Evaluation of Culture Representation in Vision English Textbook Series for Iranian Secondary Public Education

Document Type : Research Paper


1 Ph.D. candidate of TEFL, Ilam University, Ilam, Iran.

2 Professor of TEFL, Ilam University, Ilam, Iran.

3 Assistant professor of TEFL , Razi University, Kermanshah, Iran.



This study evaluated the cultural content of Vision textbook series that are currently in use in Iranian public secondary school system. The aim was to find the most frequent cultural references as well as the most-frequently-represented cultural senses. For this purpose, frequency counts were used to collect the data and the culture categorization framework (Adaskou et. al., 1990) and cultural reference framework (Cortazzi & Jin, 1999), modified by Tajeddin and Teimournezhad (2014), were used to analyze the data. Results of the frequency counts indicated that the Vision ELT textbooks contained the most cultural content associated with Persian as the source culture. Similarly, the focus was primarily on the esthetic sense of culture, followed respectively by semantic, sociological and sociolinguistic (pragmatic) senses. The study ends up with implications for EFL stake-holders in Iranian context as well as the ELT enterprise in general. 


Article Title [فارسی]

ارزیابی نمود فرهنگی در سری کتابهای انگلیسی مصور برای آموزش عمومی متوسطه ایران

Authors [فارسی]

  • مجتبی قیطاسی 1
  • محمد علی‌اکبری 2
  • نورالدین یوسفی 3
1 دانشجوی دکتری زبان انگلیسی، دانشگاه ایلام.
2 استاد ، دانشگاه ایلام
3 استادیار زبان انگلیسی، دانشگاه رازی کرمانشاه، ایران.
Abstract [فارسی]

هدف از این مطالعه بررسی محتوای درسی کتابهای زبان انگلیسی ویژن بود که در حال حاضر در نظام آموزشی دورۀ متوسطۀ دوم ایران تدریس می شوند. برای این هدف فراوانی تکرار محتوا محاسبه گردید و همچنین دو چارچوب نظری ارجاع به فرهنگ کورتازی و جین، (1999) و دسته بندی ابعاد فرهنگی ادسکو و همکاران (1990) برای تجزیه و تحلیل داده ها به کار برده شدند. نتایج نشان داد که در کتابهای درسی ویژن بیشتر به فرهنگ ایرانی ارجاع داده شده است. همچنین از بین ابعاد مختلف فرهنگ، بعد زیبایی شناختی بیشترین فراوانی را داشت. این مطالعه حاوی دستاورد و پیام برای کلیۀ مسئولین آموشی و جامعۀ زبان انگلیسی ایران است.

Keywords [فارسی]

  • آموزش زبان انگلیسی
  • کتابهای درسی بومی
  • محتوای فرهنگی
  • محیط ایران
  • کتابهای درسی ویژن
Abdullah, N., & Kumari, S. (2009). Cultural elements in a Malaysian English language textbook. http://hdl.handle.net/123456789/713
Adaskou, K., Britten, D., & Fahsi, B. (1990). Design decisions on the cultural content of a
secondary English course for Morocco. ELT Journal, 44(1), 3-10. https://doi.org/10.1093/elt/44.1.3
Aliakbari, M. (2004). The place of culture in the Iranian ELT textbooks in high school level. The Linguistic Journal, 1, 1-14. http://www.paaljapan.org/resources/proceedings/PAAL9/pdf/Aliakbari.pdf
Asgari, A. (2011). The compatibility of cultural value in Iranian EFL textbooks. Journal of Language Teaching and Research, 2(4), 887-94. doi:10.4304/jltr.2.4.887-894
Ashraf, H., Motallebzadeh, K., & Kafi, Z. (2013). On the Relation between English Textbooks and Iranian EFL Learners’ Acculturation. Theory and Practice in Language Studies, 3(9), pp. 1658-1666. doi:10.4304/tpls.3.9.1658-1666
Baleghizadeh, S., & Jamali Motahed, M. (2010). An analysis of the ideological content of internationally-developed British and American ELT textbooks. The Journal of Teaching Language Skills (JTLS) 2(2), 1-27. doi: 10.22099/JTLS.2012.406
Canagarajah, S. (2002). Globalization, methods, and practice in periphery classrooms. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 134-150). London: Routledge.
Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196-220). Cambridge, UK: Cambridge University Press.
Curdt-Christiansen, X. L., & Weninger, C. (Eds.). (2015). Language, ideology and education: The politics of textbooks in language education. London: Routledge.
Fairclough, N. (1989). Language and power. Harlow, Essex: Longman.
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.
Kiss, T., & Weninger, C. (2013). A semiotic exploration of cultural potential in EFL textbooks. Malaysian Journal of ELT Research, 9(1), 19-28. Retrieved from: http://www.melta.org.my/majer/vol9(1)/majer%20kiss%20weninger.pdf
Kramch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, CT: Yale University Press.
Kumaravadivelu, B. (2011). "Connecting global cultures and local identities in the English language classroom". Plenary Lecture, 19th KOTESOL International Conference, Seoul, South Korea, October 15-16. Downloaded from YouTube.
Lee, K. Y. (2009). Treating culture: what 11 high school EFL conversation textbooks in South Korea do. English Teaching: Practice and Critique 8(1), 76-96. http://education.waikato.ac.nz/research/files/etpc/files/2009v8n1dial1.pdf
McDonough, S. (2002). Applied Linguistics in Language Education. London: Arnold.
McKay, S. L. (2003b). Teaching English as an international language: The Chilean context. ELT Journal, 57(2), 139-48. https://doi.org/10.1093/elt/57.2.139
Ndura, E. (2004). ESL and cultural bias: An analysis of elementary through high school textbooks in the Western United States of America. Language, Culture and Curriculum, 17, 143-153. https://doi.org/10.1080/07908310408666689
Rajabi, S., & Ketabi, S. (2012). Aspects of cultural elements in prominent English textbooks for EFL setting. Theory and practice in language studies, 2, 705-712. doi:10.4304/tpls.2.4.705-712
Rashidi, N., & Meihami, H. (2016). Hidden curriculum: An analysis of cultural content of the ELT textbooks in inner, outer, and expanding circle countries. Cogent Education, 3. http://dx.doi.org/10.1080/2331186X.2016.1212455
Sardi, S. (2002). On the relationship between culture and ELT. Studies about languages, .3, 101-107.
Saville-Troike, M. (2003). The ethnography of communication: An introduction. Oxford: Blackwell.
Tajeddin, Z., & Bahrebar, S. (2017). Sociological and Aesthetic Senses of Culture Represented in Global and Localized ELT Textbooks. Journal of Teaching Language Skills (JTLS), 36(3), 119-143. 10.22099/jtls.2017.25995.2299
Tajeddin, Z., & Teimournezhad, S. (2014). Exploring the hidden agenda in the representation of culture in international and localized ELT textbooks. The Language Learning Journal, 43(2), 1-14. http://dx.doi.org/10.1080/09571736.2013.869942
Taki, S. (2008). International and local curricula: The question of ideology. Language Teaching Research, 12, 127-142. http://dx.doi.org/10.1177/1362168807084503
Weninger, C., & Kiss, T. (2013). Culture in English as a foreign language (EFL) textbooks: A semiotic approach. TESOL Quarterly, 47, 694-716. http://dx.doi.org/10.1002/tesq.87
Zarei, G. R. & Khalessi, M. (2011). Cultural Load in English Language Textbooks: An Analysis of Interchange Series. Social and Behavioral Science, 15, 294-301. doi: 10.1016/j.sbspro.2011.03.089.