Jun 2026· LEAD (Language, Education and Development)· Vol 5, pp. 24· 0 citations· 15 references
Abstract
The present study examines how English primary school textbooks in Indonesia represent cultural identity and local wisdom within the pedagogical paradigm of the Indonesian Kurikulum Merdeka, employing Cortazzi and Jin's (1999) cultural categories. The study focuses on critically analyzing the textual and visual representations of Source, Target, and International Cultures as found in the Grow with English series used by Grade 1 and Grade 5 learners at Raudhatul Jannah Elementary School. The research methodology, based on sociolinguistic theory, utilizes a qualitative Critical Content Analysis which triangulates textual and visual document analysis with semi-structured interviews with a homeroom teacher as well as practical pedagogical resonance. The findings illustrate unmistakable Source Culture orientations evidenced from local geographic nomenclatures, national school uniformations, and less controversial symbols with regional and religious associations (the hijab, the udeng), pervasive among the Target Cultures or International Cultures. However, the textbooks cater to Indonesian national policy (Permendikbudristek No 12 of 2024) and local ordinances (Cilegon Mayor's Regulation) and lead English teaching in strictly localized sociolinguistics contexts immediately relatable to students. The study ends with this, which says that their model of localized content will bring down the set of effects filters, called sociolinguistic dissonance and builds a local id, indigenously infused ready for global bilingual identity.
In Pakistani classrooms, the textbook usually is the lesson. It is often the only resource students and teachers have, which means whatever a textbook chooses to say about language, culture, or belonging tends to arrive largely unchallenged. This matters for English in particular, since English carries official status in Pakistan and is widely treated as a mark of modern, educated life. Yet how national identity gets built into English-medium textbooks specifically has drawn surprisingly little sustained attention. This study looks at two secondary-level textbooks used under the Punjab curriculum, English-9 and English-10, and asks two things: what elements of national identity dominate their content, and how are those elements represented. Working from social constructionism and identity theory, the analysis codes nineteen locally authored units against five categories: history, language, culture, sovereignty, and religion. Religion turns out to carry the most weight, and not as an isolated theme; it runs through the historical, linguistic, and political content as well, anchoring most of what the textbooks present as distinctly Pakistani. The resulting picture of national identity is coherent and pedagogically effective, but narrow, with limited room for the country's religious, ethnic, and linguistic diversity. The paper closes by considering what this means for curriculum designers, teachers, and students trying to read these materials critically.
Shagufta, Fakhar Alam· Journal of Language, Literat...· 0 citations
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.
Thai Thi Thanh Tuyen, Vu Thi Phuong Thanh· World Journal of Advanced Re...· 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 explores how an English teacher negotiates professional identity in a pesantren-based secondary school. It focuses on the institutional, cultural-religious, and personal factors that shape teacher identity, as well as the strategies used to align English language teaching with pesantren values. This research employed a qualitative case study design at Madrasah Aliyah Pondok Pesantren Zainul Bahar, Wringin, Bondowoso, East Java. Data were collected through semi-structured interviews, classroom observation, and document analysis, and were analyzed using thematic analysis. The findings show that the teacher’s professional identity is dynamic, contextual, and hybrid. The teacher maintained English learning objectives while adapting materials, filtering culturally sensitive topics, integrating Islamic values, using code-switching, and managing classroom interaction through adab-based practices. The study concludes that English teacher identity in a pesantren context is constructed through continuous negotiation between academic goals and religious-cultural expectations. These findings highlight the need for culturally responsive English pedagogy in Islamic educational settings.
Abdul Hamid, Bradhiansyah Tri Suryanto· Jurnal Studi Pesantren· 0 citations
This study explores English language ideologies among discipline-specific lecturers at a regional campus of a public university in central Thailand. Through semi-structured interviews with 24 lecturers from various fields, including science and technology, engineering, agricultural sciences, business, and social sciences, this research examines how these lecturers perceive English in their teaching and professional practices. The findings reveal that lecturers engage in patterned but uneven negotiation of English use across different contexts. In high-stakes situations shaped by institutional constraints—proficiency requirements, graduation benchmarks, and employment demands—they adhere to native-speaker standards, reflecting both neoliberal commodification of English as measurable human capital and native-speakerism ideologies. Conversely, in professional communication among colleagues, they adopt flexible practices of English as a lingua franca where mutual understanding is prioritized and institutional native-speaker ideologies are irrelevant. This study also demonstrates that awareness of English diversity is more likely to emerge from real-life exposure to multilingual communication than formal training. However, this awareness is insufficient to challenge institutional constraints that privilege native-speaker standards. This research sheds light on how lecturers negotiate between institutional constraints and communicative realities in uneven ways, offering implications for Global Englishes implementation within and beyond English language classrooms.
Orathai Chaiya Jarunthawatchai, Wisut Jarunthawatchai, W. Baker· Reflections· 0 citations
Indonesia's cultural and religious diversity is a social reality that necessitates the strengthening of multicultural values through education. One strategic medium for internalizing these values is learning materials, specifically the Islamic Cultural History (SKI) textbook at the Madrasah Tsanawiyah level. The textbook functions not only as a historical resource but also as a character-building instrument. Therefore, this study aims to identify and describe the multicultural values embedded in the Grade VII SKI textbook, with a specific focus on tolerance and humanity. The study utilizes a qualitative library research method, employing content analysis techniques to collect and interpret data from the textbook as the primary source. The findings indicate that the textbook contains substantial representations of tolerance and humanity values through the narrative of the Prophet Muhammad's da'wah, the Medina Charter, and social dialogue. Additionally, humanity values are consistently portrayed through the Muhajirun-Ansar brotherhood, the abolition of slavery, and the Prophet's noble character. The impact of these findings provides a solid basis for educators to maximize textbooks in fostering inclusive mindsets. In conclusion, the SKI textbook possesses strong relevance as an effective medium for strengthening multicultural-based Islamic Religious Education in a pluralistic society
Lukman Chakim, M. Nasir, M. Sholichin et al.· Fikroh: Jurnal Pemikiran dan...· 0 citations