Culture and inter-cultural understanding: A critical discourse analysis of textbooks and workbooks for English teaching in year 9 in Sweden
Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
The aim of this study is to illustrate what culture specific content is used in textbooks for English teaching and how this content is used to further inter-cultural understanding in students.
The method is a critical discourse analysis of the biggest selling textbooks and workbooks for English teaching in year 9 from Sweden’s largest educational publishers. The approach is to map out content that is culture specific into four categories of ‘culture’, and assess how the content is used to further inter-cultural understanding, using four aspects of inter-cultural education.
The results are that the countries generally seen as representing culture in English speaking countries are England, the USA, India and Canada. The culture specific content is generally literature, i.e. poems, novels and short stories, traditions, life and customs, history on important cultural figures, social systems, social classes and some ideology, and cultural linguistics such as idioms and similes. The conclusion is that all textbooks help furthering inter-cultural understanding to different degrees, but in order to actually develop inter-cultural understanding the teacher is needed to make more connections to the differences between cultures.
Place, publisher, year, edition, pages
Language education, comprehensive school, critical discourse analysis, English teaching, inter-cultural understanding
IdentifiersURN: urn:nbn:se:uu:diva-154497Local ID: 2011vt4811OAI: oai:DiVA.org:uu-154497DiVA: diva2:420790
Subject / course
Teacher Education Programme
UppsokSocial and Behavioural Science, Law