Jul 2026· World Journal of Advanced Research and Reviews· 0 citations
Abstract
This study examines how culture is represented in two internationally published English for Specific Purposes (ESP) textbooks used in Vietnamese higher education, Professional English in Use: Finance (Cambridge University Press) and English for Logistics (Oxford University Press). Drawing on Cortazzi and Jin’s [15] tripartite classification of source, target, and international cultures, together with Byram’s [3] model of intercultural communicative competence (ICC), the study analyses both the cultural references contained in the textbooks and the learning opportunities through which those references are pedagogically addressed. The findings reveal contrasting cultural profiles. Target-culture content, particularly Anglo-American institutions and professional practices, predominates in the finance textbook, whereas international-culture references are more frequent in the logistics textbook. Both materials nevertheless display an almost complete absence of Vietnamese cultural perspectives. The two books also differ pedagogically. Whereas the finance textbook relies primarily on vocabulary-focused exercises, the logistics textbook includes a greater number of communicative tasks and a wider range of international settings. Even so, neither provides systematic support for all five components of Byram’s ICC model, and opportunities to develop critical cultural awareness remain particularly limited. These findings suggest that internationally published ESP textbooks cannot, by themselves, fully address the intercultural demands facing Vietnamese graduates. Locally relevant supplementary materials and tasks are therefore required to connect professional English with Vietnamese institutional contexts and the culturally diverse interactions characteristic of regional and international workplaces.
This study analyzes ICC representation in the Global Success - Grade 11 English textbook, an official resource widely used in Vietnamese high schools. Drawing on Byram’s (1997) ICC framework, a systematic content analysis was conducted to examine all tasks across ten units, focusing on eight ICC dimensions. The findings reveal that despite improvements over earlier materials, the textbook prioritizes linguistic competence and intercultural knowledge over the comprehensive development of ICC. The cultural content mainly conveys factual information rather than promoting active engagement and meaningful intercultural interaction. Besides, critical cultural awareness and intercultural attitudes are underdeveloped. These findings point out a gap between educational policy and textbook development, thereby providing methodological and pedagogical recommendations for teachers using this textbook.
Thành Ha Cong, Giang Dang Ngan· Tạp chí Khoa học Ngoại ngữ· 0 citations
This study examines the cultural elements in textbooks from five sets used for teaching Turkish as a foreign language. It identifies the cultural elements included in reading texts, compares their distribution across A1-C1 levels, and evaluates, based on the data, the themes in which cultural transmission is prominent or limited. The study examined 688 texts in 23 textbooks. The study was conducted through a qualitative research approach using document analysis, and the data were analyzed through descriptive analysis. As the data collection tool, the Rubric for Cultural Elements Reflected in Texts, based on the sociocultural knowledge classification in the Common European Framework of Reference for Languages, was used. The data were evaluated under 7 main categories and 46 subcategories. The study was limited to reading texts; idioms, proverbs, listening texts, and visuals were excluded. The findings show that cultural elements are concentrated under values, beliefs, and attitudes, whereas body language, living conditions, and interpersonal relations are represented more limitedly. Additionally, the category of “other countries, states, and peoples” was examined as a separate dimension of analysis, and it was found that intercultural content was not evenly distributed across the textbook sets. In conclusion, cultural content in textbooks should be organized more evenly and functionally across levels and in a way that supports intercultural awareness. The study offers a comparative perspective on cultural content planning in Turkish teaching sets and aims to contribute to material development for learners of Turkish as a foreign language.
Since China is placing increasing emphasis on international engagement in education and English is functioning more widely as a lingua franca (ELF), this study examines the extent to which senior high school English textbooks reflect a Global Englishes (GE) orientation. Using qualitative content analysis, the textual, visual, and auditory elements of three textbooks officially approved by China’s Ministry of Education (MoE) were analyzed through the lens of the 2018 GE framework. The analysis focused on six dimensions: target interlocutors, ownership, norms, cultures, needs, and assessment criteria. The results show that all three textbooks exhibit aspects that are in line with a GE orientation, including representation of diverse English users, acknowledgment of global ownership of English, inclusion of lexical variation, pluralistic cultural representations, communicative assessment forms, and attention to global communication needs. However, native-speakerism remains influential. Although cultural content appears diverse and fluid, it often lacks sufficient depth to foster critical intercultural awareness. Overall, the results reveal both progress and continuing limitations in integrating GE principles into Chinese English language teaching (ELT). These findings highlight the need for more inclusive and pedagogically coherent resources to better prepare students for effective communication in global contexts.
Lin Chen, Jutarat Vibulphol· LEARN Journal : Language Edu...· 0 citations
This paper examines the textbook curriculum of formal education designed for primary school children in Bangladesh. It focuses on the development, preservation, and transmission of cultural identity, cultural diversity, and social cohesion through educational materials, including textbooks. The study seeks to explore how cultural discourses, ideologies, and inclusive ideals are constructed and communicated to young learners. We employed a descriptive textual analysis method to examine the content in two official textbooks: Amar Bangla Boi (My Bengali Book) and Bangladesh and Global Studies (BGS), designed for Classes IV and V. Our analysis assessed the suitability of these textbooks in preserving and transmitting cultural identity and social cohesion, as well as their alignment with the values and ethics of the diverse cultures represented. Through our textual analysis, we found that both textbooks adopt a structured and multifaceted approach to cultural education. Rather than treating culture as a standalone subject, they integrate cultural elements throughout their content, employing a range of pedagogical strategies. The curriculum weaves together literature, history, geography, and social studies to cultivate cultural awareness, ultimately nurturing informed citizens with a strong sense of identity and an appreciation for Bangladesh’s rich and diverse heritage.
Social Science Review [The Dhaka University Studies, Part-D], Vol.43, No.1, June 2026, pp. 175-192.
A. Bulbul, K. Mitu· Social sciences review· 0 citations
This study examines how lecturers in a Brazilian public university perceive English-medium instruction (EMI) and the development of intercultural competence (IC) within their teaching. It aims to understand the importance they assign to IC, the challenges they encounter and the types of institutional support they consider necessary for integrating IC into EMI.
This study draws on data from an online questionnaire completed by 31 lecturers across multiple disciplinary fields. Closed-ended items generated descriptive statistics on language use and proficiency, while open-ended responses underwent qualitative content analysis, combining deductive and inductive coding procedures. The instrument was part of a larger project that collected comparable data in Brazil and Portugal.
EMI use was selective and concentrated in course materials, readings and slides rather than full English-medium course delivery. Lecturers identified insufficient English proficiency, lack of training, limited institutional policies and restricted opportunities for intercultural exposure as major barriers. They viewed IC as a multidimensional competence encompassing educational, social and professional dimensions. Participants emphasized the need for continuous pedagogical training, sustained language support and institutional recognition of EMI- and IC-related work.
Findings highlight the urgency of coordinated institutional policies, integrated EMI–IC professional development, expanded language support and opportunities for intercultural engagement to sustain EMI initiatives in Brazilian higher education.
This study provides one of the few empirical examinations of how Brazilian lecturers conceptualize IC within EMI practice. It offers context-specific insights into how structural inequalities and limited institutional frameworks shape EMI adoption in public, tuition-free systems.
Marcelo Kremer, Susana Pinto· Journal for Multicultural Ed...· 0 citations
ABSTRACT Cultural representation in Arabic textbooks is essential for fostering students’ intercultural awareness, yet critical studies in Indonesian universities remain limited. This study examines cultural representation in six Arabic textbooks in Indonesian Islamic universities and their contribution to students’ intercultural awareness. Using Krippendorff’s content analysis of verbal and visual texts, the study applies a framework of cultural elements (people, products, practices, perspectives) and cultural types (source culture/SC, target culture/TC, international target culture/ITC), supplemented by a semi-open questionnaire with six lecturers. Results show an imbalanced representation: products dominate while practices and perspectives remain underrepresented; SC and TC appear more frequently than ITC. This confirms that Arabic textbooks are still oriented toward linguistic skills rather than intercultural competence. Pedagogical implications include reflective and comparative assignments, the integration of cross-contextual authentic materials (ITC), and the strengthening of lecturers’ roles as cultural mediators—providing a basis for improving textbook design to support intercultural competencies.