Abstract
The present study was an attempt to evaluate and specify teachers' perception of the cultural elements of Total English book series. Another objective was to study the techniques and strategies that teachers usually use in teaching these elements. To this end, a total of 50 male and female teachers working at Kish Language Institute in Esfahan participated in the study. A questionnaire adopted from Kilickaya (2004) was used for studying teachers' perception. It included 25 items about cultural elements. Some more cultural related options were added to the questionnaire later. An observation scheme was also used to observe teachers' activities in the classroom. After the analysis of the data, it was found that the Total English Series is biased as it promotes the western culture and values much more than other cultures. Moreover, the cultural elements were mostly incompatible with the L1 (Iranian) culture. Last but not least, it was found that the English teachers working in Kish Language Centers do not have a good command of target culture (L2), and use limited number of activates to introduce cultural elements of the books. Keywords: Cultural elements, Source culture, Target culture, Textbook evaluation
Highlights
Nowadays one of the most important subjects in the field of linguistics and language teaching is the relationship between education, ideology and power
Cultural content plays a crucial role in selecting any EFL textbook and in order to bring a multicultural awareness into the brains of EFL learners
Based on the data obtained via questionnaire, the teacher participants had a mixed view about their perception of cultural elements in the books
Summary
Nowadays one of the most important subjects in the field of linguistics and language teaching is the relationship between education, ideology and power. Different researchers have done studies on how Textbooks serve as the medium that spread socially accepted knowledge, controls and legitimizes it In this regard the process of education and learning is equal with the accumulation of this regulated knowledge as Apple (1993) discussed it. Since in teaching learning process EFL textbooks are the main medium achieving evaluation steps may show the Importance of integrating culture with second language teaching. In other words it is essential for EFL teachers to carefully evaluate the cultural content of materials and textbooks they use since these materials may potentially impact EFL learners' understanding of foreign culture and ruin one of the main competencies students need to have which is to communicate the cultural content. He was not satisfied with Chomsky's notion of competence he gave a new perspective of (CC) as "that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific context" (Brown, 2007, p. 219)
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.
