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A Study on the Cultural Representation in Secondary School English Textbooks Categorized by Curriculum Standards Themes

Author(s)

Han Zhao*, Han Xu

Affiliation(s)

School of Foreign Languages, Liaocheng University, Liaocheng, Shandong, China *Corresponding Author

Abstract

This study conducts a systematic analysis of the cultural content in FLTRP compulsory textbooks for senior high school (2019 edition). The study employs content analysis method, based on the thematic classification outlined in the Curriculum Standards and the framework for analyzing cultural representation in English textbooks developed by Zhang and Li. The study is conducted across three dimensions: cultural region, cultural form and mode of presentation. It finds that the textbooks are dominated by international culture, followed by the cultures of target-language countries (primarily the UK and the US) and Chinese culture, whilst the cultures of other countries are represented to a lesser extent. Cultural forms are predominantly cultural practices and cultural products, whilst cultural concepts and communities are underrepresented; presentation methods are mainly cultural discourses, with insufficient design of output activities. The study recommends balancing the geographical distribution of cultures, enriching cultural forms and output activities, and strengthening the deep integration of themes and culture, thereby providing guidance for textbook compilation and teaching practice.

Keywords

Secondary School English Textbooks; Cultural Representation; New Curriculum Standards; Cross-Cultural Awareness

References

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