A Comparative Intercultural Analysis of Two English School Textbooks from Iran and Egypt | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 41، شماره 1، اردیبهشت 2022، صفحه 33-67 اصل مقاله (623.97 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.40338.2989 | ||
| نویسندگان | ||
| Leili Jorfi؛ Majid Amerian* ؛ Hamid Reza Dowlatabadi؛ Hooshang Yazdani | ||
| Arak University | ||
| چکیده | ||
| The present study aimed to analyze two secondary English school textbooks from Iran and Egypt to see to what extent these two middle-eastern countries with similar religious, historical, and social backgrounds include culture in their official textbooks. For this purpose, Vision I, the Iranian secondary school textbook, and Hello I, the Egyptian English school textbook, were chosen. Four aspects of culture (topics, cultural dimensions, international/intercultural issues, and cultural references) were investigated in these two textbooks. The results show that Vision I has a more limited number of cultural content compared to Hello I. However, a lack of in-depth cultural information could be observed in both textbooks. Thus, it is necessary to take special measures concerning Vision I by including a greater array of cultural content and giving this content depth and detail. For Hello I, the cultural content needs to exceed in quality. The present study's findings might be insightful for syllabus designers, textbook publishers, and teachers to reconsider the essential role of culture qualitatively and quantitatively. | ||
| کلیدواژهها | ||
| Intercultural Analysis؛ Textbook analysis؛ Vision I؛ Hello I؛ EFL Curriculum | ||
| مراجع | ||
|
Abdel Latif, M. M. (2017). English Education Policy at the pre-university Stages in Egypt: Past, Present, and Future Directions. In R. Kirkpatrick (Ed.). English Language Policy in the Middle East and North Africa (pp. 33-45). Springer. Doi: 101007/978-3-319-46778-8_3.
Aghagolzadeh, F., and Davari, H. (2014), Globalization and Spread of English Language: Necessities & Requirements of Adopting a Critical Approach to English language in Iran. Strategy for Culture, 7(25), 179-203.
Alsaif, O. (2016). A variety of cultures represented in English language textbooks: A critical study at Saudi university. Sociology Study, 6(4), 226‐244.
Alavi-Moghadam et al. ([2013]2018). English for Schools: Vision I 1 (3rd ed.). Tehran: Iranian School Textbook Print and Publication.
Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks at the high school level. Paper presented at the 9th Pan-Pacific Association of Applied Linguistics Conference, Namseoul University, Korea.
Al Rabai, A. A. (2014). Teaching English in the Arab World: A Future in Turmoil. Education. 2014, 4(5): 126-133. DOI: 10.5923/j.edu.20140405.04
Alsofi, B. B. M. (2018). An evaluation of the cultural aspects in the university English textbook, Well Read 1. Theory and Practice in Language Studies, 8(2), pp. 184-196.
Arias, A. M. G. (2015). A content analysis of intercultural communicative competence in a latin American EFL textbook. Unpublished Ph.D. Dissertation. Maestría en Enseñanza de Lenguas Extranjeras Colombia.
Atai, M. R., and Mazlum, F. (2013). English language teaching curriculum in Iran: planning and practice. Curriculum Journal, 24(3), 389-411.
Berry, J.W., Poortinga, Y.H., Segall, M.H., and Dasen, P.R. (1992). Cross-Cultural Psychology: Research and Applications. New York: Cambridge University Press.
Borjian, M. (2013). English in Post-Revolutionary Iran: from Indigenization to Internationalisation. Bristol: Multilingual Matters.
Byram, M., and Fleming, M. (1998). Language learning in intercultural perspective. Approaches through drama and ethnography, Cambridge: Cambridge University Press.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon, UK: Multilingual Matters.
Davari, H., & Aghagolzadeh, F. (2015). To teach or not to teach? Still an open question for the Iranian education system. In Kennedy, Ch. (Ed.). English language teaching in the Islamic Republic of Iran: Innovations, trends, and challenges (pp. 13-19). UK: British Council.
Deardorff, D. K. (2009). The sage handbook of intercultural competence. USA: Sage.
Dimici, K. Yıldız, B., & Basbay, A. (2018). An analysis of an English coursebook (English File) in terms of multiculturalism. Journal of Language Education and Research, 4(3), 175-200.
Dervin, F. (2010). Assessing intercultural competence in language learning and teaching: A critical review of current efforts in higher education. In Dervin, F. and Suomela-Salmi, E. (Eds.). New approaches to assessment in higher education (pp. 157-174). Bern, Switzerland: Peter Lang.
Egyptian Ministry of Education. (1964). Teaching foreign languages in public secondary schools. Cairo: MOE Press.
ElMeshad, S. (2012). Egypt’s school system: Taking a look at schools, their curricula, and accreditation. Egypt Independent Newspaper, 5th October issue. Retrieved from: http://www.egyptindependent. com/news/Egypt-s-school-system-taking-look-schools-their-curricula-and-accreditation.
Fantini, A. E. (2000), A central concern: developing intercultural competence. Adapted in part from a Report by The Intercultural Communicative Task Force, USA: World Learning.
Fatemi, R., Ghahremani Ghajar, S., Bakhtiari, Sh. (2018). De-colonizing English Language Education in Iran: The need for Islamic educational heritage. Journal of English Language. 21, pp. 83-104.
Gómez, L. F. (2014). Relational teaching: A way to foster EFL learners’ intercultural communicative competence through literary short stories. Colombian Applied Linguistics Journal, 16(2), 135-150.
Gray, J. (2010). The construction of English: Culture, consumerism, and promotion in the ELT global coursebook. Basingstoke, UK: Palgrave Macmillan.
Haines, S. ([2016]2018). Hello I! English for Secondary Schools: Year One. Arab Republic of Egypt: Egyptian International Publishing Company (Longman).
Hall, J. K. (2002). Teaching and researching language and culture. Harlow: Pearson.
Hamiloğlu, K., & Mendi, B. (2010). A content analysis related to the cross-cultural/intercultural elements used in EFL coursebooks. Sino-US English Teaching, 7(1), 16–24.
Haridy, A. S. (2012). Investigating the developments of the methodologies used in English textbooks in the Egyptian public schools: A descriptive study. MA study, Cairo University, Egypt.
Hilliard, A. (2014). A Critical Examination of Representation and Culture in Four English Language Textbooks. Language Education in Asia, 5(2), 238-252.
Imhoof, M. (1977). The English language in Egypt. English Around the World, 17, 1–3.
Kachru, Y. (2011). World Englishes: contexts and relevance for language education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 155–172). New York: Routledge.
Kaplan, R. B. & Baldauf, R., B. (1997). Language Planning: from Practice to Theory. Clevendon: Multilingual Matters.
Khajavi, Y., & Abbasian, R. (2011). English language in Iran: Why practice is more common than practice? Canadian Social Science 7(4), 89–94.
Kilickaya, F. (2004). Guidelines to evaluate cultural content in textbooks. The Internet TESL Journal, 10(12). Retrieved from http://iteslj.org/Techniques/Kilickaya-CulturalContent/
Kobia, J. M. (2009). Femininity and masculinity in English primary school textbooks in Kenya. The International Journal of Language Society and Culture, 28, 57–71.
Langsten, R., & Hassan, T. (2008). Education transitions in Egypt: The effects of gender and wealth. Cairo: American University in Cairo- Social Research Centre.
Mahboudi, H. R., and Javdani, F. (2012). The teaching of English in Iran: The place of culture. Journal of Language and Culture. Vol. 3(5). pp. 87-95.
Majdzadeh, M. (2002). Disconnection between language and culture: A case study of Iranian English textbooks. Unpublished MA thesis, King Saud University, Saudi Arabia.
Oakes, J., & Saunders, M. (2004). Education’s most basic tools: Access to textbooks and instructional materials in California’s public schools. Teachers College Record, 106, 1967–1988.
Rangwala, G. (2017). The Middle East: Egypt and Iran compared. Retrieved February 20th, 2019, from: https://www.polis.cam.ac.uk/research_uploads/pol4-iran-and-egypt/at_download/file.
Ramirez, G.A. & Hall, K.J. (1990). Language and culture in secondary level Spanish textbooks. Modern Language Journal, 74/1, 48-65.
Riazi, A., & Rahimi, M. (2005). Iranian EFL learners’ pattern of language learning strategy use. The Journal of Asia TEFL, 2, 103-129.
Risager, K. (1991). ‘Cultural references in foreign language textbooks: An evaluation of recent tendencies’. In D. Butties & M. Byram (Eds.), Mediating languages and cultures: Towards an intercultural theory of foreign language education (pp. 181-192). Clevedon, UK: Multilingual Matters.
Schaub, M. (2000). English in the Arab Republic of Egypt. World Englishes, 19(2), 225–238.
Secretariat of the Higher Council of Education. (2006). Collection of regulations by the Higher Council of Education. (Translated). Tehran: Madrese Publications.
Seidlhofer, B. (2006). English as a lingua franca in the expanding circle: what it isn’t. In R. Rubdy & M. Saraceni (Eds.), English in the world: Global rules, global roles (pp. 40–50). London: Continuum.
Sercu, L. (2000). Acquiring intercultural communicative competence from textbooks: The case of Flemish adolescent pupils learning German (Vol. 28). Brussels: Leuven: Leuven University Press.
Sercu, L. (2005). Foreign Language Teachers and Intercultural Competence. Great Britain: Cromwell Press Ltd.
Sercu, L. (2010). Assessing intercultural competence: More questions than answers. In A. Paran and L. Sercu (Eds), Testing the untestable in language education (pp. 17-34). Clevedon, UK: Multilingual Matters.
Shin, J., Eslami, Z., & Chen, W. (2011). Presentation of local and international culture in current international English-language teaching textbooks. Language, Culture and Curriculum, 24(3), 253–268.
Tajeddin, Z. & Teimourizadeh, S. (2014). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The Language Learning Journal, 42(1), 1–14.
Troncoso, C. R. (2012). Language teaching materials as mediators for ICC development: a challenge for materials developers. Signo y Pensamiento 60 · Documentos de investigación. 130-154 · volumen XXX · enero.
Toprak, T. E., & Aksoyalp, Y. (2015). The question of re-presentation in EFL coursebooks: Are learners of English taught about New Zealand? International Journal of Society, Culture & Language, 3(1), 91-104.
Yuen, K. (2011). The representation of foreign cultures in English textbooks. ELT Forum. 65(4), 458-466. http://dx.doi.org/10.1093/elt/ccq089. | ||
|
آمار تعداد مشاهده مقاله: 540 تعداد دریافت فایل اصل مقاله: 468 |
||