An Investigation on the Cultural Elements in a Turkish Textbook for Foreigners

Tüm, Gülden; Uğuz, Sevda

doi:10.1016/j.sbspro.2014.12.100

Cited by 11 publications

(12 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…What has been done by Lappalainen (2011) also indicated a similar result of EFL Finnish textbook. On the contrary, Tüm and Uğuz (2014)in their study yielded different result that stereotypes and national identity did not found in the textbook analyzed. They found socialization and life cycle mostly applied in the English textbook in Turkey.…”

Section: Stereotypes and National Identitymentioning

confidence: 80%

“…On the contrary, there are five aspects that get the lower proportion the textbook, namely Socialization and life cycle, National Geography, National History, Social and political institution, and National Cultural Heritage. What actually found by Tüm and Uğuz (2014) indicated that social identity/group; social and political institution; national geography; stereotypes and national identity got the lowest proportion. Those aspects are insufficiently added in the textbook analyzed.…”

Section: Stereotypes and National Identitymentioning

confidence: 88%

See 1 more Smart Citation

Experiencing English: A Textbook Evaluation on the Cultural Loads

et al. 2020

View full text Add to dashboard Cite

This research aimed at investigating the cultural contents implied in the English textbook entitled Experiencing English. A qualitative method was used in this research which analyzed the English textbook. The data source of this research was the English textbook for Junior High School students entitled Experiencing English. The instrument used for collecting data was only from documentation in form of textbook. Then the data were analyzed by using Byram et al. (1994) framework to investigate the aspects of culture. In this research analyzed the nine aspects that have to be included in the EFL textbook. The result showed that stereotypes and national Identity is more frequently used in experiencing English. This aspect represents the target culture stereotypes and national identity which is commonly focused on the British and American culture. Finally, the conclusion led to the cultural content that is frequently used in Experiencing English textbook is target language culture. Notwithstanding, the source/local culture values as drafted in the 2013 Curriculum is still implied in the textbook as intended to enable the students to reflect their own culture in English.

show abstract

Section: Stereotypes and National Identitymentioning

confidence: 80%

Section: Stereotypes and National Identitymentioning

confidence: 88%

Experiencing English: A Textbook Evaluation on the Cultural Loads

et al. 2020

View full text Add to dashboard Cite

show abstract

“…The interview results above indicate that textbook content should be related to cultural knowledge (Zhao & Zhu, 2012). Cultural elements should also be included in textbooks (Tüm & Uğuz, 2014). In addition, to increase students' awareness and experience as a whole, the textbook material must expose attitudes from other cultures (Mohammadi & Abdi, 2014).…”

Section: Specification Of the Materials Suitability With The Student'...mentioning

confidence: 99%

Specifications for Textbook Materials at Madrasah Ibtidaiyah

Suwardi

Habibi

2022

Mudarrisa

View full text Add to dashboard Cite

This study aims to find the specification of textbook material for grade 1 Madrasah Ibtidaiyah (MI) in Salatiga City. This study used descriptive qualitative and descriptive quantitative approaches. A qualitative descriptive approach was employed to describe the data obtained through the interview method, with the type of guided interview. The interview method used an interview guide instrument, analyzed through the stages of analyzing data, reducing data, categorizing data, interpreting data, and drawing conclusions. Meanwhile, a quantitative descriptive approach was utilized to describe the data obtained through a questionnaire, which used a filling type questionnaire. Questionnaire data were then analyzed using descriptive statistical formulas. The study results found that the material specifications for the MI grade 1 textbook in Salatiga City had been adjusted to the core competencies (KI) and basic competencies (KD) set by the government; the development of the material was sourced from information technology that can be accounted for and from similar books; the material was adapted to the students' abilities; the material was adapted to the conditions of the student's cultural environment; the material paid attention to the condition of student diversity; the material contains factual truths and concepts; supporting learning; the material begins with question and command sentences. The theoretical implication of this finding is that it can be used as a reference in assessing and developing textbooks at MI.

show abstract

“…Thus, learning a language cannot be separated from learning its culture [40]. The previous concept of learning EFL suggests that the students have to learn the target language and its culture [41], [42]. Thus, authentic materials which are taken from the real communication of the English native speakers are highly recommended to be used during the teaching and learning process [43].…”

Section: Language and Culture In Efl Contextmentioning

confidence: 99%

Effective and Meaningful Online Learning in the Covid-19 Pandemic: Best Practice in Integrating Local Culture in EFL

Ratminingsih¹,

Ana²,

Budasi³

et al. 2021

First International Conference on Humanities, Education, Language and Culture, ICHELAC 2021, 30-31 August 2021, Flores, Indones

View full text Add to dashboard Cite

The Covid-19 pandemic forces teachers to apply distance learning through online. In online learning, technology is only a tool, and its success is influenced by how that technology is used. This indicates that pedagogical knowledge is the foundation that makes online learning successful. Therefore, this paper aims to explain strategies for effective and meaningful online learning, especially in English as a foreign language (EFL) context, which promotes local culture. This paper is written based on a systematic literature review and best practices on implementing online learning in the Covid-19 pandemic. It starts with the concept of effective and meaningful learning. Then, it specifically discusses the concepts of teaching EFL, what to learn in EFL, and the interconnection of language and culture in the EFL context. Finally, it provides a method of best practices to conduct online learning for teaching EFL during the Covid-19 pandemic.

show abstract

An Investigation on the Cultural Elements in a Turkish Textbook for Foreigners

Cited by 11 publications

References 3 publications

Experiencing English: A Textbook Evaluation on the Cultural Loads

Experiencing English: A Textbook Evaluation on the Cultural Loads

Specifications for Textbook Materials at Madrasah Ibtidaiyah

Effective and Meaningful Online Learning in the Covid-19 Pandemic: Best Practice in Integrating Local Culture in EFL

Contact Info

Product

Resources

About