EFL Textbooks, Culture and Power: A Critical Content Analysis of EFL Textbooks for Ethnic Mongols in China

Autor/inn/en	Xiang, Rong; Yenika-Agbaw, Vivian
Titel	EFL Textbooks, Culture and Power: A Critical Content Analysis of EFL Textbooks for Ethnic Mongols in China
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 4, S.327-341 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1692024
Schlagwörter	Foreign Countries; Textbooks; Textbook Content; English (Second Language); Second Language Instruction; Junior High School Students; Ethnic Diversity; Cultural Awareness; Power Structure; Race; Ethnicity; Gender Issues; Social Class; Disabilities; Social Influences; Stereotypes; Ethnic Groups; LGBTQ People; Minority Groups; China; Asia; Europe; Latin America; North America; Africa + Suchen Sie Ihr Suchwort? Ausland; Textbook; Text book; Schulbuch; Lehrbuch; Lehrbuchtext; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Cultural identity; Kulturelle Identität; Rasse; Abstammung; Ethnizität; Geschlechterfrage; Social classes; Soziale Klasse; Handicap; Behinderung; Sozialer Einfluss; Klischee; Ethnie; Ethnische Minderheit; Asien; Europa; Lateinamerika; Nordamerika; Afrika
Abstract	This study examines the cultural contents in one textbook series, which is currently in use for English as a foreign language (EFL) education among ethnic Mongol junior high students in Inner Mongolia, China, to understand the representations of multiculturalism and underlying power relations that appear in them. Applying Kachru and Nelson's model of English spread and their categorisation into Inner, Outer and Expanding circles, this critical content analysis investigates which countries are introduced and how multicultural variables including race/ethnicity, gender/sexuality, social class, and people with disabilities are represented. The results show that representations of cultures of three circle countries and multicultural variables are shown in an unbalanced, stereotypical way and lack diversity. Additionally, we present the tensions within power relations among different countries, race/ethnicity, social classes, and gender/sexuality. The findings suggest that a critical multicultural perspective not only helps students and educators recognise both the international and internal diversity, but also urges educators and textbook writers to emphasise the importance of cultural knowledge of EFL textbooks to better serve ethnic Mongol students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01