Abstract
Bu çalışma, Kachru'nun üç çember paradigmasına göre İngilizce konuşulan farklı bölgelerde geliştirilen İngilizce ders kitaplarında yer alan metinlerdeki ve görsellerdeki kültürel materyalleri değerlendirmektedir. Araştırma, ders kitaplarında kültürel unsurların sunum kalitesini Kachru’nun iç ve dış çember ile genişleyen çemberine göre ve coğrafi dağılım dengesi açısından incelemektedir. Kültürel unsurlar, hem akademik hem de sosyal avantajlar sağlayarak öğrencilerin kültürlerarası iletişim yeterliliğini geliştirdiğinden, çok kültürlü yaklaşımlar İngilizce dil öğretiminde öğrencilere birçok fayda sunmaktadır. Bu çalışma, İngilizce kullanımını iç, dış ve genişleyen çemberler olarak sınıflandıran Kachru’nun Dünya İngilizceleri modeline dayalı olarak seçilen üç İngilizce ders kitabının nitel bir içerik analizini gerçekleştirmektedir. Analiz, genişleyen çemberi temsil eden Türkiye’den Sunshine, iç çemberi temsil eden Birleşik Krallık’tan New Headway ve dış çemberi temsil eden Hindistan’dan Hornbill adlı ders kitaplarına odaklanmaktadır. Çalışma, kültürel unsurların bu ders kitaplarında nasıl ortaya çıktığını ve Kachru’nun dilsel bölgelerine göre nasıl dağıtıldığını araştırmaktadır. Üç ders kitabı, iç çembere ait kültürel materyalleri kullanmakta ancak aynı zamanda dış çember ve genişleyen çember kökenli bileşenleri de içermektedir. Kültürel içerikler bu ders kitaplarında farklı şekillerde dağıtılmaktadır. Sunshine (Türkiye) ve New Headway (Birleşik Krallık) kitaplarında kültürel içerik düzensiz bir şekilde yer alırken, Hornbill (Hindistan) kitabı kültürel unsurları tüm içeriğinde eşit şekilde temsil etmektedir. Kültürlerarası iletişimde başarılı olabilmek için ders kitabı içeriğinin, kültürlerarası iletişim yeterliliği standartlarına uygun olarak dengeli bir biçimde sunulması gerekmektedir. İngilizce ders kitaplarının öğrenme hedeflerine ulaşabilmesi, kültürlerarası iletişim yeterliliğini dengeli bir şekilde sunma yeteneklerine bağlıdır.
References
- Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57
- Bekiroğlu, O., & Balcı, Ş. (2016). Kültürlerarası İletişim Duyarlılığının İzlerini Aramak: “İletişim Fakültesi Öğrencileri Örneğinde Bir Araştırma”. Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi(35), 429-459. https://doi.org/10.21563/sutad.187110
- Bennett, J. M. (1993a). Cultural marginality: Identity issues in intercultural training. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 109–135). Intercultural.
- Bennett, M. J. (1993b). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21–71). Intercultural.
- Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
- Chen, G. M. (1997). A review of the concept of intercultural sensitivity. Paper presented at the Biennial Convention of Pacific and Asian Communication Association, Honolulu, HI.
- Cortazzi, M., & Jin, L. (1996). Cultural mirrors: Materials and methods in the EFL classroom. In H. M. Alatis (Ed.), Language in the USA: Themes for the 21st century (pp. 196–219). Georgetown University.
- 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. 196–219). Cambridge University.
- Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 [Accessed January 16, 2025].
- Crystal, D. (1997). English as a global language. Cambridge University.
- Emecen, S. (2022). The lexico-cultural and culture-specific visual elements represented in English language course book Silver Lining based on Kachru’s three circles model and national standards in foreign language education project (U.S.). In Proceedings of the İNÖED First International Conference.
- Guilherme, M. (2000). Intercultural competence. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 298–300). Routledge.
- Güngör, M. N., & Uluçay, N. (2019). Cultural representation in EFL coursebooks: A study in the Turkish context. Journal of Language and Linguistic Studies, 15(1), 17–33.
- Hall, E. T., & Hall, M. R. (1990). Understanding cultural differences. Intercultural.
- Holliday, A. (2005). The struggle to teach English as an international language. Oxford University.
- Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Pergamon.
- Karacan Yücedağ, E. (2023). Yabancı dil öğretimine genel bir bakış VII. In H. Yılmaz, E. Yücel, & M. S. Öztürk (Eds.), Yabancı dil derslerinde kültür aktarımı (pp. 43–56). Çizgi Kitapevi.
- Kartarı, A. (2001). Farklılıklarla yaşamak: Kültürlerarası iletişim. Ürün.
- Kirkgöz, Y., & Ağçam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. CEPS Journal, 1(1), 153–167.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford University.
- Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal, 50(3), 199–212. https://doi.org/10.1093/elt/50.3.199
- Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
- Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. https://doi.org/10.2307/3588427
- Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182–200.
- McKay, S. L. (2003). English as an international language: Approaches to teaching and assessment. Oxford University.
- McKay, S. L. (2004). Teaching English as an international language: The role of culture in Asian contexts. The Journal of Asia TEFL, 1(1), 1–22.
- Penbek, S., Yurdakul, D., & Cerit, A. G. (2009). Intercultural communication competence: A study about the intercultural sensitivity of university students based on their education and international experiences. Proceedings of the European and Mediterranean Conference on Information Systems (EMCIS), İzmir, Turkey.
- Selçuk, A. (2005). Kültürlerarası iletişim açısından gündelik iletişim davranışları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 1–17. https://dergipark.org.tr/tr/pub/susbed/issue/61778/923498
- Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38–42. https://doi.org/10.1177/003368827600700204
- Şahin, M. (2019). Exploring cultural elements in English language textbooks: Perspectives from teachers and learners in Turkey. Educational Sciences: Theory and Practice, 19(3), 451–470.
- Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 2-15.
- Tomalin, B. (2008). Culture – the fifth language skill. British Council. Retrieved from https://www.teachingenglish.org.uk/article/culture-fifth-language-skill [Accessed January 4, 2025].
- Wiseman, R. L. (2002). Intercultural communication competence. In W. B. Gudykunst & B. Mody (Eds.), Handbook of international and intercultural communication (2nd ed., pp. 207–224). Sage.
- Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466.
Abstract
This study evaluates the cultural material contained in texts and visuals of English textbooks developed across multiple English-speaking regions as per Kachru's three-circles paradigm. The research examines textbook presentation quality of cultural elements based on Kachru's inner and outer along with expanding circles as well as their geographical dispersion balance. Students gain numerous advantages from multicultural approaches to English Language instruction since cultural elements implement both academic and social advantages for intercultural communicative competence. This study conducts a qualitative content analysis of three English language textbooks, each selected based on Kachru’s model of World Englishes, which categorizes English use into inner, outer, and expanding circles. The analysis focuses on Sunshine from Türkiye, representing the expanding circle; New Headway from the United Kingdom, representing the inner circle; and Hornbill from India, representing the outer circle. The study investigates how cultural elements appear and are distributed throughout the textbooks grouped according to Kachru’s linguistic zones. The three textbooks use cultural materials originating from inner circle but also include components derived from outer circle and expanding circle backgrounds. The cultural contents distribute differently among these teaching materials. The cultural content material in Sunshine (Türkiye) and New Headway (UK) appears irregular throughout the books yet Hornbill (India) shows equal representation of cultural elements throughout its entire content. Success at intercultural communication requires textbook content to be presented in balanced ways according to intercultural communicative competence standards. An achievement of learning targets by English textbooks depends on their ability to deliver intercultural communicative competence with balanced equilibrium.
Keywords
Culture English textbooks Intercultural Communicative Competence Kachru’s three circles model
References
- Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57–64. https://doi.org/10.1093/elt/56.1.57
- Bekiroğlu, O., & Balcı, Ş. (2016). Kültürlerarası İletişim Duyarlılığının İzlerini Aramak: “İletişim Fakültesi Öğrencileri Örneğinde Bir Araştırma”. Selçuk Üniversitesi Türkiyat Araştırmaları Dergisi(35), 429-459. https://doi.org/10.21563/sutad.187110
- Bennett, J. M. (1993a). Cultural marginality: Identity issues in intercultural training. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 109–135). Intercultural.
- Bennett, M. J. (1993b). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21–71). Intercultural.
- Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
- Chen, G. M. (1997). A review of the concept of intercultural sensitivity. Paper presented at the Biennial Convention of Pacific and Asian Communication Association, Honolulu, HI.
- Cortazzi, M., & Jin, L. (1996). Cultural mirrors: Materials and methods in the EFL classroom. In H. M. Alatis (Ed.), Language in the USA: Themes for the 21st century (pp. 196–219). Georgetown University.
- 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. 196–219). Cambridge University.
- Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 [Accessed January 16, 2025].
- Crystal, D. (1997). English as a global language. Cambridge University.
- Emecen, S. (2022). The lexico-cultural and culture-specific visual elements represented in English language course book Silver Lining based on Kachru’s three circles model and national standards in foreign language education project (U.S.). In Proceedings of the İNÖED First International Conference.
- Guilherme, M. (2000). Intercultural competence. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (pp. 298–300). Routledge.
- Güngör, M. N., & Uluçay, N. (2019). Cultural representation in EFL coursebooks: A study in the Turkish context. Journal of Language and Linguistic Studies, 15(1), 17–33.
- Hall, E. T., & Hall, M. R. (1990). Understanding cultural differences. Intercultural.
- Holliday, A. (2005). The struggle to teach English as an international language. Oxford University.
- Kachru, B. B. (1986). The alchemy of English: The spread, functions and models of non-native Englishes. Pergamon.
- Karacan Yücedağ, E. (2023). Yabancı dil öğretimine genel bir bakış VII. In H. Yılmaz, E. Yücel, & M. S. Öztürk (Eds.), Yabancı dil derslerinde kültür aktarımı (pp. 43–56). Çizgi Kitapevi.
- Kartarı, A. (2001). Farklılıklarla yaşamak: Kültürlerarası iletişim. Ürün.
- Kirkgöz, Y., & Ağçam, R. (2011). Exploring culture in locally published English textbooks for primary education in Turkey. CEPS Journal, 1(1), 153–167.
- Kramsch, C. (1993). Context and culture in language teaching. Oxford University.
- Kramsch, C., & Sullivan, P. (1996). Appropriate pedagogy. ELT Journal, 50(3), 199–212. https://doi.org/10.1093/elt/50.3.199
- Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage.
- Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537–560. https://doi.org/10.2307/3588427
- Matsuda, A. (2002). Representation of users and uses of English in beginning Japanese EFL textbooks. JALT Journal, 24(2), 182–200.
- McKay, S. L. (2003). English as an international language: Approaches to teaching and assessment. Oxford University.
- McKay, S. L. (2004). Teaching English as an international language: The role of culture in Asian contexts. The Journal of Asia TEFL, 1(1), 1–22.
- Penbek, S., Yurdakul, D., & Cerit, A. G. (2009). Intercultural communication competence: A study about the intercultural sensitivity of university students based on their education and international experiences. Proceedings of the European and Mediterranean Conference on Information Systems (EMCIS), İzmir, Turkey.
- Selçuk, A. (2005). Kültürlerarası iletişim açısından gündelik iletişim davranışları. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13, 1–17. https://dergipark.org.tr/tr/pub/susbed/issue/61778/923498
- Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38–42. https://doi.org/10.1177/003368827600700204
- Şahin, M. (2019). Exploring cultural elements in English language textbooks: Perspectives from teachers and learners in Turkey. Educational Sciences: Theory and Practice, 19(3), 451–470.
- Tajeddin, Z., & Pakzadian, M. (2020). Representation of inner, outer and expanding circle varieties and cultures in global ELT textbooks. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 2-15.
- Tomalin, B. (2008). Culture – the fifth language skill. British Council. Retrieved from https://www.teachingenglish.org.uk/article/culture-fifth-language-skill [Accessed January 4, 2025].
- Wiseman, R. L. (2002). Intercultural communication competence. In W. B. Gudykunst & B. Mody (Eds.), Handbook of international and intercultural communication (2nd ed., pp. 207–224). Sage.
- Yuen, K. M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 65(4), 458–466.
Details
| Primary Language | English |
|---|---|
| Subjects | Comparative Language Studies |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | June 15, 2025 |
| Publication Date | June 22, 2025 |
| Submission Date | April 7, 2025 |
| Acceptance Date | June 3, 2025 |
| Published in Issue | Year 2025 Issue: 102 |
