Work

A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

Year: 2023

Type: article

Abstract: This article examines the multimodal native cultural content in two sets of English-language textbooks widely used in public junior high schools in China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through this adapted framework, this paper aims to analyze and compare the distribution of multimodal native cultural content in the chosen textbooks. The results reveal that the two sets of books contain diverse multimodal native cultural content, despite the significant imbalance between Big “C” and Small “c” categories in each set. The two sets of textbooks also have different emphases on representing these elements. We argue that previous studies overgeneralized language textbooks’ native cultural content. Learners’ intercultural communicative competence development may be impacted by the overemphasis and shortage of some cultural categories in the chosen books. This article concludes with implications for textbook design and classroom teaching and calls for further studies of teachers’ and learners’ perceptions of multimodal native cultural content.

Source: SAGE Open

DOI: 10.1177/21582440231178195

Authors: Zuoteng Li, Jiayan Zeng, Benjamin H. Nam

Institution: Shanghai International Studies University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,200