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Cultural Representations in Indian English Language Teaching Textbooks

Author

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  • Priyanka Bose
  • Xuesong Gao

Abstract

Culture plays an integral role in English language teaching (ELT) and is a necessary component of ELT textbooks. This study explores the issue of cultural representation in the reading components of ELT textbooks in India, which has received little attention in ELT research world-wide. By incorporating 10 ELT textbooks from four states, one national board from India, and a sequential mixed-method design, this research is aimed at investigating the cultural representation of the textbook content, characteristics of people in terms of race, gender and nationality, and the depth of the cultural content. While the results have revealed a general domination of cultural representations originating from Britain, including a major proportion of British, Irish, and generally White characters, a significant amount of gender bias, and overall minimal in-depth cultural engagement, there exists wide regional variations. Language teachers may adapt cultural representations that are relevant with other pedagogical resources to engage English language learners in critical pursuits.

Suggested Citation

  • Priyanka Bose & Xuesong Gao, 2022. "Cultural Representations in Indian English Language Teaching Textbooks," SAGE Open, , vol. 12(1), pages 21582440221, February.
    • Handle: RePEc:sae:sagope:v:12:y:2022:i:1:p:21582440221082102
    DOI: 10.1177/21582440221082102
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    References listed on IDEAS

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    1. Jingjing Hu & Xuesong(Andy) Gao & Xuyan Qiu, 2021. "Lexical Coverage and Readability of Science Textbooks for English-Medium Instruction Secondary Schools in Hong Kong," SAGE Open, , vol. 11(1), pages 21582440211, March.
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    Cited by:

    1. Xiaomei Ping & Jingying Wang, 2023. "A Study on the Representation of Global Competence in English Textbooks for Higher Vocational Education in China," SAGE Open, , vol. 13(3), pages 21582440231, July.

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