Do coursebooks reflect the English as an International Language paradigm?Exploring Intercultural Communicative Competence and Cultural Diversity in Dutch English Language Teaching coursebooks
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2024-08-31
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en
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This study investigates whether English Language Teaching coursebooks used in the Netherlands adhere to the English as an International Language paradigm. This means language teaching focusses on supporting the students to communicate with English speakers from various cultural backgrounds (Shin et al., 2011; Tajeddin & Pakzadian, 2020, Takahashi, 2014). The exercises of six coursebooks by three publishers were coded on Intercultural Communicative Competence (Byram, 2021) and Cultural Representation. The latter was based on the model of Concentric Circles (Kachru, 2015a) and Source Culture (Cortazi & Jin, 1999). This study employed a mixed-method approach, combining quantitative data with a further qualitative exploration. The analysis showed a significant influence of publisher on the number of exercises deemed to support Intercultural Communicative Competence. Moreover, the knowledge-dimension was generally focused on the most, followed by skills and attitude. Additionally, it was found that representations of the Inner Circle, especially the UK and USA, received more attention. The Outer and Expanding Circles were mostly neglected. Consequently, the coursebooks in this sample did not adhere to the English as an International...
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