The intercultural component in EFL coursebooks

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The word culture in Chinese used to refer to 'a situation wherein a change takes place for one side or both sides concerned, as a result of their contact with each other' (Fang 2019 in Dervin amp; Yuan 2022:3). The central idea of this conception seems to remain in the conceptualization of...

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Autor principal: Grasso, Marina
Formato: Documento de conferencia publishedVersion
Lenguaje:Español
Publicado: 2022
Materias:
Lingüística
Acceso en línea:https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.15563/ev.15563.pdf
Aporte de:
Memoria Académica - FaHCE (UNLP) de Universidad Nacional de La Plata
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spelling I19-R125-Jev155632023-05-22 2022 Grasso, Marina The word culture in Chinese used to refer to 'a situation wherein a change takes place for one side or both sides concerned, as a result of their contact with each other' (Fang 2019 in Dervin amp; Yuan 2022:3). The central idea of this conception seems to remain in the conceptualization of intercultural communicative competence, which implies the interest of knowing and learning about other cultural referents, the reflection upon identity and the desire to rebuild our own identity from an intercultural experience (Níkleva 2009). But, how is the intercultural component developed in EFL books? We looked at four books used in the teaching of English as a foreign language with the aim of examining how intercultural issues are approached in beginner level textbooks. A careful qualitative analysis including information extracted from the students' and the teachers' books was carried out. Attention was paid to the activities presented and to the visual support that accompanies each edition, with the goal of finding out which cultures are made visible. Finally, the focus was placed on the representation of these cultures in the recordings offered by the coursebooks. With the exception of a strong presence on the visual support, the results showed that the representation of the plural reality in the textbooks under study is still scarce and that the treatment of the cultural diversity is, in general, quite superficial. Fil: Grasso, Marina. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. Instituto de Investigaciones en Humanidades y Ciencias Sociales (UNLP-CONICET); Argentina. application/pdf spa info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-nc-sa/4.0/ III Jornadas Internacionales de Lenguas Modernas; Interculturalidad y lenguas modernas, Ciudad Autonóma de Buenos Aires, Argentina, 18 y 19 de agosto de 2022 Lingüística The intercultural component in EFL coursebooks info:eu-repo/semantics/conferenceObject info:ar-repo/semantics/documento de conferencia info:eu-repo/semantics/publishedVersion https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.15563/ev.15563.pdf
institution Universidad Nacional de La Plata
institution_str I-19
repository_str R-125
collection Memoria Académica - FaHCE (UNLP)
language Español
orig_language_str_mv spa
topic Lingüística
spellingShingle Lingüística
Grasso, Marina
The intercultural component in EFL coursebooks
topic_facet Lingüística
description The word culture in Chinese used to refer to 'a situation wherein a change takes place for one side or both sides concerned, as a result of their contact with each other' (Fang 2019 in Dervin amp; Yuan 2022:3). The central idea of this conception seems to remain in the conceptualization of intercultural communicative competence, which implies the interest of knowing and learning about other cultural referents, the reflection upon identity and the desire to rebuild our own identity from an intercultural experience (Níkleva 2009). But, how is the intercultural component developed in EFL books? We looked at four books used in the teaching of English as a foreign language with the aim of examining how intercultural issues are approached in beginner level textbooks. A careful qualitative analysis including information extracted from the students' and the teachers' books was carried out. Attention was paid to the activities presented and to the visual support that accompanies each edition, with the goal of finding out which cultures are made visible. Finally, the focus was placed on the representation of these cultures in the recordings offered by the coursebooks. With the exception of a strong presence on the visual support, the results showed that the representation of the plural reality in the textbooks under study is still scarce and that the treatment of the cultural diversity is, in general, quite superficial.
format Documento de conferencia
Documento de conferencia
publishedVersion
author Grasso, Marina
author_facet Grasso, Marina
author_sort Grasso, Marina
title The intercultural component in EFL coursebooks
title_short The intercultural component in EFL coursebooks
title_full The intercultural component in EFL coursebooks
title_fullStr The intercultural component in EFL coursebooks
title_full_unstemmed The intercultural component in EFL coursebooks
title_sort intercultural component in efl coursebooks
publishDate 2022
url https://www.memoria.fahce.unlp.edu.ar/trab_eventos/ev.15563/ev.15563.pdf
work_keys_str_mv AT grassomarina theinterculturalcomponentineflcoursebooks
AT grassomarina interculturalcomponentineflcoursebooks
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