CULTURAL REPRESENTATION IN THE READING SECTIONS OF AN ELT TEXTBOOK: AN ANALYSIS USING CORTAZZI & JIN’S (1999) AND MORAN’S (2001) MODELS

DOI: 10.18173/2354-1075.2024-0047

Abstract

This study examines cultural representation in the reading sections of an ELTtextbook for 6th graders in Vietnam, employing two frameworks by Cortazzi & Jin (1999)and Moran (2001). The findings reveal that while the textbook attempts to cover a range ofcultural sources and dimensions, it only skims the surface, with a predominant focus onsource culture and a notable underrepresentation of target culture. Moreover, there isexcessive coverage of the product dimension, which primarily features tangible elements likeplaces, while neglecting the persons and perspectives dimensions. These findings underscorethe need for more authentic content on a personal level and call for revisions to teacherresources as well as training to deepen cultural understanding.