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Cited by 185EFL/ESL Teaching and LearningLinguistic Education and PedagogyLinguistics and Language Analysis

The DOI matches its Crossref record; 53 of the 54 references it cites were found in a registry or an index.

Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks

Tajeddin, Zia, Teimournezhad, Shohreh·2015·The Language Learning Journal
DOI 10.1080/09571736.2013.869942
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Abstract

The rise of English as an international language (EIL) has challenged the focus on native-speaker culture in second language teaching and learning. Exposing learners to a single culture is no longer considered sufficient as intercultural language teaching and understanding gains momentum. The aim of this study was to investigate the representation of culture in dialogues and reading passages in international and localised textbooks used in Iran where localisation is favoured by language education policymakers in their macro-planning. The categorisations proposed by Cortazzi and Jin and Adaskou, Britten and Fahsi were used to conduct a content analysis to see which ‘cultures’ – those associated with the first language, those associated with the target language (TL), or other cultures – and which aspects of each culture (sociological or aesthetic) were addressed in these textbooks. The analysis revealed that most of the cultural elements embodied in the localised textbooks were culturally neutral in that they did not clearly refer to any particular culture and only a few were based on the TL and other cultures. Furthermore, in the localised textbook corpus, first language/local culture did not feature at all, while sociological values were highlighted more than the aesthetic aspects of culture. In contrast, the main focus in the international textbooks was on intercultural elements, two-thirds of which were in the aesthetic category. TL cultural elements were comparatively more evident in the international textbooks while very few representations were culturally neutral.

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Research works printed but not linked: 11

  1. Alcón E., 2000, Segundas Lenguas: Adquisición en el Aula, 259
  2. Aliakbari M, 2004, The Linguistic Journal, 1, 1
  3. Baleghizadeh S., 2010, The Journal of Teaching Language Skills (JTLS), 2, 1
  4. Iran Language Institute, 2004, The ILI English Series: Intermediate
  5. Kachru Y., 2011, Handbook of Research in Second Language Teaching and Learning: Vol. II, 155
  6. Kilickaya F, 2004, The Internet TESL Journal, 10
  7. Lange D., 2003, Culture as the Core: Perspectives in Second Language Education
  8. McKay S.L., 2003, TESOL Matters, 13, 1
  9. Ojeda J.R.G., 2005, Proceedings of the Second Online Conference on Second and Foreign Language Teaching and Research, September 16–18, 2005: Initiative, Innovation, and Inspiration, 1
  10. Sercu L., 2004, Porta Linguarum, 1, 85
  11. Usó-Juan E., 2008, Revista Alicantina de Estudios Ingleses, 21, 157, 10.14198/raei.2008.21.09 · DOI

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Metadata

Authors
Tajeddin, Z., & Teimournezhad, S.
Affiliations
  • Allameh Tabataba'i University (IR)
  • Sharif University of Technology (IR)
Corresponding author
Tajeddin, Zia
ORCID
Tajeddin, Zia
Venue
The Language Learning Journal
Publisher
Informa UK Limited
Published
2014-01-22
Volume
43
Issue
2
Pages
180-193
ISSN
  • 0957-1736 (ISSN-L)
  • 1753-2167
DOI
10.1080/09571736.2013.869942
OpenAlex
W2095307261
Cited by
185
References
54
Citations by year
2026: 12 · 2025: 50 · 2024: 24 · 2023: 24 · 2022: 11 · 2021: 11 · 2020: 13 · 2019: 26 · 2018: 5 · 2017: 5 · 2016: 2 · 2015: 1
FWCI
18.82
Type
journal article
Language
en
Open access
closed
Locations
Language Learning Journal (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistic Education and Pedagogy
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
Keywords
cultural representation, English as a global language, intercultural language teaching, English textbooks, Iran, target culture, cultural neutrality, socio-cultural values, aesthetic value, hidden agendas, textbook analysis

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