Dominance of Anglo-American cultural representations in university English textbooks in China: a corpus linguistics analysis

Author(s):  
Yanhong Liu ◽  
Lawrence Jun Zhang ◽  
Stephen May
2021 ◽  
Vol 1 (4) ◽  
Author(s):  
Xiao Zhang ◽  
Xiaoli Su

AbstractCulture learning is complicated in teaching English as an international language (EIL), given the global contexts in which English is being used for various purposes. This study aims to examine cultural representations in four series of high school English language textbooks distributed in China and Germany. It categorized cultures into four cultural types and four cultural elements within each type of culture in order to question the breadth and depth of cultural representations. The findings indicate that China’s English textbooks seem to balance among different cultures, but they still present factual knowledge and static information. The underlying value orientations are therefore underestimated. Germany’s English textbooks encompass the majority of contents about the target culture and put the emphasis on students' multicultural perspectives, communicative competence and intercultural skills. Thus, target cultures dominate cultural contents and source cultures are rare in Germany’s textbooks. Lastly, the findings are discussed and some recommendations for textbook writers and English teachers are suggested.


2019 ◽  
Vol 15 (11) ◽  
pp. 60
Author(s):  
Jia Li ◽  
Juan Dong ◽  
Wei Duan

Language textbooks play an important role in bridging learners’ understanding between the source culture and target culture. This study explores how the Cambodian and foreign characters are produced and how the source and target cultures are represented in three English language textbooks published by the Cambodian Ministry of Education, Youth and Sport (MoEYS). The data were collected from textbook passages, exercises and images presented in the textbooks and the data were analyzed based on the emerging themes in language and cultural representations of the textbooks. The findings indicate that regarding the distribution in the target communities, Anglophone and their postcolonial countries are prominently highlighted in the textbooks with the exception that Japan is exclusively introduced as imagined interlocutor for cultural communication; concerning the representation of the source culture, Buddhism and Khmer are constructed as legitimate forms of Cambodian practices. Based on the findings, we argue that English textbooks produced in Cambodia have not provided Cambodian youth with balanced exposure of cultural diversity. The study has implications for designing English textbooks with the consideration of diverse identity options and cultural representations.


2020 ◽  
Vol 36 (6) ◽  
pp. 109
Author(s):  
Huynh Thi Thu Nguyet ◽  
Nguyen Van Long

Looking at textbook evaluation from a corpus linguistics perspective, this paper compares two sets of textbooks used at senior high school in Vietnam and evaluate the effectiveness of the new one, centering on lexical resources at word level, particularly individual words and phrasal verbs. As for the comparison of the wordlist in general, the two corpora, taken from the two sets of textbooks, were analysed by Antconc software to extract the wordlist, then the two wordlists are compared by Venny 2.1.0 to see the similarities and differences. The research reveals a quantifiable evaluation of the lexical resources, tapping into the mutual and exclusive words, as well as examining lexical complexity of the two sets of textbooks. Unlike conventional textbook reviews focusing on grammar, this study is one of the first attempts to evaluate textbooks efficiency from corpus linguistics perspective, which in turn contributes to the improvement of the current English textbooks in Viet Nam, as well as a source of consideration for curriculum design worldwide.


Author(s):  
Rodrigo Arellano A.

The Ministry of Education (MINEDUC) bases the instruction of English in Chile in the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFRL), however its guidelines have not been systematically considered in the practice of creating instructional material in the EFL context of this country. To analyze this issue, this article presents the comparison of the vocabulary about Teaching English to Speakers of Other Languages (TESOL) used in the CEFRL and the English textbooks used in Chile regarding the categories of curriculum design, language teaching methodology and language assessment. The methodology was mixed, not experimental, cross-sectional and descriptive, including the analysis of the CEFRL document and the 8 English textbooks used in Chile in the public sector. Firstly, the data was compared quantitatively using the software Nvivo9 and later some key words (learners / students - teachers) were analyzed quantitatively in terms of frequency and qualitatively using collocations. Results suggest that similar vocabulary is used in both, the CEFRL and Chilean textbooks in terms of “language teaching methodology” (36% and 33% respectively), but it varies highly in the category of “curriculum design” (22% and 48% respectively) and mostly in “language assessment” (42% and 19% respectively) while showing different frequencies in the key words and their associated verbs between “students” (1,33%) and “teacher” (0,18%). These results show a constructivist approach in both, but with a minor behaviorist aspect especially in textbooks, indicating relevant differences in the emphasis and coherence between different areas of the instruction.


Author(s):  
Marisa Escolar

Allied Encounters: The Gendered Redemption of World War II Italy is the first-ever monograph to analyze cultural representations of Allied-occupied Italy, one of the war’s most unstable spaces. While the U.S. military viewed itself as a redemptive force, competing narratives emerged in the Italian imaginary. Both national paradigms, however, are deeply entangled with the gendering of redemption long operative in Anglo-American and Italian discourse, emerging from a Dantean topos that depicts Italy as a whore in need of redemption. Tracing the formation of these gendered paradigms and pointing to their intersection with sexualized and racialized identities, this book examines literary, cinematic, and military representations of the soldier-civilian encounter, by Anglo-Americans and Italians, set in two major occupied cities, Naples and Rome. Informed by the historical context as well as their respective representational traditions, these texts—produced during and in the immediate aftermath—become more than mirrors of the intercultural encounter or generic allegories about U.S.–Italian relations. Instead, they are sites in which to explore other repressed traumas—including the Holocaust, the American Civil War, and European colonialism, as well as individual traumatic events like the massacre of the Fosse Ardeatine and the mass civilian rape near Rome by colonial soldiers— that inform how the occupation unfolded and is remembered. In addition to challenging canonical interpretations of emblematic texts, this book introduces several little-known diaries, novels, and guidebooks.


Author(s):  
Douglas Biber ◽  
Susan Conrad ◽  
Randi Reppen
Keyword(s):  

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