writing, communication and culture, and project work across eight lesson titles Each title offers diverse exercises and communicative tasks designed for individual, pair, and group work, fostering dynamic interactions between teachers and students.
Each textbook volume includes two reviews, positioned after the third and fifth units, allowing students to revisit essential grammar points, vocabulary, and phonological patterns This section emphasizes the four language skills while reinforcing topics covered in earlier units.
In terms of content, in each grade, textbooks concentrate on 10 different topics
20 as in Table 3.1.1 There are a number of activities to support students to explore the topics in forms of exercises, individual works, group or pair works, discussions, projects
Table 3.1.1: Topics presented in the textbooks for high school students
Unit Tieng Anh 10 Tieng Anh 11 Tieng Anh 12
1 Family life The generation gap Life stories
2 Your body and you Relationship Urbanization
3 Music Becoming independent The green movement
Caring for those in need The mass media
5 Inventions Being part of ASEAN Cultural identity
6 Gender equality Global warming Endangered species
7 Culture diversity Further education Artificial intelligence
8 New ways to learn Our world heritage The world of work
Cities of the future Choosing a career
Ecotourism Healthy lifestyle and longevity
The English textbooks for each grade consist of two volumes, featuring ten units and four reviews, maintaining a consistent structure across three grades Each unit is divided into eight sections, corresponding to eight lessons, and is designed for high school students with specific headings: Getting Started, Language, Reading, Speaking, Writing, Communication & Culture, and Looking Back & Project.
Each heading contributes to develop students‟ communicative language areas as well as improve the level of proficiency Getting started aims at introducing the
In the unit's 21 topics, students engage with their prior knowledge while being introduced to relevant grammar points and vocabulary during the Language period This approach not only imparts essential knowledge but also fosters a skill-based learning environment, enabling students to enhance their communicative language abilities effectively.
In the Communication & Culture course, students explore the use of English within various social and cultural contexts while engaging with specific cultural themes Each unit concludes with a lesson where students review language patterns and create practical work related to the topics studied, reinforcing their understanding and application of the material.
The unit for grades 10 to 12 begins with a dialogue that introduces phonological and lexical elements relevant to the main topic, along with key grammar points and specific functions These language components are further developed through four lessons focused on enhancing the four macro skills: reading, speaking, listening, and writing, while also incorporating cultural content The unit culminates in a project that allows students to apply the language skills acquired over the seven lessons in real-world communicative tasks.
Addressing research question 1
To address the research questions, both qualitative and quantitative methods were employed, with a focus on content analysis as a technique that enhances understanding of specific phenomena and informs practical applications A thorough content analysis of high school textbooks was conducted to identify intercultural elements, utilizing culture-related content, exercises, and learning tasks as the foundational data for this analysis.
The analysis of intercultural content in the textbook series revealed that cultural information is categorized based on Chao's (2011) framework This framework classifies cultural elements into four distinct groups: source culture, target culture, international culture, and intercultural interaction, highlighting the universality of cultural concepts.
Table 2.3 categorizes cultures into three groups: SC represents Vietnamese culture, TC encompasses English-speaking cultures like England, America, Australia, and New Zealand, while InC includes cultures from all other countries Additionally, ICI highlights the similarities and differences among these diverse cultures.
„SC‟, „TC‟, and „IC Culture- neutral or culture-free contents were counted as Universality across culture
A coding scheme was developed to analyze data and categorize data according to the existing framework based on Chao‟s (2011) categories of culture
The source culture: native cultural representations of learners In this situation, the source culture is Vietnamese cultural representations, which can be found in three textbook series
Figure 3.2.1.a Tieng Anh 10 representing source culture (Unit 3, p 32)
This example describes a Vietnamese musician‟s biography His social life and career represent an aspect of art and culture
The target culture encompasses the cultural representations of English-speaking countries such as the United States, the United Kingdom, Canada, Australia, and New Zealand An illustrative example can be found in figure 3.2.1.b.
Figure 3.1.1.b: Tieng Anh 11 representing target culture (Unit 7, p.22)
This figure shows the British education system from nursery school to higher education
The article discusses the cultural representations of non-Vietnamese and non-English speaking countries in regions such as Africa, Asia, and Europe An illustrative example of this type of cultural representation can be found in figure 3.2.1.c.
Figure 3.2.1.c: Tieng Anh 11 representing international culture (Unit 5, p 62)
In this example, the origin of ASEAN as an association among Southeast Asia countries which is not from source culture or target culture
Intercultural interaction involves comparing and reflecting on the differences and similarities between local and international cultures, highlighting the importance of intercultural communication An illustrative example of such cultural representations can be found in figure 3.2.1.d.
Figure 3.2.1.d: Tieng Anh 10 representing intercultural interaction (Unit 4, p 42)
An English traveler visiting Maikhao Beach in Thailand encounters a tsunami, highlighting the profound interaction between individuals from different cultures and the natural environment of a foreign land.
Universality across culture: it includes general knowledge or general contents, which do not belong to any specific culture The example of this kind is shown in figure 3.2.1.e
Figure 3.2.1.e Tieng Anh 12 representing universality across culture (Unit 7, p.22)
This passage describes ideas about artificial intelligence with no specific cultural references Therefore, this reading perfectly exemplifies UC
After thoroughly analyzing and categorizing all texts, listening transcripts, and visuals, a quantitative assessment was performed to determine the proportion of intercultural elements present in three textbooks and to examine their correlation with additional cultural information sources.
Each textbook consists of eight units, with four reviews categorized as headings, resulting in a total of 84 smaller headings per book In total, there are 252 coded headings across all textbooks For the analysis, 84 sections from each textbook were examined to gather relevant data.
The analysis categorized visual elements, including pictures, maps, charts, graphs, signs, photographs, and illustrations, separately from written forms, which encompassed character names, place names, themes, and cultural references Additionally, general content that consisted of culture-free statements or scientific facts, lacking a specific cultural origin, was classified under Universality across culture.
To classify cultural elements, countries mentioned in each analysis unit were categorized into Target culture, Source culture, International culture, or Intercultural interaction Elements lacking identifiable cultural references were classified under Universality across culture The study's analysis units encompassed reading passages, notes, texts, listening transcripts, pictures, and various activities found in students' books.
The frequency of each cultural elements in each section of each unit was counted and recorded in a coding table
In addressing the initial research question, I proceeded to the second phase after selecting and excluding data units This phase involved analyzing the primary ideas within the texts, activities, exercises, and visual elements, which were then coded according to cultural categories and types using the previously outlined framework The gathered data was documented in the first content analysis table, facilitating the counting of cultural source frequencies To identify the cultural categories, I noted the names of countries referenced in each text.
A total of 29 visuals were analyzed and categorized into various cultural information sources The primary concepts from each reading, along with accompanying images and visuals, were identified and coded based on established guidelines to highlight intercultural elements.
The analysis of written forms reveals that the majority of cultural sources—including source culture, target culture, international culture, and intercultural interactions—are prominently addressed in the topics covered in textbooks within university settings.
The analysis of the textbook reveals that the primary focus is on the source culture, particularly Vietnamese culture, which is depicted through a social addressing system The series consistently features first names, such as “Mai, Nam, Quan, Hieu, Phong, Anna, and Scott,” in various communication scenarios Additionally, Vietnamese culture is illustrated through diverse aspects including Geography, Architecture, Economics, and Historical features, exemplified by a brief biography of Van Cao, a reading about Ha Long Bay, and a listening recording on Phong Nha Ke Bang.
“values” cultural elements, through the introduction of health beliefs such as
“Ailments are caused by an imbalance of yin and yang” (Tieng Anh 10, p.24) Additionally, a few Vietnamese festivals were describes in the textbooks such as
Addressing research question 2
On finding the answer for this question, I also applied content analysis to identify intercultural dimensions that learning tasks address In this stage, Byram‟s
In 1997, an Instructional Context (IC) model was applied to evaluate learning tasks within a textbook series These tasks were classified across four key dimensions of IC: knowledge, attitudes, skills for interpreting and relating, and skills for discovery and interaction Subsequently, a quantitative tool was employed to determine the proportions of various task categories, facilitating deeper discussions on the findings.
To effectively evaluate the intercultural dimensions fostered by learning tasks, Byram's (1997) objectives for intercultural competence (IC) serve as a framework for analyzing textbook series These objectives provide clear criteria for assessing and categorizing learning tasks into four distinct dimensions.
The coding scheme summary revealed key dimensions of intercultural competence related to learning tasks aimed at development Content analysis highlighted the frequency of each dimension, and statistical examination provided insights into the ratios of the various components.
On collecting data to find out the intercultural dimensions that learning tasks promoted, all tasks in the textbook series were analyzed Every exercise and task in
An analysis of the English textbooks Tieng Anh 10, Tieng Anh 11, and Tieng Anh 12 revealed a total of 1,303 tasks designed to enhance students' cultural knowledge These tasks include cloze texts, listening, writing, and speaking exercises, as well as pictures with brief descriptions, short stories, and reading passages accompanied by questions They expose learners to various cultural aspects such as art, literature, music, traditions, rituals, and social organization from around the globe, with Tieng Anh 10 serving as a prime example of this educational approach.
In the English curriculum, students engage with diverse cultural topics, such as family life in Singapore and Vietnam, and the British state-run education system These activities not only involve comprehension exercises but also foster discussions on preparing for higher education in the UK The learning tasks primarily focus on enhancing students' cultural awareness through group discussions, where they exchange opinions and explore new perspectives By addressing questions related to cultural issues like friendships and environmental protection, students activate their background knowledge and critically analyze stereotypes and generalizations This approach encourages them to value different viewpoints and deepen their understanding of global cultures.
In this article, students engage with a passage discussing the impact of soot on human health, followed by a collaborative discussion with partners about the prevalence of soot emissions in their local community and across Vietnam.
Bearing resemblance to learning tasks improving learners‟ attitudes towards
In the context of enhancing learners' skills in interpretation and relation, 34 cultures emphasize collaborative discussions on relevant topics, such as the challenges faced by working mothers and the implications of urbanization These discussions are complemented by writing exercises and reading or listening activities that prompt students to analyze and compare various issues, highlighting their similarities and differences For example, in Tieng Anh 10 (Vol 1, p.30), students engage in comparing two TV shows with their partners, while in Tieng Anh 11 (Vol 2, p 39), they deliberate on the merits of visiting the Taj Mahal, allowing for diverse perspectives shaped by their unique experiences and backgrounds.
To enhance discovery and interaction skills, students must gather and utilize information from various sources The analyzed textbook emphasizes that project-based tasks require students to research information to create presentations or proposals For instance, in Tieng Anh 11 (Vol 2, p 41), students collaborate in groups to select a Vietnamese heritage site, conduct research, and develop a proposal for its preservation and protection, culminating in a class presentation of their ideas.
The selection process for relevant data in the learning task analysis excluded exercises focused on enhancing linguistic skills like vocabulary and pronunciation, as these do not align with the intercultural dimensions outlined in Byram's (1997) model Additionally, the occurrence of tasks within each category was meticulously tracked and documented in a coding table for each section of every unit.
To find the answer for the second research question, in each heading, I counted all of the tasks and exercises presented in three textbooks and then I
In total, 35 tasks were analyzed to determine their alignment with the dimensions of Intercultural Competence (IC) Each task from the textbooks was scrutinized, excluding those focused on pronunciation and vocabulary development The remaining tasks were categorized based on established guidelines, with the findings displayed in the second content analysis table, highlighting the correlation between IC and non-IC learning tasks.
In three textbooks, cultural knowledge tasks are integrated into nearly every unit, covering source, target, international cultures, and intercultural interactions These tasks are presented through various formats, including reading texts, listening recordings, cloze exercises, gap-fills, and pre-task activities requiring verb form corrections For instance, Unit 1 of Tieng Anh 10 discusses family life in Singapore and Vietnam, prompting students to answer questions related to the text's content This approach effectively enhances students' understanding of cultural dynamics.
Anh 11 Before completing the writing task, there is a task requiring students to fill in the blanks with given phrases to complete an introduction about the Social Republic of Vietnam (SC) Additionally, in Language and Looking back & Project, apart from supplying tasks to practice and revise grammar points of the unit, the authors also integrated cultural information such as a text about Tran Quoc Toan (SC) in Tieng Anh 12 which require students to give the correct forms of verbs In the form of listening exercise, in Tieng Anh 10, a listening gap-fill task was presented in which students have to listen to a recording about the wedding of the Amish people in America (TC) and fill in the blank with what they hear
Figure 3.3.3.a: An example of the learning task developing knowledge (Tieng Anh
Learning tasks designed to enhance students' cultural attitudes can be categorized into two main types: discussions and group work These activities encourage students to reach consensus or share their opinions on various topics, often serving as pre-tasks, post-tasks, or speaking exercises Such tasks enable students to explore new perspectives and appreciate diverse viewpoints For example, after engaging with a conversation on the benefits of eating an apple a day, students were invited to share their thoughts on the saying, "Laughter is the best medicine."
Figure 3.3.3.b: An example of the learning task developing attitudes
One effective task for students is to express their opinions, as demonstrated in Tieng Anh 11 In this speaking activity, students share their personal experiences related to the topic of conflicts between parents and children within a family setting.
Figure 3.3.3.c: An example of the learning task developing attitudes
The other type of task starts with a questions where students are supposed to think about some cultural issues
Figure 3.3.3.d: An example of the learning task developing attitudes
Tasks designed to enhance students' cultural attitudes often involve pair or group work, where learners engage in discussions to compare and contrast various cultural issues, highlighting similarities and differences However, there are few tasks specifically aimed at developing interpreting and relating skills For example, after exploring health beliefs and practices in Vietnam and Indonesia in Unit 2 of Tieng Anh 10, students are tasked with identifying the similarities and differences in these cultural practices and beliefs.
Figure 3.3.3.e: An example of the learning task developing skills of interpreting and relating (Tieng Anh 10, p.24)
FINDINGS AND DISCUSSIONS
The findings for the first research question
What proportion of intercultural components can be found in the textbooks?
I chose to emphasize cultural elements that enhance intercultural competence for EFL students, rather than focusing on specific activities related to grammar, vocabulary, or pronunciation The primary goal of these activities is to equip students with essential phonetic skills and the four core language abilities.
The textbook series comprises 30 units and 12 reviews, with each unit featuring eight headings, totaling 252 headings analyzed for cultural information sources Relevant texts include paragraphs, reading texts, listening scripts, notes, conversations, and dialogues, all of which provide comprehensive cultural contexts for factual information Additionally, visual elements such as pictures, maps, charts, and graphs in the three textbooks are included in the analysis, as they also convey cultural information and reflect human life, making them valuable sources of cultural input.
In detail, I examined 264 texts and 789 visuals (see in Table 4.1.a) If one unit presents cultural content, it was analyzed and placed under a suitable category
Table 4.1.a: Number of aspects of analysis on cultural-related content
Visuals (pictures, maps, charts, graphs…) 82 89 93 264
Texts (paragraphs, reading text, dialogues, passages, conversations, notes, …
The analysis of three textbooks revealed a balanced representation of cultural content, both tangible and intangible By examining 264 texts and 789 images, the intercultural components were categorized and their proportions calculated, as shown in the table below.
Table 4.1.b: Percentage of Source Culture, Target Culture, International Culture, Intercultural Interaction and Universality across culture in three textbooks
Culture categories Aspects of analysis Sum
Table 4.1.b highlights the distribution of four culture types in the textbook series, revealing that Universality across culture dominates with 56.7%, followed by Source culture at 20.2% International culture ranks third at 12.3%, closely followed by Target culture at 7.2% The least represented category is Intercultural interaction, comprising only 3.7% Overall, Universality across culture is the most significant focus in the three textbooks analyzed.
Many textbooks feature analyzed units that lack cultural references, such as images of people conversing, cityscapes, group discussions, or texts discussing family conflicts and robots These visuals and written materials often do not connect to specific cultures, instead addressing broad categories like teachers, doctors, and global warming In these instances, English serves merely as a medium of communication.
43 convey information and exchange information
Textbooks aim to encompass diverse cultural information, drawing from five key sources These sources reflect a slight bias towards Universality, Source culture, International culture, and Target culture, indicating that textbook authors strive to present multicultural content However, intercultural interaction is represented in a relatively limited capacity.
Table 4.1.c: Frequency of Source Culture, Target Culture, International Culture,
Intercultural Interaction and Universality across culture
Culture categories Aspects of analysis
Table 4.1.c compares cultural categories across three books, highlighting significant cultural aspects The visual elements demonstrate a strong universality across cultures, with proportions of 66.7%, 61.3%, and 71.7% for Tieng Anh 10, 11, and 12, respectively In contrast, the representation of Vietnamese cultural elements in Tieng Anh 10 and 11 shows little variation, each accounting for 19%.
In the analysis of cultural representation in the Tieng Anh series, Vietnamese cultural elements account for 12% in Tieng Anh 12, while visual target culture content is more prominent in Tieng Anh 10 and 12, comprising 9.3% and 6% respectively In contrast, Tieng Anh 11 shows a significantly lower representation at only 0.7%.
Pictures of International culture were more densely represented in Tieng Anh 11 with 18.5% rather than those in Tieng Anh 10, 12 with 5.1% and 8.3% respectively
The representation of intercultural interaction in the Tieng Anh textbooks is notably limited, with only 2.5% of images in Tieng Anh 11 and 1.1% in Tieng Anh 12, while Tieng Anh 10 lacks visual intercultural content entirely Additionally, written texts addressing cultural universality are slightly more prevalent in Tieng Anh 12, comprising 32.3% of the content.
10, 11 which are 24.4 and 25.8 percent In addition, there were almost no significant difference in written Vietnamese culture content in three textbooks Tieng Anh 10,
In the analysis of cultural content across the English textbooks Tieng Anh 10, 11, and 12, it was found that the representation of target culture texts was highest in Tieng Anh 10 at 36.6%, followed by Tieng Anh 12 at 32.6%, and lowest in Tieng Anh 11 at 28% The target culture texts in Tieng Anh 10 and 12 were relatively consistent at 17.1% and 15.1%, while Tieng Anh 11 featured only 9% Conversely, international culture representation was notably higher in Tieng Anh 11 at 22%, compared to 11% in Tieng Anh 10 and 14% in Tieng Anh 12 Furthermore, the written forms of intercultural interaction showed minimal variation across the textbooks, with Tieng Anh 10, 11, and 12 displaying similar proportions of 11%, 10.1%, and 10.8%, respectively.
The study aims to explore the intercultural elements in high school textbooks used under the NFLP 2020 Although the distribution of intercultural visuals is uneven across the textbooks, there is a balanced representation among the three analyzed Notably, Tieng Anh 11 contains the most visuals that convey messages and depict interactions among individuals from diverse countries.
From the textbook analysis process, it can be seen that textbook writers tried
In Unit 7 of Tieng Anh 11, Vietnamese students engage in a conversation about "Further Education" with foreign peers, Phong, Kevin, and Marian, each representing different cultural backgrounds Despite their diverse perspectives, they share common insights about higher education systems, highlighting the importance of cross-cultural communication on topics such as education, music, values, and social norms This interaction emphasizes the significance of understanding varying viewpoints in a globalized world.
Intercultural elements in written texts highlight the differences in cultural customs, values, and superstitions across various countries For instance, Tieng Anh 11 offers a comparative analysis of child-rearing practices in the United States and Vietnam, showcasing the unique approaches and beliefs of each culture.
Unit 3 The text showed the differences in the mindset While American parents often help their children become self-reliant, Vietnamese parents tend to overprotect their kids Another example was illustrated in Tieng Anh 10, Unit 7 The text as an input for speaking tasks presented the differences in traditions and customs in Russia and the UK This text provided students with knowledge of social life in two countries such as popular drinks, sports, and beliefs In the same unit, the text supplied information about the similarities and differences in the ideas of success in Vietnam and America The textbooks presented not only comparisons in traditions or customs but also the social aspects In Tieng Anh 12, in a writing task, there was a line graph comparing the urbanization rates in Korea and in Indonesia Unit 3 Although textbook writers included written texts and pictures carrying intercultural components, the result of the textbook analysis indicated that the intercultural interaction materials were seriously under-represented in all of the English textbooks The percentage of ICI in three textbooks was just 3.7 percent The result showed that English textbooks tended to pay less attention to intercultural issues, though they were considered an essential part of developing learners‟ ICC
Through the process of analyzing cultural elements especially, intercultural
The analysis of 46 elements reveals that the examined textbooks incorporate cultural knowledge, serving as essential inputs for the integrated learning tasks These textbooks play a crucial role in enhancing students' understanding of diverse cultures, which is vital for fostering their Intercultural Communicative Competence (ICC).
The findings for the second research question
What dimensions of intercultural competence do learning tasks found in the textbooks address?
In my previous analysis, I evaluated 30 units and 12 reviews across three textbooks, focusing on the presence of intercultural objectives in each learning task Each task was scrutinized for its inclusion of audio or visual components, ensuring a comprehensive assessment of their intercultural relevance.
1303 learning tasks to find out the intercultural dimensions that they address based on the coding system described in Table 3.3.1
The analysis focused on the dimensions of intercultural competence (IC) addressed by learning tasks in three textbooks Each textbook was examined to count the tasks related to the four dimensions of IC: knowledge, attitude, interpreting and relating skills, and discovery skills Descriptive statistics were employed to calculate the ratio of tasks for each dimension against the total number of IC learning tasks (550) and the overall number of tasks across all textbooks (1303) Additionally, the proportion of tasks aimed at enhancing learners' IC relative to the total number of tasks in each textbook was determined.
In figure 4.2.1, the ratio of IC learning tasks to the total number of learning tasks in each of the seven textbooks is displayed
Figure 4.2.1: Ratio of learning tasks aiming at increasing learners’ IC
Figure 4.2.1 shows the ratio of learning tasks aiming at developing learners‟
IC in three English textbooks for high school students There was no significant difference in the proportion of intercultural learning tasks among three textbooks
The English curriculum for grades 10 to 12 shows a significant focus on intercultural activities, with Tieng Anh 12 leading at 43.9%, followed closely by Tieng Anh 11 at 42.4% In contrast, Tieng Anh 10 has the lowest percentage of intercultural learning tasks at 40.4% Overall, non-intercultural tasks make up about 58% of all activities across these textbooks.
In a study of 1,303 learning tasks, 550 were specifically designed to enhance students' intercultural competence The analysis revealed that approximately 42.2 percent of the tasks across three textbooks addressed at least one aspect of this important skill.
The textbook series addresses intercultural competence by incorporating written texts and visuals, although these elements may not receive full attention Nevertheless, the materials effectively engage students in intercultural activities, fostering the development of their intercultural skills.
In Table 4.2.1, the number of the learning tasks corresponding to different dimensions of IC in each textbook was presented
Tieng Anh 10 Tieng Anh 11 Tieng Anh 12Total number of IC learning tasks Non- IC learning tasks
Table 4.2.1: Dimensions of IC addressed in the learning tasks of three textbooks
Knowledge Attitude Skills of interpreting and relating
Total number of IC learning tasks in textbooks
Table 4.2.1 illustrates the dimensions of Integrated Competencies (IC) addressed in learning tasks across three analyzed textbooks The number of tasks focused on knowledge acquisition shows a marked increase from tenth grade (32.6%) to eleventh grade (41.2%), continuing to rise in twelfth grade (46.5%) Conversely, tasks aimed at fostering attitudes decline from 50% in tenth grade to 40.6% in eleventh grade, with a gradual decrease into twelfth grade Additionally, tasks centered on interpreting and relating skills decrease from 5.6% in Tieng Anh 10 to 3.7% in Tieng Anh 11, and further to 1.6% in Tieng Anh 12 In contrast, the number of tasks designed to enhance discovery skills increases from 11.8% in Tieng Anh 10.
In Tieng Anh 11, the average score ranges from 10 to 14.4, while it slightly decreases to 13.5 in Tieng Anh 12 The data indicates that IC learning tasks in both textbooks, designed to enhance learners' cultural knowledge and attitudes, comprise a significant and consistent proportion, overshadowing other dimensions.
The analysis reveals that the four dimensions of intercultural competence (IC) are not equally represented in the learning tasks of the textbooks Most IC learning tasks primarily offer students information about various cultures instead of fostering deeper understanding and engagement.
Incorporating cultural knowledge into language learning, the curriculum utilizes diverse tasks such as reading and listening exercises, along with cloze and gap-fill activities, to enhance students' understanding of both Vietnamese and global cultures For example, in Unit 1 of Tieng Anh 12, students engage with a conversation about the historical figure Nguyen Trai, filling in blanks to learn about his significant life events This exercise serves as a model for students to create similar conversations using biographies of other notable figures Additionally, the unit reinforces grammar concepts through the story of Tran Quoc Toan In Unit 7 of Tieng Anh 11, students explore the UK educational system through a reading text, completing tasks that help them understand school structures and curricula These activities not only build language skills but also enrich students' cultural awareness.
In the English 10 curriculum, students are tasked with listening to a song and identifying its title, followed by reading a text that explores two distinct types of music from Vietnam and Indonesia They are then required to fill out a table with relevant information derived from the reading material.
The authors have integrated cultural materials into numerous tasks within the textbooks to enhance students' intercultural knowledge As noted by Byram (1997), this knowledge allows learners to explore cultural products and practices, including customs, social classes, beliefs, and taboos Through these activities, students gain insights into various cultures, societal processes, and the values and practices that shape interactions among people in different countries.
Intercultural knowledge extends beyond Vietnamese culture to encompass international cultures as well Students are guided to develop their intercultural competence (ICC) through a comprehensive understanding of these cultural dynamics, highlighting the importance of knowledge in the process of acquiring ICC.
Learning tasks that focus on attitudes toward cultures play a crucial role in education, similar to those aimed at enhancing cultural knowledge These tasks often take the form of group or pair work, where students engage in discussions, express opinions, and evaluate different viewpoints on issues relevant to Vietnam and beyond Such collaborative activities encourage critical thinking, allowing students to explore new perspectives and appreciate diverse values For instance, when examining gender equality in Tieng, students are prompted to reflect on important societal issues.
In Anh 10, students engage in group discussions to express their views on whether married women should pursue careers, fostering dialogue on gender equality This collaborative task encourages students to share ideas, potentially broadening their perspectives on the topic Similarly, in Unit 6 of Tieng Anh 12, after reading opinions on protecting endangered species, students discuss with partners whose views resonate with them and articulate their reasoning.
In various educational tasks, students are encouraged to reflect on a topic before engaging with reading materials, audio recordings, or writing assignments These preliminary tasks serve to activate students' prior knowledge, enhancing their ability to tackle subsequent activities more effectively For instance, in Unit 10 of Tieng Anh 10, students analyze a picture and a quote related to Mahatma Gandhi, prompting them to share their interpretations This approach effectively stimulates students' background understanding, facilitating deeper engagement with the content.
Concluding remarks
From the above findings, some evaluating outcomes of the analysis can be drawn as follows:
First, besides Vietnamese culture, target culture and international culture, the textbook series also presents a number of intercultural elements, making coverage
The textbooks showcase a significant diversity of cultures, highlighting the multicultural nature of English as an international language, which the authors have thoughtfully incorporated However, when compared to other cultural information sources, there is a noticeable lack of emphasis on intercultural interactions, with only a minimal representation of these elements across three textbook series.
While universality across cultures is a predominant theme, the textbook series incorporates over 40 percent of learning tasks designed to enhance students' intercultural competence.
Thirdly, from the statistics, there are a considerable number of learning tasks which address one dimension of intercultural competence
IC learning tasks encompass four key dimensions of intercultural competence: knowledge, attitude, skills of interpreting and relating, and skills of discovery Each dimension plays a crucial role in fostering effective intercultural interactions and understanding.
Intercultural (IC) learning tasks play a significant role in shaping students' attitudes, accounting for 43% of the total tasks, while knowledge-based tasks follow closely at 40.2% Skills related to discovery make up 13.3%, and only a small fraction, 3.6%, focuses on interpreting and relating skills The textbook series is effectively designed to enhance students' intercultural communication skills through a variety of activities, encouraging critical thinking on various issues, researching diverse cultural topics, and comparing Vietnamese culture with others.