Cultural Representation in ELT Textbooks in Kashmir: A Case Study
DOI:
https://doi.org/10.66121/yphwmy74Keywords:
Language teaching materials, Culture, ELT textbooks in KashmirAbstract
Culture is considered as a significant dimension of language and language teaching. Given the central role of English language textbooks in Indian classrooms, it is important to study the representation of culture in these textbooks. The present study explores the cultural representation in general English textbooks used at the undergraduate level in the Union Territory of Kashmir. By analysing four textbooks, the study aimed at exploring the cultural representation of the textbooks by investigating the content of the textbooks, and the representation of people in terms of their race, gender and nationality. The study also explored the cultural content following the framework of cultural representation by Song (2013). The findings of the study revealed patterns of cultural bias and underrepresentation, highlighting the need for more inclusive and reflective educational materials. This research contributes to the discourse on culturally responsive pedagogy and calls for greater attention to diversity and equity in ELT materials.
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