Exploring the integration of culture in Moroccan EFL textbooks: The case of reading texts

Abstract

The intercultural communicative competence approach has recently become a crucial topic in the field of education and language teaching, and a new perspective of ELT in higher education. It is also considered a prerequisite approach for developing students’ intellectual and personal growth and their effective international integration. The present study investigates the integration of culture in Moroccan EFL textbooks and its effects on learners' intercultural competence. The study adopts a quantitative research design, focusing on the statistical description of the various cultural categories included in the textbooks. The study aims to answer two research questions, namely · To what extent is the cultural dimension included in Moroccan EFL textbooks, and what are its components? · What is the likelihood of the use of culture in Moroccan EFL textbooks to promote learners' intercultural awareness? Three textbooks were selected and analyzed in light of the different cultural categories selected, such as source culture, target culture, and international target culture. The results showed that the textbooks focused on the source culture, with limited representation of foreign cultures. The integration of culture in textbooks was found inadequate to promote learners' intercultural awareness. The study's findings suggest that Moroccan EFL textbooks need a more comprehensive and balanced representation of cultures. This would help learners develop a deeper understanding of diverse cultures and their own culture, and promote their intercultural competence.