The representation of cultures in English textbooks

• Název práce v češtině: Zastoupení kultur v učebnicích angličtiny
• Název v anglickém jazyce: The representation of cultures in English textbooks
• Klíčová slova: výuka angličtiny|učebnice|interkulturní komunikativní kompetence|interkulturní povědomí|angličtina jako mezinárodní jazyk|diverzita|kulturní obsah|zastoupení kultur
• Klíčová slova anglicky: ELT|textbooks|intercultural communicative competence|English as an international language|diversity|cultural content|representation of cultures
• Akademický rok vypsání: 2016/2017
• Typ práce: diplomová práce
• Jazyk práce: angličtina
• Ústav: Ústav anglického jazyka a didaktiky (21-UAJD)
• Vedoucí / školitel: PhDr. Tomáš Gráf, Ph.D.
• Řešitel: skrytý - zadáno a potvrzeno stud. odd.
• Datum přihlášení: 05.05.2017
• Datum zadání: 05.05.2017
• Schválení administrátorem: zatím neschvalováno
• Datum potvrzení stud. oddělením: 09.05.2017
• Datum a čas obhajoby: 24.05.2018 08:00
• Datum odevzdání elektronické podoby: 24.04.2018
• Datum proběhlé obhajoby: 24.05.2018
• Odevzdaná/finalizovaná: odevzdaná studentem a finalizovaná
• Oponenti: prof. PhDr. Aleš Klégr

Zásady pro vypracování

In the area of English language teaching, textbooks have been traditionally viewed as valuable resources of linguistic input. Moreover, with respect to textbooks’ far-reaching influence and their status of public documents, there is one aspect that should not be underestimated – the cultural content. The understanding of textbooks as carriers of cultural messages forms the basis for this diploma thesis. Specifically, the author’s main focus is on the foreign cultures and the extent to which different cultures are represented in the textbooks predominantly used in Czech secondary schools.
The thesis should be understood as a partial replication of a case study by Ka-Ming Yuen (2011) which analysed the cultural content of English textbooks in the Hong Kong secondary schools’ context. The case study also serves as the thesis’ methodological basis. Accordingly, the cultural content of textbooks, mainly images and texts presented in the units’ reading components are going to be examined. To begin with, the author plans to extract all cultural references that are obviously connected with their geographic origin. Firstly, in the quantitative component of the analysis, these will be classified according to their association with Asian, African and Western countries, with the latter class further subdivided into English-speaking Western countries and non-English-speaking Western countries. Then, the references will be counted in order to assess the frequency of appearance of different cultures. The author expects to find a representation that favours English-speaking countries; British and American cultures in particular, with the cultural references to these cultures considerably exceeding those to the other world’s cultures.
Secondly, the references to foreign cultures will be categorized into four aspects: products, practices, perspectives, and persons. Within the framework of these categories, the author not only plans to demonstrate the prevalence of references to ‘products’ over those to other cultural aspects but also that the representative bias is of both quantitative and qualitative nature. It is presumed that specific references to the English-speaking cultures will be positive and favourable, while the other cultures, such as African and Asian, will be often depicted stereotypically. This imbalance will be illustrated by juxtaposing concrete examples of biased and misleading representations with those of flattering and supportive character.
In order to enrich the learners’ understanding of foreign cultures, the cultural representation needs to be balanced, unbiased, and objective. In the author’s opinion, such an understanding is immensely important especially in today’s globalized world where the interactions of people from different cultures have become increasingly common and where numerous communicative exchanges happen between non-native English speakers from various backgrounds. In the light of these assumptions, the thesis aims at promoting the idea of textbooks as mediators of cultural diversity.

Seznam odborné literatury

Yuen, Ka-Ming (2011). “The representation of foreign cultures in English textbooks”. ELT Journal 65/4: 458-66.

Alsagoff, L. et.al. (eds). Principles and Practices for Teaching English as an International Language. London: Routledge, 2012.

Baker, Will (2012). “From cultural awareness to intercultural awareness: culture in ELT”. ELT Journal 66/1: 62-70.

Block, David and Deborah Cameron (eds.). Globalization and Language Teaching. London: Routledge: 2002.

Harrison, Brian (ed.). Culture and the Language Classroom. Hong Kong: Modern English Publications: 1990.

Liddicoat, Anthony J. and Angela Scarino. Intercultural Language Teaching and Learning. Chichester, Wiley-Blackwell, 2013.

Lustig, Myron W. and Jolene Koester. Intercultural Competence: Interpersonal Communication Across Cultures. Boston: Pearson Education: 2010.

McKay, S.L. “Culture in Teaching English as an International Language”. Teaching English as an International Language. NY: Oxford University Press, 2002.

McKay, S.L (2004). “Western Culture and the Teaching of English as an International Language”. English Teaching Forum 42/2: 10-15.

Moran, P. “Language and Culture”. Teaching Culture: Perspectives in Practice. Boston, MA: Heinle & Heinle, 2001.

Tomlison, Brian (ed.). English Language Learning Materials: A Critical Review. London: Continuum, 2008.

Tomlison, Brian and Hitomi Masuhara (eds.). Research for Materials Development in Language Learning. London: Continuum, 2010.