Abstract
This chapter interprets the findings from Chapelle’s research in Canadian and Quebec content in beginning-level French textbooks for improving the teaching of the cultural narrative in foreign language classes. It summarizes the main findings of the study and makes suggestions for teachers and materials developers about Quebec content in French textbooks and extends beyond French to make suggestions for the field of foreign language teaching more broadly based on her study of Quebec content in French textbooks and engagement with Canadian Studies and Quebec Studies. It presents a social-semiotic theory of foreign language materials development that includes the role of materials developers’ knowledge of culture. It articulates the modern challenge of the beginning-level course to the field of foreign language education and asserts the role of textbook analysis in meeting the challenge through research with strong cultural and historical grounding, theoretical and practical relevance, and methodological credibility.
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