INTRODUCTION
Rationale of the study
English has transcended its origins in the United Kingdom and expanded globally, becoming a common language for diverse nationalities and ethnic backgrounds during international interactions It is often referred to as "a world property," utilized "by the world" and "for the world." This widespread usage is encapsulated in the term English as an International Language (EIL), highlighting its significance and influence across the globe.
English has emerged as a global language, significantly impacting its teaching and learning According to McKay (2002), the approach to teaching an international language like English differs fundamentally from that of other second or foreign languages This shift in perspective leads to modifications in teaching methods, learners' objectives, educational materials, assessment practices, and the incorporation of cultural content within teaching resources.
The emergence of English as an International Language (EIL) raises important questions about the relevance of traditional native English-speaking cultural approaches in teaching materials As a high school English teacher, I have observed significant improvements in the new textbooks introduced by MOET in 2006 compared to the previous grammar-focused versions However, I question whether these textbooks adequately reflect the cultural diversity required by EIL Key considerations include the representation of various cultures in the materials, their distribution, and whether they allow students to compare and contrast different cultural perspectives This highlights the urgent need for research to evaluate how effectively these textbooks provide cultural instruction relevant to EIL, which serves as my motivation for this study.
Research aims, objectives and research questions
This study analyzes the cultural content of the English 12 textbook to assess its effectiveness in providing adequate cultural instruction within the context of English as an International Language (EIL) The primary objective is to identify which cultures are predominantly represented in the textbook, enabling informed decisions regarding potential modifications or supplementation of its cultural content To achieve these aims, the research focuses on answering a central question regarding the representation of cultures in the textbook.
- To what extent does the textbook English 12 meet the criteria for the cultural content from the perspective of English as an International Language?
The above question encompasses three sub-questions that this study aims to answer:
1 What cultures are embedded in the textbook English 12?
2 Which culture predominates in the textbook English 12?
3 To what extent does the textbook English 12 provide opportunities for students to compare and contrast the target culture, the home culture and the international culture?
Scope of the study
Given the aforementioned aims and objectives, this study is limited to the analysis of the cultural content embedded in the textbook English 12 for Vietnamese high school students.
Significance of the study
This study's findings aim to enhance cultural awareness among textbook writers, teachers, and students, providing pedagogical solutions to integrate culture into English language teaching By implementing these suggestions, Vietnamese high school students can improve their intercultural awareness, enabling them to communicate more effectively in English for both personal and professional purposes on an international scale.
The structure of the thesis
This thesis is divided as follows:
PART I is Introduction This part presents general details that serve as the rationale of the study It also introduces the scope of the study, research objectives and research questions, its significance, and outlines the thesis.
DEVELOPMENT
Chapter 1 - Theory and Literature Review addresses key theoretical concepts, including the definition of culture and English as an International Language (EIL), while exploring the role of culture within EIL and the cultural content present in EIL teaching materials Additionally, it reviews prior research related to these themes.
Chapter 2 - Methodology outlines the approach utilized to examine the cultural factors within the textbook It details the research setting and sample, as well as the instruments and procedures for data collection and analysis.
Chapter 3 - Findings Analysis and Discussion presents the results from the data collected and a discussion of the findings
PART III is Conclusion and Recommendations It presents the recommendations drawn from the findings of the study and concludes the thesis
This section provides essential background information that highlights the necessity for research in the context of English as an international language The growing prominence of English has prompted a reevaluation of the cultural content in English as a Foreign Language (EFL) teaching materials Consequently, this study aims to analyze the cultural content present in contemporary EFL textbooks Additionally, it outlines the research aims, objectives, questions, scope, significance, and the overall structure of the thesis.
THEORY AND LITERATURE REVIEW
The concept of culture
There are numerous ways to define the concept culture On a general level, culture has been referred to as "the ways of a people" (Lado, 1957, cited in
Culture is defined by various scholars, with Chastain (1988) describing it as "the way people live" and Brown (2000) emphasizing it as "a way of life" that encompasses the ideas, customs, skills, arts, and tools characteristic of a specific group during a particular time period.
Moran (2001, cited in El Shawa, 2011) identifies five dimensions of culture: products (such as food, clothing, and tools), practices (including verbal and non-verbal communication), perspectives (values and beliefs), communities (defined by race, gender, and religion), and individuals He defines culture as the evolving way of life of a group, characterized by a shared set of practices and products, grounded in common perspectives on the world, and situated within specific social contexts.
Also, according to Oguro (2008, cited in El Shawa, 2011), the latest categorization of culture in foreign language pedagogy is devised by ACTFL
The American Council on the Teaching of Foreign Languages (ACTFL) established the Standards for Foreign Language Learning in the 21st Century, which categorize culture into three key components: Perspectives, Products, and Practices Perspectives encompass the traditional ideas, attitudes, beliefs, and values of a culture Practices refer to the knowledge of appropriate actions in various contexts, while Products are the tangible expressions that embody the culture's perspectives.
The current study adopts this definition as it is related to foreign language education
1.1.2 Relationship between language and culture
Language is a part of culture and it also reflects culture Brown (2000, p
Language and culture are deeply interconnected, as emphasized by Saluveer (2004), who states that one cannot separate the two without losing their significance Byram (1989) reinforces this by noting that language carries culture through its semantics, highlighting the importance of teaching culture alongside language Kramsch (1998) outlines three key relationships between language and culture: first, language expresses cultural reality by conveying facts, ideas, and attitudes; second, it embodies cultural reality, allowing individuals to assign meaning to their experiences; and third, it symbolizes cultural reality, serving as a representation of social identity.
Language reflects culture, or it is a vehicle to carry culture, as it is often said
The forms and uses of a language are deeply intertwined with a society's cultural values and conventions, influencing how its speakers perceive the world According to Thanasoulas (2001), the lexical and grammatical categories of a language shape its speakers' conceptualization For example, in Vietnamese, the use of personal pronouns varies based on contextual hierarchy, whereas in English, these forms remain consistent regardless of the situation This highlights the significant impact of cultural context on language use.
In 2001, Thanasoulas highlights that culture possesses its own grammar, illustrated by the differing perceptions of time in American and Japanese contexts For instance, an American typically expresses the arrival of a bus using the present progressive tense, stating, "the bus is coming," while a Japanese speaker opts for the present perfect, saying, "the bus has come." Thanasoulas concludes that these variations reflect deeper cultural differences in the conceptual organization of experience, influenced by the specific cultural conditioning of each society.
Due to the relationship between language and culture, teaching a language involves or even means teaching its culture.
Culture in second/ foreign language teaching
The study of culture is essential for accurate and complete L2 teaching, as understanding the people and context of the target language enhances language learning (Genc & Bada, 2005) Without cultural knowledge, L2 students may find language study meaningless Consequently, many L2 curricula now incorporate cultural elements, recognizing that knowledge of the target culture is as vital as the traditional skills of reading, speaking, listening, and writing in foreign language acquisition (Sysoyev & Donelson, 2002; Tomalin, 2008).
In language acquisition, it is crucial for learners to engage with the target language while adhering to the cultural norms and conventions of the target community Key factors influencing the success of second language (L2) learners include "cultural adjustment" and "acculturation," which play significant roles in their language learning journey (Thanasoulas, 2001).
Effective culture teaching enhances learners' understanding of the target culture by exploring its people's lifestyles, values, attitudes, and beliefs, as well as their expression through language It is essential for educators to focus on speech acts, connotations, and etiquette, helping learners recognize appropriate and inappropriate behaviors Additionally, providing opportunities for students to engage in role-playing can foster a deeper connection to the target culture.
Learning Chinese immerses students in Chinese culture, while English learners engage with Anglo-Saxon traditions, often seeking to emulate them This approach in English Language Teaching (ELT) has persisted over time, even as English has expanded globally, evolving into diverse varieties and establishing itself as an international language.
English as an International Languge
1.3.1 Kachru's Three Circles Model and English varieties
The beginning point of EIL forum seems to have emerged in 1985 when Kachru proposed his famous three concentric circles model:
(a) The Inner Circle: where English is the primary language of the country and where the ownership of English was claimed and norms originated;
(b) The Outer Circle: where English serves as a second language in a multilingual countries as a means of intranational or local communication;
(c) The Expanding Circle: where English is widely studied as a foreign language
In accordance with Kachru's three concentric circles model, Kirkpatrick
In 2007, English varieties were categorized into three distinct groups: Native varieties, which are found in Kachru's Inner Circle; Nativised varieties, located in the Outer Circle; and Lingua Franca varieties, which represent English used as a foreign language in the remaining countries of the Expanding Circle.
Kachru's model, as noted by Graddol (1997), emphasizes the distinct evolution of English across three contexts In the Inner Circle, English spread through migration, with each settlement creating its own national variety Conversely, in the Outer Circle, the expansion of English is primarily attributed to colonization by English-speaking countries Meanwhile, in the Expanding Circle, the growth of English is mainly driven by foreign language education within the country.
Kachru's model highlights that there are over three billion English users globally, revealing a significant imbalance between native and non-native speakers Currently, non-native speakers outnumber native speakers, and projections by Graddol (1999) suggest that in the next 50 years, the number of individuals using English as a second language will increase from 235 million to approximately 462 million This shift indicates a critical change in the balance between L1 (native) and L2 (non-native) speakers, with L2 speakers expected to surpass L1 speakers in the foreseeable future.
The model presents a significant drawback by implying a "connotation of linguistic superiority" at its core (Do, 2012) By categorizing Inner Circle communities as norm-providing, Outer Circle communities as norm-developing, and Expanding Circle communities as norm-dependent, Kachru inadvertently restricts the Expanding Circle communities' "right to their own variety-development," positioning Inner Circle English as the standard of correctness (Do).
English has evolved into diverse local varieties through the adaptation to various languages and cultures, reflecting a process of localization and internalization (Yano, 2006) It is increasingly shaped by non-native speakers as much as by native speakers (Seidlhofer, 2004) The traditional "norm-provider" role of Inner Circle speakers is diminishing, and they must also learn English as an International Language (EIL) to engage in global communication in the 21st century (Jenkins, 2000, cited in Seidlhofer) With the rise of "New Englishes" in Outer Circle countries, it is anticipated that Expanding Circle countries will soon witness the emergence of their own varieties of English (Gorlach, 2002, cited in Seidlhofer) This shift underscores that English is no longer a "monolithic" entity, but a dynamic and evolving language.
English is a heterogeneous language characterized by multiple norms and diverse grammars (Canagarajah and Said, 2009, cited in Do, 2012) The coexistence of various world varieties of English—such as British, American, Indian, East African, European, and South-East Asian—highlights their unique linguistic and socio-cultural features, all of which deserve equal recognition This diversity is a natural result of English's global spread during the era of globalization, leading to a growing demand for and a clearer understanding of English as an International Language.
1.3.2 What is English as an International Language (EIL)?
English as an International Language (EIL) is not a singular, prestigious standard that surpasses British or American English; rather, it represents a diverse range of English varieties that maintain mutual intelligibility among educated speakers globally As Yano (2006) suggests, EIL encompasses a core of shared grammar, vocabulary, and pragmatic strategies, forming a loose network of regional standards rather than a uniform standard Ultimately, EIL serves as a functional tool for international communication, highlighting the various forms of English used worldwide without imposing a singular definition or standard.
EIL refers to the use of English by people of different nations in order to communicate with one another ( Talebinezhad Mohammad Reza & Aliakbari, 2001 )
English serves as a vital medium for international communication, exemplified by instances where a Brazilian and a Japanese businessman negotiate a contract in English The form of English utilized in these scenarios does not have to conform to native speaker standards, such as American or British English, but rather adapts based on the speakers' native languages and the specific purposes of their interaction.
English possesses essential characteristics that qualify it as an international language According to Sandra Lee McKay in her book "Teaching English as an International Language: Rethinking Goals and Approaches" (2002), English is utilized by people from various nations for communication (Smith, 1976) It holds a unique status acknowledged in every country (Crystal, 1997) and its proliferation is primarily due to individuals learning the language rather than through the migration of native speakers (Brutt-Griffler, 2002).
The increasing population of bilingual English users alone does not define English as an international language; other important characteristics must also be considered According to Smith's 1976 analysis, these additional features play a crucial role in understanding the global status of English.
(a) its learners do not need to internalize the cultural norms of native speakers of that language
(b) the ownership of an international language becomes de-nationalized, and
(c) the educational goal of learning it is to enable learners to communicate their ideas and culture to others.(cited in McKay, 2002, p.12)
English as an International Language (EIL) transcends borders, facilitating the exchange of ideas and cultural perspectives among speakers It is no longer tied to the cultures of Inner Circle countries, allowing for diverse varieties of English that are utilized globally As noted by Ngo (2012), EIL represents English "by the world" and "for the world."
English is often described using specific terms when it serves as a means of communication among individuals from diverse linguistic backgrounds Common phrases include "English as an international language," "English as a lingua franca" (ELF), and "English as a global language." These designations highlight the role of English in facilitating intercultural communication among people of various ethnicities and cultures.
The issue of culture in the context of teaching English as an International
An international language, by definition, transcends specific cultural ties, as highlighted by Smith (1976), who notes that learners are not required to adopt the cultural norms of native speakers, leading to a de-nationalized ownership of the language The primary educational objective is to empower learners to express their ideas and cultures effectively Consequently, the traditional connection between language and culture, particularly in the context of English as an International Language (EIL), warrants a re-evaluation (McKay, 2002) While British and American cultures undeniably influence EIL, it is essential to recognize that EIL encompasses a broader spectrum of cultural meanings, continually evolving with diverse cultural inputs.
The concept of "languaculture," as discussed by Risager (2006), highlights the dynamic relationship between language and culture in intercultural communication, which varies according to users and contexts Risager asserts that English encompasses numerous "languacultures" corresponding to its diverse speakers, challenging the notion that it is solely tied to English-speaking cultures (Do, 2012) Yano (2007) further emphasizes that the new users of English adapt the language to articulate their identities, societies, and cultures.
In Southeast Asia, telephone operators say "Come again" instead of "Would you repeat it again?” In Malaysian English, sex difference is added to the word
In the Philippines, the terms "cousin brother" and "cousin sister" are commonly used, reflecting a unique cultural expression When feeling nervous, Filipinos might say, "I have a mouse in the chest," drawing a parallel to the American idiom "I have butterflies in my stomach" and questioning why they can't adopt their own expressions (Yano, 2007) In Africa, it's common to use redundant pronouns for emphasis, as seen in the phrase "Robert he is currently working for the government" (Kachru and Nelson, 2006, cited in Yano, 2007) Meanwhile, in Vietnam, students typically greet their teachers with "Good morning teacher," showcasing a distinct cultural norm in educational settings.
These examples illustrate that English, when used globally, encompasses not only the culture of its native speakers but also the diverse cultures of non-native speakers.
In the early 2000s, British Council agent Brian Stott encountered a cultural difference in Vietnam when he suggested that students refrain from using the term "teacher" in greetings However, his recommendation was not embraced, as it is customary in Vietnam to acknowledge a teacher's profession in both greetings and other forms of communication, reflecting the deep respect for educators in Vietnamese culture.
- Source : Magazine "English Now", British Council
English has evolved into a global language that is no longer solely governed by the norms set by its original speakers While these originators established the foundational linguistic rules, native speakers now play a participatory role in the broader context of global communication conducted in English.
According to McKay (2002), while the relationship between international language and culture is significant, English users do not need to adopt the cultural norms of Inner Circle countries to communicate effectively Instead, when English is used as an International Language (EIL) by speakers from Outer and Expanding Circle countries, it primarily serves to share their own ideas and cultural perspectives across borders.
1 As an international language, English is used in a global sense for international communication between countries and in a local sense as a language of wider communication within multilingual societies
2 As it is an international language, the use of English is no longer connected to the culture of Inner Circle countries
3 As an international language in a local sense, English becomes embedded in the culture of the country in which it is used
4 As English is an international language in a global sense, one of its primary functions is to enable speakers to share with others their ideas and culture (p 12)
English as an International Language (EIL) transcends any single country or culture, belonging instead to its users It embodies a diverse array of cultures, not just those of its originators, which is why it is often referred to as a "free-culture" language (Alptekin, 2005, cited in Penny Ur, 2009).
Cultural content in materials for EIL teaching
Cortazzi and Jin (1999) distinguish three types of information that can be used in language textbooks and materials: source culture (the learner's own culture)
When developing English as an International Language (EIL) teaching materials, it is essential to consider both target culture, which refers to cultures of countries where English is the primary language, and international target culture, encompassing a diverse array of cultures from both English and non-English speaking nations The choice between these two types of cultures should align with the goals of EIL education, aiming to foster global communication and cultural understanding among learners from various backgrounds Integrating elements from both target and international cultures can enhance the relevance and effectiveness of EIL teaching resources, making them more applicable to a broader audience.
Determining the cultural basis of English as an International Language (EIL) is a complex issue, as some scholars argue that teaching a foreign language necessitates incorporating its cultural context, while others believe that EIL transcends specific cultures and instead represents a blend of diverse identities McKay (2002) describes EIL as "the major language of a developing mass culture," highlighting the challenge of selecting appropriate cultural elements for EIL educational materials Kirkpatrick (2007) emphasizes this complexity, underscoring the need for a nuanced approach to integrating culture in EIL instruction.
Many English learners around the globe are focusing on communicating with other non-native speakers, prompting a reevaluation of the relevance of native-speaker models and the cultural contexts tied to them.
In a landscape where non-native speakers engage more frequently with one another, adhering to the discourse conventions or rhetorical styles of native speakers appears to hold minimal value and may be highly inappropriate for the local context (Pennycook, 1988, p.20, cited in Pham, 2001, p.7).
The researcher emphasizes that the cultural content in English as an International Language (EIL) materials is primarily shaped by two key factors: the unique interplay between EIL and culture, and the learners' desire to create an intercultural space amidst globalization and intercultural communication.
(1) Beneke (1999) Gnutzmann (2000) estimate that about 80 percent of verbal exchanges in which English is used as a second or foreign language do not involve any native speakers of English ( Barabra Seidlhofer, 2004 : 209 )
These factors demand that "the cultural content of EIL materials should not be limited to native English-speaking cultures" (McKay, 2003, p.140) Namely:
Regarding the relationship between EIL with culture, the use of cultural content in EIL teaching should warrant the following characteristics of an international language:
1 As it is an international language, the use of English is no longer connected to the culture of Inner Circle countries
2 One of the primary functions of English, as in the case with any international language, is to enable speakers to share their ideas and cultures (McKay, 2002, p.81)
In today's context of English as an International Language (EIL), it is essential to recognize the cultural pluralism inherent in the language As McKay emphasizes, the culture of any single country, particularly those in the Inner Circle, should not dominate the cultural content in EIL education Instead, English should serve as a means to promote awareness of diverse cultures, including one's own, international cultures, and those of native English speakers Consequently, educational materials should incorporate a blend of source and international cultures, rather than focusing solely on the cultures of English-speaking nations (Penny Ur, 2009).
To effectively engage in cross-cultural interactions through English as an International Language (EIL), it is essential to go beyond just knowledge of a culture Understanding how to navigate these encounters requires deeper insights and practical skills, as mere cultural awareness is insufficient for meaningful communication.
In specific educational contexts, it is essential to adopt a local or lingua franca model as the primary classroom framework, ensuring that the curriculum reflects the regional cultures of the learners This approach emphasizes the importance of incorporating the diverse cultures of individuals engaged in cross-cultural communication, rather than focusing solely on Anglo-American cultural perspectives.
Incorporating a blend of both Anglo-Saxon and non-Anglo-Saxon cultures in EIL teaching materials is essential for fostering interculturality among students This approach enables learners to explore diverse cultures, reflect on their own cultural identities, and engage in meaningful comparisons, ultimately enhancing their critical cultural awareness and intercultural competence By developing sensitivity to different cultural norms, students will be better equipped to adapt and interact effectively in multicultural environments.
Previous studies
The advent of EIL has created a new wave in the ocean of English pedagogy
In the early 20th century, terms like World Englishes (WEs) and English as a Lingua Franca (EIL/ELF) were rarely discussed in linguistic circles; however, their prevalence has surged in recent decades due to the unprecedented global spread of English This phenomenon has sparked significant interest among a diverse range of TESOL professionals, both non-Anglo-Saxon and Anglo-Saxon, as they explore the implications of English in a globalized world The study of WEs, EIL, and ELF reflects an objective response to the demands of globalization and intercultural communication, rather than a mere desire for linguistic equality among non-Anglo-Saxons This growing discourse is supported by an expanding body of research and publications that examine the comprehensive global impact of English today.
Linguistic journals such as World Englishes, English Today, and Asian Englishes have been dedicated to exploring the concept of World Englishes (WEs) Notable introductory texts, including Kachru's "The Other Tongue" (1992) and McArthur's "Oxford Guide to World Englishes" (2002), have been highlighted by Kirkpatrick (2007) as essential resources Scholars like Brutt-Griffler (2002), Melchers and Shaw (2003), and Jenkins (2000, 2005) have also contributed to the field through edited volumes that summarize key developments and debates surrounding WEs Additionally, Seidlhofer's Vienna Oxford International Corpus of English (VOICE) project (2001) and The Macquarie Dictionary (1997) have expanded the understanding of English as an International Language (EIL) and English as a Lingua Franca (ELF) In recent years, there has been a growing focus on Asian Englishes, with Hong Kong University publishing a series on Englishes in Asia (Adamson, 2004; Stanlaw, 2004; Kachru, 2005), alongside works by Bolton (2002) and Groves.
(2009) on Hong Kong English; Bolton (2003) and Adamson (2004) on China's English; Stanlaw (2004) on Japanese English, and so forth (cited in Kirkpatrick,
Numerous publications on World Englishes (WEs) highlight essential discussions about their development and unique characteristics, offering significant implications for English teaching and learning These implications span various aspects of English pedagogy, such as the adoption of a lingua franca model and the skills necessary for English language teachers (Kirkpatrick, 2007) Additionally, they address the features of English as an International Language (EIL) and the cultural content in EIL materials (McKay, 2002), as well as considerations regarding learners' goals and overall strategies for English as a Lingua Franca (ELF) education (Penny Ur, 2009).
Notable scholars from both Anglo-Saxon and non-Anglo-Saxon backgrounds, including Smith, Widdowson, McKay, Kirkpatrick, Penny Ur, Jenkins, Talebinezhad Mohammad Reza, Aliakbari, and Prodromou, have critically examined the cultural content of English as an International Language (EIL) materials Their research emphasizes the need to challenge the dominance of Anglo-Saxon culture in English as a Foreign Language (EFL) textbooks, advocating for the integration of diverse cultural perspectives, particularly those of learners, into the curriculum.
In the Vietnamese context of English teaching, key studies on World Englishes (WEs) and English as an International Language (EIL)/English as a Lingua Franca (ELF) have been conducted by researchers such as Do (1999), Pham (2001), and Ngo (2012), among others These studies have significantly contributed to the understanding of WEs and EIL/ELF in English Language Teaching (ELT), with Ton and Pham (2010) exploring the preferred English varieties among Vietnamese teachers and learners Pham (2001) emphasizes the need for English to be diversified as a global language, while Ngo (2012) advocates for a culturally diverse approach to English education Vo (2009) examines the adaptation of World Englishes norms in Vietnamese textbooks, and Luong (2011) evaluates the intercultural competence development in English 11 textbooks from an EIL perspective Do (2012) investigates perceptions of native and non-native English teaching methods among faculty members However, there remains a research gap as no study has specifically addressed the cultural content of the English 12 textbook for high school students through the EIL/ELF lens.
This chapter provides a theoretical foundation for the study by exploring the concept of culture and its integral relationship with language, emphasizing the importance of incorporating culture into second language education It introduces Kachru's three concentric circles model, which underpins the notion of English as an International Language (EIL), highlighting that EIL encompasses the diverse cultures of all its users, rather than solely that of native speakers The chapter further examines the role of culture in EIL teaching and the cultural content of teaching materials, proposing criteria and guidelines for analysis that extend beyond English-speaking communities Finally, it reviews previous research on EIL, identifying a gap that the current study aims to address, with the practical aspects to be discussed in the following chapter on Methodology.
METHODOLOGY
The Vietnamese English teaching context
Since Vietnam's economic reforms in the 1990s and its accession to the WTO, the demand for English language learning has surged due to globalization and the need for intercultural communication English is now a core subject in both public and private secondary schools from grades 6 to 12 As part of the Expanding Circle of English-speaking countries, Vietnam recognizes the importance of English as a medium for engaging in the global community, particularly for regional lingua franca communication This necessity is particularly evident in the economic sector, where a significant portion of foreign investment—approximately 75%—comes from neighboring Asian countries such as Singapore, Taiwan, Korea, and Japan.
2013, Japan and Taiwan are the two biggest overseas investors into Vietnam (Source: BBC- Vietnamese Business 26/2/2013)
However, the status of a lingua franca of English in Vietnam (Kirkpatrick,
The recognition of English as a global lingua franca among the Vietnamese population remains uncertain, despite a growing number of individuals learning the language This paradox stems from the significant influence of Inner Circle countries on English language education in Vietnam, where training programs often hinder the perception of English as a neutral medium, disconnected from its cultural ties.
Western cultural and ideological values" (Pham, 2001, p.8) Some feel that in the Vietnamese context native speakers norms are still mythically "worshipped" (Do,
The pedagogical activities in English as a Foreign Language (EFL) are predominantly centered around native speaker norms, particularly those of American and British English, leading to a curriculum that largely overlooks other English varieties This focus raises concerns about the relevance of the curriculum to the actual needs of learners, especially in Vietnam, where English is often learned with the aim of immigration to Inner Circle countries As a result, questions arise regarding the alignment of teaching materials with the English as an International Language (EIL) perspective and the extent to which cultural content remains Anglo-Saxon-centric These considerations underpin the ongoing study of the cultural content within the textbook English 12.
Overview of the National Curriculum and Syllabus for ELT
This article begins with an overview of the national curriculum for English Language Teaching (ELT) in Vietnam's secondary education, setting the stage for a subsequent analysis of the cultural factors present in the English 12 textbook.
In 2006, the Ministry of Education and Training (MOET) introduced a new curriculum that established English as a mandatory subject, essential for accessing global science, technology, and cultures (Hoang, 2011) The objectives for English Language Teaching (ELT) at the secondary school level focus on equipping students with the necessary skills to thrive in an increasingly interconnected world.
1 “Use English as a means for basic communication relatively proficiently both in spoken and written channels to meet the specific demand related to socio- science and humane
2 Master basic and relatively systematic knowledge of English suited to their levels of proficiency and ages and the specific demand related to socio- science and humane
3 Acquire some general understanding of the people and cultures of some English-speaking countries and develop a positive attitude towards the people, cultures and language of these countries; cultivate the pride in, love for and respect to the Vietnamese culture and language” (Hoang, 2011).
Research methodology
This study employs a descriptive analytical research method, as defined by Brown and Rodgers (2002), which focuses on quantifying and describing settings or events numerically (cited in El Shawa, 2011) The primary goal is to identify and quantify the cultural content within the textbook English 12 Data for this analysis were gathered through a thorough content analysis process.
Content analysis
Content analysis is a research method that involves analyzing and quantifying the frequency of topics, ideas, opinions, and various elements within written or spoken communication This approach allows researchers to systematically tabulate and interpret the content, providing valuable insights into communication patterns and themes.
Content analysis, as defined by Neuman (1997, cited in El Shawa, 2011), is a systematic technique for gathering and analyzing text content, which includes any communicable messages such as words, symbols, or themes This analysis encompasses various forms of text, including written, visual, or spoken mediums like books, articles, and films Researchers employ objective counting methods to generate a quantitative description of the analyzed content Additionally, a qualitative approach to content analysis is utilized for exploratory purposes, as noted by Yen (2000, cited in El Shawa, 2011).
Content analysis is a systematic and objective method for identifying specific characteristics of messages and drawing inferences, allowing for both qualitative and quantitative approaches (El Shawa, 2011) This study focuses on qualitative research, as it emphasizes the subjective and in-depth evaluation of cultural content in textbooks, acknowledging that its findings are not universally applicable but rather contribute to theoretical development (John.D, 2006) Nonetheless, quantitative content analysis serves as a valuable tool within this research framework.
The conceptual framework of the study and criteria for analysis
A specific and operational definition of culture need to be adopted to decide on cultural dimensions included in the textbook
In this study, I adopted Moran's (2001) definition of culture, which encompasses five key dimensions: products, including food, clothing, and tools; practices, which involve both verbal and non-verbal communication as well as actions and interactions; perspectives that reflect values and beliefs; communities defined by race, gender, and religion; and individuals as unique persons.
In my analysis, I establish specific criteria, drawing on Smith's (1976) exploration of the interplay between culture and international language, as well as insights from McKay (2002) and Penny Ur (2009) regarding the cultural content in materials for English as an International Language (EIL) teaching.
The Vietnamese context is thoroughly examined in the initial chapters of the thesis, providing a comprehensive understanding of the discussions, arguments, and realities surrounding the topic Building on McKay's concept of establishing a sphere of interculturality, the process involves two crucial steps: acquiring knowledge about another culture and reflecting on the contrasts with one's own culture.
1 Does the textbook include both Anglo-Saxon culture and non-Anglo-Saxon culture?
2 Which culture predominates, Anglo-Saxon culture or non-Anglo-Saxon culture?
In other words, how are they distributed?
3 Does the textbook provide students with any opportunities to compare and contrast cultures?
The research questions and specific criteria in analysis card of the study are based on these criteria.
Content analysis procedure
The analysis aims to identify to what extent the cultural content of the textbook English 12 matches the suggested criteria on cultural content of teaching materials in EIL context
The book utilizes a theme-based syllabus, emphasizing a learner-centered approach and a communicative methodology, with task-based teaching as the core method.
Each book features a comprehensive book map on the first page, outlining the teaching contents across 16 units and six review units Each unit, designed to be taught over five 45-minute periods, encompasses a specific topic divided into five key sections: Reading, Speaking, Listening, Writing, and Language Focus The structured organization of these topics ensures a cohesive learning experience for students.
Figure 2 The organization of 16 topics in the textbook English 12
Unit 8 Life in the Future
Unit 9 Deserts Unit 10 Endangered Species Unit 11 Books
Unit 12 Water Sports Unit 13 The 22 nd SEA Games Unit 14 International Organizations Unit 15 Women in Society
Unit 16 The Association of South-east Asian Nations
The analysis sample comprises sixteen units from the English 12 textbook, excluding six "Test Yourself" units Each unit features five lessons: Reading, Speaking, Listening, Writing, and Language Focus Notably, the analysis does not include any Language Focus lessons from the textbook The structure of each unit is detailed in the accompanying table.
Table 2.1 The structure of each unit in the textbook English 12
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
I established four elements for analysis They are:
1 Activities that provide opportunities for students to learn about Vietnamese culture
2 Activities that provide opportunities for students to learn about International culture
3 Activities that provide opportunities for students to learn about Target culture
4 Activities that provide opportunities for students to compare and contrast cultures
The textbook comprises four lessons, each excluding the Language Focus lesson, which are analyzed as individual units Reading and listening lessons are structured into three stages: before, during, and after the reading or listening activity Additionally, learning activities in both the pre- and post-stages of these lessons are classified as units for analysis, with each unit corresponding to a specific activity Overall, the textbook features a total of 239 activities designed to enhance learning outcomes.
2.6.5.1 Constructing the content analysis card
For the quantitative content analysis of the textbook, I utilized an analysis card as the primary tool for data collection, description, and analysis The criteria for this analysis were structured around four key domains, informed by the discussions on the relationship between English as an International Language (EIL) and cultural content in teaching materials, as highlighted by Smith (1976) and McKay (2002).
2.6.5.2 Description of the content analysis card
Throughout this study, four main coding schemes were used to label the main domains of the content analysis card The process of creating the coding scheme was as follows:
- The first domain was designed to locate activities that provide opportunities for students to learn about Vietnamese culture This domain was labelled as VC
The second domain, labeled as IC, focuses on identifying activities that offer students the chance to explore and learn about international cultures, encompassing both regional and global traditions.
The third domain, labeled TC, focuses on identifying activities that enable students to explore and understand the target cultures of Inner Circle countries, including the USA, Britain, Canada, Australia, and New Zealand.
- The fourth domain was designed to locate activities that provide opportunities for students to compare and contrast cultures This domain was labelled as CC
Establishing such coding schemes makes it easier to classify the data and discuss the result For more details see (Appendix 1)
2.6.5.3 Applying the content analysis card
After creating the content analysis card, I collaborated with a seasoned colleague who has 25 years of experience teaching English During our initial meeting, I provided her with a comprehensive overview of the study and the criteria for evaluating the cultural content of the textbook We both agreed on the established criteria and worked together on unit three to assess any necessary modifications Ultimately, we concluded that the analysis card was suitable for further evaluations We also agreed to conduct our analyses independently and compare our findings after five days.
In the second meeting, we checked the results and discovered a strong correlation between the two This correlation helped to consolidate the reliability of the analysis card
We used a tick (√) to indicate the presence of the criterion in the activity analyzed
- Constructing the criteria for analysis through reviewing related literature
- Applying the analysis card with the help of a colleague
- Analyzing the collected data in the form of frequencies and percentages
- Giving interpretations and subjective and in-depth discussion
This chapter offers an overview of the Vietnamese English teaching landscape, focusing on the National Curriculum and Syllabus for English Language Teaching (ELT) while outlining the research methodology employed in the study It highlights the continued reverence for native speaker norms within this context Although the study is characterized as qualitative, it incorporates quantitative content analysis, guided by criteria derived from McKay (2002) and Smith (1976) regarding cultural content in English as an International Language (EIL) materials These criteria emphasize the inclusion of home culture, target culture, and international culture with a balanced representation among them The chapter details the purpose, elements, and analytical units, along with a description of the data collection tool—a content analysis card that outlines its construction, coding schemes, and application Finally, the chapter presents the procedures followed in conducting the study, with findings and discussions to be explored in the subsequent chapter.
FINDINGS ANALYSIS AND DISCUSSION
Culturally oriented activities in the textbook
In each lesson of the units analyzed from the textbook, excluding the Language Focus lesson, tasks were evaluated to assess the overall cultural activities presented This analysis aims to compare the scores of these cultural activities against all other activities included in the textbook, contributing to a deeper understanding of the main research question.
An analysis of the textbook activities shows that 75% are culturally oriented, indicating that a significant majority of the content focuses on cultural references For detailed statistics, refer to table (3.1).
Frequency and percentage of the cultural activities related to the whole activities of the textbook English 12
Total activities Cultural activities Percent
Cultural representation in the textbook
The study aims to evaluate the cultural diversity presented in a textbook, specifically examining the representation of Anglo-Saxon cultures, Vietnamese culture, and international cultures The analysis indicates that both Anglo-Saxon and non-Anglo-Saxon cultures are included, with significant focus on Inner Circle countries such as the UK, USA, and Australia in several units Vietnamese culture and that of other ASEAN countries are featured prominently, particularly in units dedicated to events like the SEA Games and the Association of Southeast Asian Nations Additionally, there is limited information on cultures from India, China, and Africa The researcher highlights the importance of showcasing regional cultures, as they are vital for Vietnam's international communication This inclusion reflects a shift towards recognizing the diversity of cultures, showcasing a notable emphasis on non-Anglo-Saxon cultures over Anglo-Saxon ones in the textbook In a context where Anglo-Saxon culture is often prioritized, the incorporation of diverse cultures in the English 12 textbook represents significant progress and underscores the evolving perception of English as an international language.
Frequency and percentage of Anglo-Saxon culture and non-Anglo-Saxon culture in the textbook English 12
Cultural distribution in the textbook
This study aims to analyze the distribution of cultures within the textbook, revealing that international culture constitutes the largest share at 49% Vietnamese culture follows in second place with 26%, while the target culture comprises a modest 22%.
Frequency and percentage of three types of cultures in the textbook English 12
3.3.1 Vietnamese culture in the textbook
Smith emphasized over three decades ago that teaching an international language aims to enhance learners' ability to communicate their ideas and culture in English Consequently, materials for English as an International Language (EIL) should incorporate the learners' home culture This study aims to assess the presence of Vietnamese culture in the textbook English 12 Analysis reveals that 46 cultural activities, representing approximately 26%, focus on Vietnamese culture, demonstrating that the textbook provides significant opportunities for students to engage with their home culture in an English context This recognition of learners' cultural backgrounds paves the way for English to become a more inclusive medium of communication.
"embedded in the culture of the country in which it is used" as McKay (2002, p 12) argues
Students have numerous opportunities to explore and discuss their home culture across various units in their curriculum In Unit 1, they engage in speaking and writing activities centered around family life after reading about a Vietnamese family Unit 2 focuses on the distinctive aspects of Vietnamese culture, featuring a listening exercise about a Vietnamese wedding and a writing task on the traditional conical leaf hat The meanings of whistling and hand-clapping in Vietnamese culture are examined in Unit 3 Units 4 and 5 present the formal education system and the application process for tertiary studies in Vietnam Unit 7 highlights the "Doi Moi" (Renovation) policy that began in the late 1980s Additionally, Units 13 and 16 provide insights into Vietnam's role as the host country for the 22nd SEA Games and its membership in ASEAN Other units, such as 11, 14, and 15, also allow students to discuss their home culture, including a typical day for a woman in their family and the activities of the Red Cross Society in Vietnam.
Frequency and percentage of Vietnamese culture in the textbook English 12
3.3.2 International culture in the textbook
English as an International Language (EIL) is primarily learned for intercultural communication in our globalized world, making the inclusion of international culture in EIL materials highly beneficial The analysis of the second domain of the study has been meticulously conducted, with results illustrated in Table 3.5 below.
Frequency and percentage of International culture in the textbook English 12
Out of 180 cultural activities in the textbook, international culture occurs in
The textbook reveals that 89 activities, representing 49 percent, constitute the largest share among the three types of cultures analyzed This statistic highlights the authors' perception of English as an International Language (EIL) Notably, two units within the textbook focus on this concept, emphasizing its significance in the curriculum.
16) are specially for mirroring cultures of ASEAN members, which are the most potential interlocutors of Vietnamese learners in their cross-border interactions A considerable number of reading and listening texts in units 7, 8, 9, 10, 12, 14, 15 are about such global issues as economic reform, deserts, endangered species, life in future, and women in society, international organizations and water sports, thus labelled as international culture Namely, the whole unit 8 is for discussions on life of mankind in future Unit 9 tells students about deserts Unit 10 discusses reasons for species extinction as well as measures for protecting endangered animals It also deals with information about some endangered animals Unit 12 is devoted to water sports such as water polo, swimming, and scuba diving International organizations such as UN, WWF, WHO, UNICEF and Red Cross are mentioned in unit 14 Unit
Women's rights and inequality remain pressing issues in many societies today The dominance of international culture, particularly through the widespread use of English, highlights this disparity As noted by McKay (2002), English plays a crucial role in the expanding global economy and serves as the primary language of a burgeoning mass culture, underscoring the need for continued advocacy for women's rights.
3.3.3 Target culture in the textbook
The article explores various cultural products, practices, and perspectives across multiple units Unit 2 compares the American and Vietnamese ways of life, while Unit 3 delves into non-verbal communication in English and the nuances of giving and receiving compliments Unit 4 focuses on the school education system in England, and Unit 6 reflects on changes in the American workforce Additionally, Unit 9 features a reading lesson about Australia's deserts, and Unit 11 includes a listening lesson centered on a report about a novel.
"The Incredible Journey" by Sheila Burnford, a Canadian writer Unit 12 tells students about how synchronized swimming was invented and developed by Americans
The textbook emphasizes home and international cultures while only allocating 22 percent to target culture, reflecting a modest representation of cultural activities This limited focus on target culture is advantageous in the context of English as an International Language (EIL), as it recognizes that the cultures of Inner Circle countries no longer dominate However, target culture is not entirely excluded and still plays a participant role, contrasting with some Expanding Circle countries, like Chile, that completely reject the inclusion of target culture elements in EIL materials.
In Vietnam and other expanding circle countries, there is a cautious approach towards fully embracing the culture of Inner Circle communities in English language education This caution is warranted as students still require native norms for academic success, and native communities play a significant role in global communication Consequently, while it is beneficial for Vietnamese learners to study the culture of Inner Circle communities, it is essential that this focus is balanced with exposure to diverse cultural perspectives.
Frequency and percentage of the Target culture in the textbook English 12
Opportunities for students to compare and contrast cultures
Frequency and percentage of activities that provide opportunities for students to compare and contrast cultures in the textbook English 12
The article highlights the limited opportunities for students to compare and contrast cultures within their textbook Throughout 16 units, students engage in discussions about the similarities and differences between their home culture and American culture, specifically in speaking lessons of unit 2 and listening lessons of unit 6 In unit 2, they explore cultural perspectives on love and marriage between Americans and Asians, while unit 4 provides a comparison of the school systems in Vietnam and England Additionally, in listening lesson of unit 15, students compare the daily life of an African village woman with that of women in their own families.
The textbook provides limited opportunities for students to explore diversity within their home culture, particularly in Units 1 and 2, where they compare traditional and modern Vietnamese families However, this minimal engagement hinders their ability to reflect on their own cultural identities, understand the relativity of cultural values, and develop intercultural competence.
The chapter presents the study results, addressing the research questions through data illustrated in tables using frequency and percentage The English 12 textbook encompasses both Anglo-Saxon and non-Anglo-Saxon cultures, with the latter being more prevalent, which the researcher values Specifically, home culture represents 46 percent, target culture 39 percent, and international culture 89 percent However, the textbook offers limited opportunities for cultural comparison, at only 3 percent The chapter also includes the researcher's subjective and in-depth analysis Conclusions and recommendations based on the study will be detailed in the final section of the thesis.
CONCLUSION AND RECOMMENDATIONS
Conclusion
This study investigates how well the cultural content of the English 12 textbook aligns with the recommended criteria from the perspective of English as an International Language (EIL) The findings lead to several modest conclusions regarding its effectiveness.
The textbook offers a diverse cultural perspective, incorporating not only Anglo-Saxon culture but also the home cultures of learners and various international cultures This extensive cultural representation highlights the multiculturalism inherent in English as an International Language (EIL), demonstrating that the compilers have thoughtfully considered the importance of inclusivity in educational materials.
The textbook English 12 promotes a balanced representation of diverse cultures by respectfully incorporating students' home culture, such as Vietnamese culture, alongside the target cultures of Inner Circle countries and international culture This approach ensures that the material is not biased towards native speaker perspectives, aligning with the principles of English as an International Language (EIL) in its cultural content.
The textbook activities primarily focus on linguistic accuracy and language skill development, rather than enhancing students' intercultural communication competence This is reflected in the scarcity of tasks that encourage students to critically analyze and compare cultural differences.
The textbook analyzed aligns with the principles of English as an International Language (EIL) teaching by incorporating home culture, international culture, and target culture, while emphasizing non-Anglo-Saxon perspectives However, the limited opportunities for students to critically explore cultural differences may hinder its effectiveness in fostering intercultural competence.
Recommendations
The advent of ELF entails a multitude of changes in English education both theoretical and practical These changes are summarized by Penny Ur (2009) as follows:
A change in the concept of what 'English' is: an internationally comprehensible variety of the language rather than a single 'native' model
A change in the goal of English teaching: to produce fully competence English knowing bilinguals rather than imitation native speakers
A change in the image of the English teacher: 'native-speaker-ness' less important than linguistic competence, teaching competence, intercultural competence
A change in the cultural background to English courses: 'home' and 'international' cultures predominate
A change in the materials and test design, relating to both content and language
As far as materials matter concerns, Penny Ur (2009) also elaborates the following important points:
- Content: culture, situations, texts, characters
- Culture: 'source' and 'international', not just that of English-speaking peoples
- Situations: more international in character
- Characters: more likely to be 'international' and ' home'
- Texts: more adaptations of international or local sources, fewer 'inner-circle' 'authentic' texts or literature
- Language: based on international usages rather than any particular native dialect; more acknowledgement and use of the learners' L1
I concur with McKay (2003) that English as an International Language (EIL) should not be exclusively associated with native English-speaking cultures It is unnecessary to base teaching materials, methodologies, or teacher ideals on native-speaker models Instead, each country where EIL is taught should take ownership of the language, choosing teaching content and methods that suit their local context Based on these insights, several recommendations can be proposed.
Textbook compilers should incorporate Penny Ur's suggestions to create materials suitable for the English as an International Language (EIL) context, considering the interplay between EIL and culture They must recognize the teaching goals and principles related to culture and the specific context where the textbooks will be utilized, ensuring the cultural content is relevant Additionally, including activities that promote cultural comparison and contrast is essential Teachers, on the other hand, should be encouraged to emphasize cultural instruction by designing activities that facilitate critical examination of cultural content They must also be attuned to their students' learning cultures and adopt methods that are both culturally sensitive and effective.
2002, p.129) in their students' learning of English rather than stick to a particular method, say CLT method
Students are not required to adopt Anglo-Saxon culture or adhere to its conventions, as all cultures, including their own, hold equal rights to expression in English Understanding diverse cultures is not an end goal but a foundation for developing intercultural competence and cultural awareness, essential for engaging in an increasingly global community.
Finally, as exams and tests have backwash on teaching and learning activities, test designers should be sensitive to the pluricentricity of EIL instruction
It is essential to evaluate whether creating tests focused solely on Anglo-Saxon perspectives is reasonable, especially when diverse English varieties and their associated cultures deserve recognition and inclusion.
Limitations of the study
The study bears some limitations Namely:
- The analysis included most of the activities in the textbook English 12 basic excluding Language Focus and Test Yourself
- The analysis did not deal with illustrations and other visuals in the textbook
- The analysis did not consider authenticity of written texts in the textbook
- The analysis did not consider activities in the Work Book and the Teacher's Guides.
Suggestions for further research
In the context of English as an International Language (EIL), it is crucial to establish a cultural foundation for teaching materials However, as McKay (2002) notes, this is only one aspect of the issue; equally important is the approach to integrating this content within specific contexts Given the diverse range of teaching environments, teachers, and students involved, along with textbooks that present various cultural perspectives, it is essential to explore how these dynamics foster intercultural understanding and enhance students' ability to engage in EIL during cross-cultural interactions Consequently, a thorough analysis of the specific context in which a textbook is utilized, along with surveys assessing teachers' and students' perceptions of its cultural content, is necessary for effective teaching strategies.
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Reading Speaking Listening Writing Notes
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APPENDIX 2 ADAPTATION 1 (Suggested adaptation to reading text, unit 3, textbook English 12)
In informal social settings, a simple hand raise and a slight wave are generally acceptable For example, when walking in a schoolyard and spotting a teacher, a friendly wave can effectively capture their attention.
(Extracted from reading text, unit 3, textbook English 12)
The article discusses the use of non-verbal communication to attract attention in English-speaking contexts, suggesting that students can use gestures like a small wave to engage their teachers However, this practice contrasts sharply with Vietnamese cultural norms, where students are expected to approach teachers, wait for their acknowledgment, and greet them verbally Without acknowledging these cultural differences, students may mistakenly perceive English-speaking students as disrespectful, while viewing their own cultural practices as overly rigid.
"democratic" as English culture and get some feeling of dissatisfaction with their own culture Neither of the extremes are the outcome that we expect
(Suggestions for dealing with implicit cultural information in the textbook)
The cultural information presented in the textbook is often implicit, with characters in both reading and listening texts lacking clear national identities For instance, the main character in Unit 1 remains unnamed and anonymous, leaving students unaware of the cultural context they are exploring Similarly, while characters in Units 5 and listening texts in Units 1, 3, 4, and 5 have names, their nationalities remain unspecified This absence of identifiable cultural backgrounds may lead students to perceive their learning as disconnected from real-life experiences, resulting in a sense of engaging with "not only imaginary but vacuous, empty of life" (Prodromou).
Problems: The main characters are anonymous, no name, no nationality
In a close-knit family where cultural values emphasize a caring mother, the daily routine revolves around working hours from 8 a.m to 5 p.m The traditional role often sees men less inclined to cook, while the girl's determination to secure a place at university reflects her ambition and desire for independence Eel soup, a cherished dish, symbolizes the family's culinary heritage and the nurturing environment fostered by their strong familial bonds.
Suggestion: Way of life, cultural values and some facts indicate that the text is about a Vietnamese family
Problems: The characters have no nationality
Cues: The characters' names: Paul and Andrea; cultural values: Paul's family is not a close-knit, having six children is surprising
Suggestion: The characters are American
Problems: Character has no nationality
Cues: Name: Linda Cupple; job: social worker; values: a social worker advise young people on how to use the telephone in their family,
Suggestion: American way of life
Problems: Characters do not have nationality
Cues: English names: Gavin, Jenny; school activities: boarding school, students write essays, students are disruptive, tearaway; cultural values: school days were not the best days for most students
Suggestion: The characters belong to one of the Inner Circle countries
Problems: The characters have no nationality
Cues: English names: Sarah, Ellen, Brenden; facts: 10 degrees Celcious, St John's College
Suggestion: American or British or Australian culture
Problems: The characters have no nationality
John and David, both tutors in the Agricultural Extension and Rural Development (AERD) department, actively engage with a diverse group of international students pursuing their MSc courses They facilitate tutorial appointments and assist students in navigating long reading lists, ensuring that overseas students receive the support they need to succeed in their academic endeavors.