Analyzing Intercultural Communicative Competence in an International English Textbook Designed for Young Learners in the Indonesian Context

Autor/inn/en	Rizqi Sabrina; Lusi Nurhayati; Hoirul Ummah; Ilma Zahriyatun Nadhiroh; Diana Indah Fitriyah
Titel	Analyzing Intercultural Communicative Competence in an International English Textbook Designed for Young Learners in the Indonesian Context
Quelle	In: Intercultural Communication Education, 9 (2026) 1, Artikel 103265 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Forschungsbericht; Foreign Countries; Textbook Evaluation; English (Second Language); Intercultural Communication; Interpersonal Competence; Elementary Education; Grade 1; Cultural Education; Disproportionate Representation; Content Analysis; Indonesia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Interpersonale Kompetenz; Elementarunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Inhaltsanalyse; Indonesien
Abstract	Integrating intercultural activities in English language textbooks that foster intercultural communicative competence (ICC) is crucial for promoting global awareness and tolerance in young learners. However, previous studies have identified persistent gaps in ICC representation, especially in textbooks designed for international use. In the context of Indonesia's Kurikulum Merdeka, which highlights global diversity as one of the Profil Pelajar Pancasila values, ICC integration becomes essential. This study investigates how ICC is reflected and to what extent it is integrated in an internationally published English textbook for Grade 1 students in Indonesia, Explore English Stage 1. A content analysis design was adopted, combining quantitative and qualitative techniques. A modified ICC checklist, adapted from Byram and Masuhara (2013), consisting of 19 indicators across four components, Knowledge, Awareness, Attitudes, and Skills, was applied. The findings indicate that the intercultural content is limited, with only 8 indicators appearing across all 58 pages. The overall ICC presence reached 60.34%, categorized as Moderate Integration based on Mishan and Kiss's (2024) adapted scale. Moreover, the analysis of illustrations, character names, situational contexts, and classroom activities shows that the textbook mainly features observable cultural elements without fostering deeper reflection or intercultural awareness. These results align with previous research, suggesting that English textbooks often meet linguistic goals while overlooking intercultural dimensions. Therefore, textbook developers are encouraged to incorporate more explicit exposure to diverse cultures to meet curriculum expectations better and support the development of ICC in young learners. (As Provided).
Anmerkungen	Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: 646-520-0676; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ice/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/2/06