Abstract
Globalization has accelerated the growth of English and created a need for several changes in English language teaching (ELT), one of which is related to the role of ELT materials in facilitating interaction across cultures. Considering the fast growing importance of cultural content in ELT, this study explores issues of cultural presentation in Thai secondary school ELT coursebooks. The purpose of this study is twofold: first, to analyze cultural content presented in visuals and reading texts; second, to investigate teachers’ attitudes toward cultural presentation in ELT coursebooks. The coursebook sample included seven approved ELT coursebooks entitled Bridge 1, English in Mind 1, Messages 1, Motivate! 1, New World 1, Time Zone 1, and Your Space 1. The findings suggested that native speakers’ contexts were dominantly portrayed in both visuals and reading texts in all the coursebooks except Time Zone 1, which yielded a great deal of non-native speakers’ contexts. Nevertheless, Thai cultural context was completely absent from the reading-focused activities, and only a few pictures presenting Thai culture were identified. The questionnaire findings revealed that Thai secondary teachers are ready to embrace the intercultural aspects of ELT, as the overwhelming majority of respondents’ opinions signified the shift toward localized and culturally diversified materials.
Highlights
The fast growing trend of globalization confirms the need for cultural content in foreign language lessons
The models of English as a Foreign Language (EFL) and English as a Second Language (ESL) are gradually fading away and are being replaced by English as an International Language (EIL) which takes into account the cultural contexts of non-native speakers (Farzaneh et al, 2014)
Coursebooks play a key role in English language teaching (ELT) as they are often taken as the only reliable source of reference points for teachers and learners
Summary
The fast growing trend of globalization confirms the need for cultural content in foreign language lessons In this regard, the models of English as a Foreign Language (EFL) and English as a Second Language (ESL) are gradually fading away and are being replaced by English as an International Language (EIL) which takes into account the cultural contexts of non-native speakers (Farzaneh et al, 2014). Without promoting cultural diversity and learners’ identity, learners may be disconnected from the learning process as they cannot feel the value of learning Such issues arose because learners are barred from exposure to a wide variety of culture and their identity through ELT coursebooks which, most of the time, only present and promote the culture of native speakers. Teachers and learners in Expanding Circle countries, one of Kachru’s (1992) Three Concentric Circles (e.g., Japan, China, South Korea, Thailand), are likely to encounter culturally biased ELT coursebooks, as they tend to overlook their local contexts and intercultural communication, and abide nativism
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
