Cultural Representations in Indian English Language Teaching Textbooks

Bose, Priyanka; Gao, Xuesong

doi:10.1177/21582440221082102

Cited by 15 publications

(12 citation statements)

References 32 publications

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“…Wahyuni et al (2020) have claimed that the present-day demand for language competence has taken a more comprehensive outlook which includes understanding the culture, norms, and values of the society along with competence in conversational routines. On the basis of an evaluation conducted on Indian ELT textbooks, Bose and Gao (2022) have emphasized the need for textbook compilers and teachers to develop an ethnographic stance that could lead to cultural awareness among learners. They further suggest the incorporation of a higher number of instances of hybridization and critical reflection.…”

Section: Resultsmentioning

confidence: 99%

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

Dassanayake

2023

Lingua Cultura

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The research analyzed the limitations of existing Chinese language textbooks in Sri Lanka and proposed a tentative checklist for evaluating localized Chinese language textbooks. The discourse on the effectiveness of global textbooks in local contexts and the need for evaluating such textbooks had seen new paradigm shifts in parallel to the transformations in new language environments. A majority of the institutes and programs teaching Chinese as a Foreign Language in Sri Lanka were using global CFL textbooks as their main study material, and their effectiveness had not yet been evaluated by researchers. The research conducted a quadruple perspective analysis, including an online survey with learners and teachers to examine the issues in existing CFL textbooks, a review of existing literature on textbook evaluation, an analysis of existing CFL textbooks in Sri Lanka, and an examination of existing language textbook evaluation criteria. The findings of the survey indicate that global textbooks have not catered to the specific language requirements of the informants. Insensitivity to the local and regional cultural content, minimal utilization of learners’ L1 repertoire, ambiguous inapt translation of vocabulary, and market-oriented presentation of teaching-learning content is found to be core issues, and high pricing and inaccessibility also are influential issues. Based on the quadruple perspective analysis, the research has developed a tentative evaluation checklist of 37 items with a specific emphasis on localization and culture sensitivity.

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Section: Resultsmentioning

confidence: 99%

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

Dassanayake

2023

Lingua Cultura

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“…Kang-Young (2009) found that few of the EFL dialog textbooks (1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003) in Korean high schools focused on culture, and in the few which involved cultural learning, American culture was primarily introduced. Bose and Gao (2022) reported that British culture are generally dominant in Indian high school English textbooks. In China, through corpus analysis of a large sample (10 sets of Chinese university English textbooks), scholars have also found that American/British culture are the dominant culture in Chinese university English textbooks, and cultures from outer and expanding circle countries almost completely ignored (Liu et al, 2022).…”

Section: Cultural Representation In English Textbooksmentioning

confidence: 99%

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

Ping

Wang

2023

Sage Open

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This study aims to analyze the representation of global competence in English textbooks for higher vocational education in China. A two-dimensional textbook theoretical framework based on global competence was developed, including four indicators of global competence (vertical) and 3 dimensions of textbook content (horizontal). Through a combination of qualitative and quantitative content analysis, we analyzed the representation of global competence in a set of Chinese higher vocational English textbooks (D version textbooks) in terms of content level, rendering location, and representation form. The results showed that the D version textbooks covered all of global competence indicators, among which the indicator of knowledge and understanding of global competence is the most and the attitudes and values is the least. The 16 sub-indicators of global competence presented differently in content levels, implicitly in the rendering location, and with “reading comprehension,”“oral communication” and “integrated application” as the main representation forms. This theoretical framework is an extension of global competence theory in textbook study and is also a useful tool for content analysis on non-linguistic knowledge of English textbooks.

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“…Unfortunately, this perspective tends to underestimate the significance of culture in language teaching-learning. Culture and inter-culture play indispensable roles in the process of language teaching and learning, primarily due to their profound connection to social functions (Bose & Gao, 2022;Lourenço et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…As they participate in these expressive endeavors, learners develop and demonstrate their proficiency in the target language, attaining a level of communicative competence that enables them to effectively engage in a range of language functions. For instance, learners adeptly perform common speech acts and speech act sets, skillfully navigating interpersonal interactions, expression of opinions, information exchange, and the communication of feelings within the target language (Bose & Gao, 2022;Yao & Du-Babcock, 2023). Through .…”

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confidence: 99%

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

Haerazi,

Irawan,

Sotlikova

2023

JEELS

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This study aimed to know the use of the interculture-based language learning (IBLL) model to improve learners’ speaking skills integrated with linguistic awareness and their responses to learning experiences. A mixed-method study was employed, employing the concurrent embedded design, to investigate the learning processes associated with the IBLL model in enhancing speaking skills. The data consisted of qualitative and quantitative data. The qualitative data were collected using observation sheets and interviews, while the qualitative data were attained using tests. The finding showed that the IBLL model facilitates learners to improve grammar competence, vocabulary acquisition, fluency, pronunciation, and description detail. The speaking improvement of learners was affected with learners’ linguistic awareness. Based on this, learners have positive responses to the use of the IBLL model in the speaking class. This study can be concluded that the use of the IBLL model was able to improve speaking skills viewed from linguistic awareness. The implication of the current study acknowledges that language learning goes beyond mere linguistic competence and it entails an exploration of cultural nuances, social contexts, and the interconnectedness between language and societal practices.

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Cultural Representations in Indian English Language Teaching Textbooks

Cited by 15 publications

References 32 publications

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

Development of an Evaluation Checklist for Localized Chinese Language Textbooks in Sri Lanka

A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China

Interculture-Based Language Learning Model to Improve Prospective English Teachers’ Speaking Skills Viewed From Linguistic Awareness

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