Cultural Diversity in 9th Grade English Language Textbook in Turkish Educational Context

Abstract

This study systematically investigates the representation of cultural diversity within the 9th-grade English coursebook currently used in Anatolian High Schools in Türkiye. Prompted by recent national curricular reforms under the Türkiye Yüzyılı Maarif Modeli framework, the research examines whether instructional materials align with the paradigm of English as a global lingua franca while simultaneously reinforcing domestic cultural and moral values. The study adopted a descriptive mixed-methods design, applying quantitative and qualitative content analysis to evaluate all visual and textual elements across the textbook's eight pedagogical themes. A total corpus of 123 cultural items was analysed using a multi-layered coding matrix. High inter-coder reliability was confirmed via Cohen’s Kappa (.84). Items were classified into three typologies: Source Culture (Türkiye), Turkic States, and Global International Culture (GIC). Quantitative results indicate that Global International Culture dominates the material at 69.92% (f = 86), presenting a pluralistic, non-Western-centric overview of global traditions and geographies. Source Culture elements account for 21.95% (f = 27), utilizing national milestones, historical figures, and local contexts to ground student identity. In an innovative curricular shift, Turkic States comprise 8.13% (f = 10) of the data, providing a regional cultural bridge. Qualitative thematic analysis shows that the textbook avoids superficial cultural depictions, fostering Intercultural Communicative Competence (ICC) and glocal citizenship. It successfully synthesizes local civic responsibilities—such as national space initiatives and domestic ecological preservation targets—with global scientific and cultural realities. Limitations include the study's focus on a single, static textbook.