The Cultural Content of Chinese ESL Textbooks in the EIL Context

Abstract

The present study examines Chinese high school English textbooks to see what cultural content is contained in the textbooks and whether they reflect EIL (English as an International Language) perspectives, by adopting Cortazzi and Jin’s distinction of cultural types, Moran’s 4P cultural dimensions and Song’s identification of intercultural interaction. The results indicate that the textbooks manifest a wide variety of cultural content. However, cultural types and cultural dimensions are distributed unevenly. The target cultures of English-speaking countries are predominantly represented, while international cultures that belong neither to the target culture nor the users’ home culture are overtly overlooked. Among Morans’ 4P of cultural aspects, cultural products are presented much more than practice, perspective, and person. Given the deficiencies of international perspectives, English textbook development in the future should involve more non-native experts from diverse cultural backgrounds. Professionals in the ELT field should shift to the EIL paradigm. Teachers are suggested to complement more materials with diverse cultural sources and carry out more intercultural activities so that the intercultural communicative competence becomes internalized in the context of EIL context.