The international status of English for intercultural understanding in Taiwan's high school EFL textbooks

Abstract

The purpose of this study is to evaluate linguistic and cultural issues around the status of English as a lingua franca and intercultural understanding as presented in one set of Taiwan's (English as a Foreign Language (EFL) high school textbooks. The methodology centres on the analysis of textbook content as categorized in three central themes: (1) the status of English language in international communicative settings; (2) intercultural/interpersonal understanding and diversity in English language texts; and (3) the linguistic and cultural effects of globalization on Taiwan and the world. Results found that the textbooks generally legitimate the hegemony of American English and British English as the only acceptable varieties or standard forms of the language. Furthermore, most of the texts are limited to specific aspects of societal issues and regions that represent influential cultures and their commercial commodities. The United States receives the most attention, followed by the United Kingdom and certain dominant Western European nations, where the image of ethnic and cultural homogeneity prevails in the texts. Most content focuses on reporting achievements, cultural practices, and perspectives of dominant groups in the United States, Great Britain, and Europe with little or no critical analysis of content.