From EFL to English as an international and scientific language: analysing Taiwan's high-school English textbooks in the period 1952–2009

Ke, I-Chung

doi:10.1080/07908318.2012.683530

Cited by 26 publications

(13 citation statements)

References 14 publications

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“…With the researchers' attention shifting from cultural to intercultural issues in ELT field, the exploration of the cultural content in textbooks has been conducted from intercultural perspectives. Scholars made efforts to investigate the intercultural issues from multifaceted angles, such as English as an international language (EIL) (Ke, 2012;Matsuda, 2012), intercultural approaches and exposure (Munandar & Ulwiyah, 2012;Siddiqie, 2011), hidden curriculum or agenda underlying intercultural content (Chao, 2010;Tajeddin & Teimournezhad, 2015) and globalization (Lee, 2011;Xu, 2013). Ke (2012) attempted to investigate the role of English in Taiwanese high-school textbooks from 1952-2009 via both quantitative and qualitative methods.…”

Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

“…Scholars made efforts to investigate the intercultural issues from multifaceted angles, such as English as an international language (EIL) (Ke, 2012;Matsuda, 2012), intercultural approaches and exposure (Munandar & Ulwiyah, 2012;Siddiqie, 2011), hidden curriculum or agenda underlying intercultural content (Chao, 2010;Tajeddin & Teimournezhad, 2015) and globalization (Lee, 2011;Xu, 2013). Ke (2012) attempted to investigate the role of English in Taiwanese high-school textbooks from 1952-2009 via both quantitative and qualitative methods. In his study, 1072 lessons from 14 textbooks were analyzed to reach a conclusion that international and universal lessons maintain a smooth improvement over the past 50 years despite of the increasing or declining of Anglo-American and local lessons (Ke, 2012).…”

Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

“…Ke (2012) attempted to investigate the role of English in Taiwanese high-school textbooks from 1952-2009 via both quantitative and qualitative methods. In his study, 1072 lessons from 14 textbooks were analyzed to reach a conclusion that international and universal lessons maintain a smooth improvement over the past 50 years despite of the increasing or declining of Anglo-American and local lessons (Ke, 2012). Associated with Taiwanese socio-political changes, the results indicated that the role of English has changed from English as a foreign language to EIL or scientific language in the globalized context.…”

Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

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Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Bei-bei¹

2019

The Journal of AsiaTEFL

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In EFL contexts like mainland China, many researchers made efforts to investigate the cultural content of Chinese government-authorized textbooks used in both public secondary schools and universities. However, few people pay attention to textbooks used in cram schools. This study aims to explore the cultural content in New Concept English (NCE), an extensively used textbook in Chinese cram schools for nearly 30 years. Meanwhile, it attempts to analyze its strengths and weaknesses of the cultural content from intercultural perspectives. Adopting content analysis under the guidance of two coding schemes, the results reveal that general culture (68%) has the largest percentage while source culture (2%) is significantly ignored in stark contrast to target culture (46%). Based on the findings, the prominent strength lies in the great deal of general culture (68%), which helps student understand culture from an etic view and makes them realize the cultural differences for cross-cultural comparison. The two weaknesses are the severely neglected source culture (2%) compared to target culture (46%) and the unbalanced distribution in international cultures. Findings of this study intend to raise teachers' awareness of the intercultural teaching and learning in cram schools.

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Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

Section: Research On Cultural Content In Elt Textbooks From Intercultmentioning

confidence: 99%

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Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Bei-bei¹

2019

The Journal of AsiaTEFL

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“…The English curriculum adopted the 'communicative approach' as the central guiding principle to foster high school students' communicative competence in English (Chen & Tsai, 2012, p. 182;Chern, 2003). However, although this education reform was intended to provide teachers and students with additional opportunities to communicate in English in class, in reality classroom teaching remained heavily test oriented and focused on grammar drills and vocabulary practice through reading (Chen & Tsai, 2012;Huang, 2012;Ke, 2012;Li, 2012;Tsao, 2000). As in many Asian countries, English is the major foreign language that is tested for university admission purposes in Taiwan.…”

Section: Introductionmentioning

confidence: 98%

Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan

Chou

2015

Language, Culture and Curriculum

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In Taiwan, English language learning in senior high school has predominantly focused on reading, with a heavy emphasis on memorising vocabulary and grammar rules. English listening has been marginalised and is not officially taught until the first year of university. In 2012, the Joint Board of College Recruitment Commission in Taiwan passed legislation that made the new Test of English Listening Comprehension (TELC) a requirement for university application and a part of the College Entrance Examination for senior high school students. The implementation of this new English listening test policy is likely to have unpredictable impacts on its major stakeholders, particularly the students. The present study explored the extent to which the TELC affected Taiwanese senior high school students' language learning and their expectations about the teaching of listening in English classes. The findings revealed that the TELC had a general influence on the participants overall and that certain components of the TELC resulted in more significant differences in students' perceived English listening proficiency than did their subject specialisation. These results suggest that the introduction of this new listening test might serve as leverage for change in the English language teaching in Taiwanese secondary schools in the future.

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“…Of the eleven studies reviewed, three of them were conducted in Iran, two in Taiwan, while the others were conducted in Uganda, Japan, Botswana, South Korea, Spain, and a few Asian countries. The specific issues being investigated were cultural domination or cultural bias Copyright © 2018, IJAL, e-ISSN: 2502-6747, p-ISSN: 2301-9468 (Magogwe, 2009;Song 2013;Yamada, 2010), cultural elements (Bahrami, 2015;Tajeddin & Teimournezhad, 2014), cultural background and presentation (Dastjerdi & Samian, 2011;Johannessen, 2014;Shin et al, 2011), intercultural content and understanding (Su, 2014), integrated culture (Ke, 2012), and lexical availability (Alonso & Pento, 2016). However, the findings of those previous studies showed that most of the textbook contents are still dominated by inner circle cultural contents, instead of the learners' cultures (e.g., Shin et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

A visual semiotic analysis of multicultural values in an Indonesian English textbook

Isnaini

Setyono

Ariyanto

2019

Indonesian J. Appl. Linguist.

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In the context of the role of culture in language learning, many textbook analysts have so far investigated the representations of cultures in EFL textbooks. Most of the previous findings on the study of culture indicate that EFL textbooks contain more about the cultures of inner circle countries compared to the expanding and outer circle countries. In Indonesia, this area of cultural issues in English textbooks appears to be underexplored. To narrow the gap, this study using the visual semiotic theory of Barthes (1977) examined the multicultural values represented in an Indonesian vocational high school English textbook through the visual images in the textbook. This study shows that there are four categories of multicultural values represented in the EFL textbook: respecting other people’s tradition, appreciating other people’s perspectives, appreciating other people’s cultural products, and appreciating women’s equal rights. These insights give students opportunities to enhance their intercultural communication competence (ICC) by appreciating cultural diversity and accepting racial and religious differences around them.

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From EFL to English as an international and scientific language: analysing Taiwan's high-school English textbooks in the period 1952–2009

Cited by 26 publications

References 14 publications

Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Exploring the Cultural Content in Chinese ELT Textbooks from Intercultural Perspectives

Impacts of the Test of English Listening Comprehension on students' English learning expectations in Taiwan

A visual semiotic analysis of multicultural values in an Indonesian English textbook

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