Evaluating The Cultural Content Of Algerian Efl Textbooks: The Case Of Efl Textbooks For Middle School Pupils

Abstract

Abstract This study investigates the content of four Algerian EFL textbooks in terms of their cultural content and intercultural tasks. The analysis is carried out through using Sercu’s framework (2000) which is mainly based on quantitative methods, namely content analysis for the cultural content and Sercu’s (2000) typology and De Corte’s taxonomy of intellectual involvement for the tasks. The main criterion for the analysis is realism that is operationalised in the balanced and comprehensive representation of culture. This includes the depiction of culture at three different levels of culture, from positive and negative sides, from mono or multiple perspectives. It also includes the representation of different cultures as well as different contact situations. Results have revealed that the textbooks analyzed have mainly focused on the target culture and underestimated the presence of the learner’s own culture and other cultures. The textbooks have given an imbalanced representation of the target language culture, which can hinder their acquisition of ICC and their readiness for future intercultural encounters. Textbooks require some improvements to increase their potential for teaching ICC.