Identity And Multimodality Of Cultural Content In Elt Coursebooks For Yls

Stec, Maria

doi:10.15405/epsbs.2019.11.25

Cited by 5 publications

(5 citation statements)

References 17 publications

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“…The use of social semiotics in reading images has also been proposed by Kress and van Leeuwen (2006). The texts are analyzed to show the representation of cultural content through multimodal criteria based on Stec (2017) related to the core modes of image, language, sound, and music depicting cultural content in ELT course books and Cortazzi & Jin, (1999).…”

Section: Methodsmentioning

confidence: 99%

“…Several published studies that have been conducted in the same field (Stec, 2017;Surmiyati & The, 2017;Pauwels, 2012) showed that multimodal analysis claimed to be a comprehensive approach when it comes to analyzing in vary core modes of image, language, sound, and music in different degree. In other words, these analyses would beneficial for teachers and educators to see their effectiveness for the learners as I believe that textbook Denatasa Permatasari Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks ENLIT Vol 2(2) ‖ 114 is a crucial matter for EFL learners.…”

Section: Denatasa Permatasarimentioning

confidence: 99%

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Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks

Permatasari

2022

enlit. journal.

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The pedagogy of English-Language Teaching (ELT) has highlighted the close connection between language and culture. In the educational setting, teaching and learning materials are linked to the introduction of culture, which is represented through language, particularly in English language material. The findings of this paper provide Indonesian English teachers with new insights into the presence of cultural value in the English textbooks used. Unquestionably, the inclusion of various cultures in the textbook may help teachers and students become more aware of their own cultures as well as develop a better understanding of the existence of other cultures. The cultural content of High school Indonesian English e-textbooks was analyzed using multimodal analysis. The framework used in this project is based on Stec's work on categorizing as well as Cortazi and Jim's (1999) work. It is discovered that there is an imbalance between the source culture, the target culture, and the international culture as a result of the cultural content in Indonesian high school e-textbooks. Nevertheless, when compared to other cultures, the source culture is more dominant. Students are expected to be more aware of their culture after reading input texts that expose surface cultures. It could validate the idea that using relevant, culturally relevant content is crucial when teaching the target language.

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Section: Methodsmentioning

confidence: 99%

Section: Denatasa Permatasarimentioning

confidence: 99%

Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks

Permatasari

2022

enlit. journal.

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“…Weninger's (2021) method of analyzing foreign-language textbooks was to study how multimodal content ''encodes and communicates ideas about the world.'' Thus, some critical studies sought to illuminate the ideological meaning of the multimodal native and target culture's elements or their roles in the context of a specific social culture (Joo et al, 2020;Setyono & Widodo, 2019;Stec, 2019). Although native cultural content is in the foreground of oversimplifying the composition in the cultural content, which does not offer practical suggestions for selecting and systematically arranging multimodal content in textbooks.…”

Section: A Perspective Of Multimodalitymentioning

confidence: 99%

“…The previous researchers also maintained that the indigenous cultural characters should play a critical role in language textbooks to provide cognitive and affective support. Studies on Poland's English textbooks discussed local and world cultural content and analyzed the positive effect of multimodal elements in different contexts (Stec, 2017(Stec, , 2019. These explorations were centered on the form, influence, and position of multimodal content that represented learners' native culture.…”

Section: A Perspective Of Multimodalitymentioning

confidence: 99%

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

Zeng

Nam

2023

Sage Open

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This article examines the multimodal native cultural content in two sets of English-language textbooks widely used in public junior high schools in China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through this adapted framework, this paper aims to analyze and compare the distribution of multimodal native cultural content in the chosen textbooks. The results reveal that the two sets of books contain diverse multimodal native cultural content, despite the significant imbalance between Big “C” and Small “c” categories in each set. The two sets of textbooks also have different emphases on representing these elements. We argue that previous studies overgeneralized language textbooks’ native cultural content. Learners’ intercultural communicative competence development may be impacted by the overemphasis and shortage of some cultural categories in the chosen books. This article concludes with implications for textbook design and classroom teaching and calls for further studies of teachers’ and learners’ perceptions of multimodal native cultural content.

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“…Multimodality is constructed from a social semiotic theory emphasizing power, representation, and communication (Kress & van Leuween, 2001). The notion of modes is ascribed as a social and cultural resource to make meanings (Stec, 2019). For instance, modes are manifested in writing, images, gestures, and 3D objects.…”

Section: Introduction mentioning

confidence: 99%

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Abdullah

Tandiana

Saputra

2020

Vis. J. Lang. Foreign Lang. Learn.

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<div><p class="StyleABSTRAKenCambria">Recently, multimodality has Has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

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Identity And Multimodality Of Cultural Content In Elt Coursebooks For Yls

Abstract: This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Cited by 5 publications

References 17 publications

Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks

Multimodal Analysis on The Cultural Content of Indonesian High School English E-Textbooks

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

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