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Cultural content and intercultural communicative competence in two intermediate-level textbooks of an English as a foreign language series
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DOI：10.35575/rvucn.n77a3.png)
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Abstract
En 中文
In Colombia, English language teaching in primary and secondary education relies heavily on textbooks as the main instructional resource. These materials are expected to provide not only linguistic input but also opportunities for cultural engagement. With this in mind, this article presents a mixed-methods study, primarily qualitative, that examined two English as a Foreign Language (EFL) textbooks used in Colombia. The main objective was to determine how intercultural communicative competence (ICC) is addressed in these materials. Through content analysis, the study examined cultural representations and types of activities using a grid that considered unit themes, cultural aspects, and intercultural learning processes. The quantitative analysis measured the frequency of activities related to processes such as noticing, comparing, reflecting, and interacting. The qualitative analysis explored the underlying conceptions of interculturality in the texts and their pedagogical implications. Findings reveal a significant gap between the textbooks' content and theoretical recommendations. Although culturally diverse information is included, a predominantly monocultural perspective persists, which limits the development of intercultural thinking and hinders students' critical reflection on their own cultural values.
Keywords:
Intercultural communication
Teaching
Stereotypes
English
Foreign languages
Textbooks
Journal
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