The thesis has been conducted to find out 1 the presence of cultural elements in the textbook Tiéng Anh I] English 11 and 2 their distribution through the textbook Tiếng Anh I1 in the Te
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This study will be consist of five chapters as mentioned in brief below:
Chapter 1: Introduction — provides some brief description of the research topic and problem, rationale of the study, the research questions, the scope and the significance of the study.
Chapter 2: Theoretical Background and Literature Review — presents an overview of the research relevant to this study such as the role of textbooks in teaching foreign language, the definition and some aspects of culture, the twisted relationship between language and culture On the other hand, a list of related frameworks as well as some relevant studies are provided in this section. Chapter 3: Research Methodology — describes the research methods and procedure which have been followed in the study In detailed, there are seven sections in this chapter which are research context, research material, research questions, research approach, data analytical framework, data analytical unit, and data collection procedure.
Chapter 4: Data Analysis, Findings and Discussion — presents qualitative and quantitative findings and discussion of findings to answer the research questions.Chapter 5: Conclusion — summarizes the main findings obtained from the study, gives some implications and recommendation, points out some limitations,and make some suggestions for further research.
THEORETICAL BACKGROUND AND LITERATURE REVIEW —
Evaluation of the textbook - Gv TH TH HT TT HH ng g 6 1 The role of textbooks in learning and teaching language
2.1.1 The role of textbooks in learning and teaching language
Even though e-learning is becoming more and more familiar to teachers and learners, textbook remains the role of fundamental input in education; in this case, in learning and teaching language "The textbook is the main carrier of the curriculum and represents the dominant role in school subject teaching and learning” (Hadar, 2017).
The textbook is a basic material used to obtain the educational objectives and standard requirements defined in the curriculum goals that can be either in printed or electronic form While Poljak (1983) regarded a textbook as a primary teaching and learning material that provides the students with the necessary knowledge, develops critical, creative, and dialectical thinking, and develops their mental skills, Gak
(2011) defined the textbook as one of the numerous sources that enable teachers to provide quality teaching.
In the field of English learning, the textbook is different from other materials as it can help the learners to be instructed, experienced, elicited, and explore the language (Tomlinson, 1998) Tomlinson claimed that in an English classroom,students can equip themselves with the basic content of the lesson apart from the teacher's explanation through the English coursebook To language teachers, the textbook acts as a guide to not only provide a framework for them to adjust throughout a curriculum but also support the teachers’ variety of examples and models of practice that are relevant to the subject matters being taught Having a similar opinion, Cunningsworth (1995) summarized that textbooks are effective resources for self-directed learning, a contribution to presentation material, and a source of ideas, activities, and references for students, a textbook reflects predefined learning goals and supports teachers who, due to lack of experience, have not yet built up confidence in the teaching process.
In the course of the present time, textbooks retain their role in the English learning process, though they can be found on the Internet and used on electronic devices instead of hard copy materials Richards (2019) confirmed that textbooks are an important component of language programs that function as the source of most language information (language input) for both language learning and the practice of English in the classroom As a result, textbooks often provide the foundation for the content of learning, a balance between the abilities taught and the different types of English practice activities performed by students in the classroom. 2.1.2 Evaluation of a quality textbook
With the function of providing English information to English learners, the textbook is a tool that allows English learners to become familiar not only with the linguistic aspects but also the social and cultural aspects introduced included in or accompanies language learning Therefore, the importance of textbooks in theEnglish classroom has attracted educators and researchers to analyze them from many perspectives (Ayu and Indrawati, 2018) With the upgrading in language theories, language teachers tend to concentrate on exploiting contexts in the teaching process These may be the social context, situations in daily life, and natural environment of the target culture which are introduced into textbooks step by step as language inputs As a result, foreign language classes should include cultural components incorporated in class materials or real-world experiences However,language teachers, supervisors, and administrators need a step of evaluating English textbooks to determine the distribution of cultural factors in the textbooks and whether it appropriate for the users or not
Since textbooks are the main sources in the language learning and teaching process, choosing a suitable one is not a simple task The educators need to be concerned about every part of the book that provides the learners with enough required knowledge of the target language as the related factors, in this case, the cultural elements Williams (1983: 251) warned that any textbook should be used with caution as it cannot adequately cover every situation that may arise in the classroom Moreover, time constraints in foreign language lessons make it difficult for bilingual and multilingual situations to be resolved satisfactorily through textbooks Besides, Hutchinson and Waters (1987: 97) affirmed that textbook evaluation is a straightforward, analytical ‘matching process: matching needs to available solution’.
Besides, to be effective in promoting intercultural competence among language learners, textbooks should be appropriately designed in a way that incorporates both linguistic and cultural objectives Students need to be equipped with knowledge about not only their own culture but also the target culture as well as the cultures of other countries According to Byram (1997), an intercultural approach to foreign language teaching promotes language competence as well as intercultural communication competence, while developing an awareness of cultural differences that may hinder communication and understanding between the learner's culture and the target culture Today, it is assumed that knowledge of one's own and foreign cultures broadens one's worldview in general and enriches one's life by providing access to other cultures.
2.2 Culture in Foreign Language Teaching
Culture exists as a result of mass formation in human society There were 164 different definitions of culture compiled by Kroeber and Kluckhohn - the American anthropologists in 1952 after critically reviewing from other linguists.
As Kramsh (1998) claimed that culture is a part of a discourse community that shares a common social and historical space, and a common set of standards for perception, belief, evaluation, and action In the parallel frames of reference, Matsumoto (1996: 16) also referred to culture as "the set of attitudes, values, beliefs, and behaviors shared by a group of people, but different for each individual, communicated from one generation to the next" In a more specific field, Hinkel
(1999) introduced the areas of study of human society, groups, systems, behaviors, and activities in English textbooks Indeed, culture can be understood as the system of symbols and meanings formed in a particular society whose creators also have arguments, disagreements, agreements, and reviews There is no distinct boundary between different cultures, they are constantly changing interacting, and competing with each other The values and norms that we believe now may be refused by the generation of 100 years later.
In accord with Weaver (1993), the parts of culture that are specifically illustrated through the image of an iceberg include both the visible parts (above the water) and the hidden parts (under the water) The Cultural Iceberg Model has been developed since the 1970s by the anthropologist Edward T Hall as a general illustration of the cultural norms in any society The term "Iceberg Culture Pattern" is inspired by icebergs found in polar seas An iceberg has visible parts above the water and the invisible ones underwater Typically, up to 90% of an iceberg's actual area remains underwater Similarly, culture and behavior have both tangible and intangible components The tangible part of culture is the way we live and interact with each other, our traditions, our food, and our clothing The intangible part is our preferences, opinions, values, beliefs, and value systems Just as much of the iceberg remains underwater, much of the culture and behavior remains hidden but cannot be ignored The bulk of the iceberg that exists underwater determines the behavior visible on the surface It can be illustrated clearly in the analogy below:
Figure 2.1 Iceberg Model of Culture
(Ting-Toony & Chung, 2005: 28) Hall suggested that people should not judge a new culture when they first encounter it as little proportions are expressed on the surface Instead, it takes time to get used to and thoroughly understand the deep layers hidden under its surface, so that newcomers can develop their intercultural communication.
In sum, culture is a term that refers to a large and diverse range of activities, beliefs, values, customs, behaviors, and artifacts that people share and transmit across generations It can include language, religion, visual and performing arts, music, literature, history, food, dress, sports, games, lifestyle, and other shared activities Culture often evolves and changes over time in response to new ideas, inventions, and changing social and economic conditions.
2.2.2 Inter-relationship between language and culture
Culture plays a major role in teaching language Language is deeply embedded in culture and reflects the values and beliefs of a society Therefore,
10 understanding the culture of where a language 1s spoken 1s essential for learning 1t. Language cannot be learned in a vacuum; it must be understood in the context of its culture For example, some languages have multiple words for the same concept, depending on the context and cultural values Understanding the culture of the language can help to make learning it more enjoyable and meaningful.
According to Byram (1989), language is a tool used to convey the speaker's understanding and view of the outside world, and as a result, it reflects their cultural conceptions and values He proceeded by saying that one cannot learn a language without neglecting the culture of that language because speaking a language means expressing the culture of that language, exchanging a language is the embodiment of a different way of life, specific thoughts, and lifestyles Byram also emphasized that cultural awareness is very important in language teaching because it contributes to language proficiency He stresses that any language curriculum should include implicit or explicit elements of its culture because language reflects the values and perceptions of the speaker about the world Therefore, textbooks, as the guiding principles of the curriculum, are effective tools for educational practice, linguistic resources, and cultural values.
RESEARCH METHODOLOGY - cà 22 3.1 Research CONtEXt - G1 ng HH HH nh nghe 22
FINDINGS AND DISCUSSION Ăc cce 35 A.V Findings
Question 1: What cultural elements are represented in the textbook Tiếng Anh li
As aforementioned, this study applies Chao's (2011) framework to examine the sources of culture presented in the textbook English 11 which are Source Culture (VC), Target Culture (TC), International Culture (InC), Intercultural Interaction (rC) and Universality Across Culture (UAC) Their presence and distribution through the research objects is displayed in the table 4.1.
Table 4.1 Presence and percentage of Source Culture, Target Culture, International Culture, Intercultural Interaction and Universality Across Culture
In total categories Conversations Texts Visual elements
Table 4.1 presents the existence and percentage of Source Culture, Target Culture, International Culture, Intercultural Interaction, and Universality Across Cultures in each data analytical unit The data is systematically organized into distinct cultural categories, each representing a unique facet of cultural exploration. The three aspects of analysis provide a multifaceted perspective on the cultural landscape, getting across the distribution of emphasis within each category.
Source Culture (VC) stands out with a total of 108 instances, distributed across conversations, texts, and visual elements In conversations, it holds the highest frequency at 38.64%, reflecting a substantial representation of source culture dialogues Texts from the source culture contribute significantly at 27.14%, while visual elements, though lower at 18.47%, still play a noteworthy role in depicting the essence of the source culture This category appears to be a rich source of cultural insights, showcasing its influence across various communicative dimensions.
Target Culture (TC) presents a total of 44 instances, with a notable presence in conversations (9.1%) and texts (18.57%) Visual elements related to the target culture, however, have a comparatively lower frequency at 7.72% This suggests that while conversations and texts capture the essence of the target culture to some extent, visual representations are less prevalent Researchers may find value in exploring the nuances of the target culture through the lens of conversations and texts within the dataset.
International Culture (InC) is characterized by 83 instances, showcasing a balanced distribution across conversations (18.18%), texts (21.43%), and visual elements (17.45%) This category represents a diverse and inclusive range of cultural elements that transcend specific cultural boundaries The prominence of texts suggests that written communication plays a significant role in capturing the international cultural dynamics present in the dataset.
Intercultural Interaction (IrC) is represented by 25 instances, with conversations (10.23%) and texts (11.43%) contributing to the interactive nature of this cultural category However, visual elements have the lowest frequency at 2.68%,
38 indicating a limited representation of visual cues in intercultural interactions. Researchers may find it interesting to explore the nature of conversations and texts that occur in intercultural contexts and the role of visual elements in facilitating cross-cultural communication.
Universality Across Culture (UAC) emerges as the most prevalent category with a total of 196 instances It exhibits a robust presence across all aspects, with conversations (23.86%), texts (21.43%), and visual elements (53.69%) contributing significantly This suggests that UAC encapsulates a broad representation of cultural elements that are universally recognized The high frequency of visual elements underscores the importance of universally shared symbols and imagery across cultures.
In conclusion, Table 4.1 offers a comprehensive analysis of the distribution of cultural elements across five distinct categories: Source Culture, Target Culture, International Culture, Intercultural Interaction, and Universality Across Cultures within a dataset All the sources of cultures under Chao’s framework are performed through the textbook.
From my point of view, Source Culture demonstrates a predominant presence, especially in conversations, highlighting its significant role in depicting cultural nuances through dialogue Despite its lower occurrence, Target Culture reveals an interesting pattern in conversations and texts, suggesting areas for deeper exploration of target cultural representations International Culture, with its balanced distribution, underscores the importance of written and visual content in conveying elements that are widely applicable across different cultural contexts Intercultural Interaction, though less frequent, presents an opportunity to delve into the dynamics of cross-cultural communication, particularly through conversational and textual analysis The standout category, Universality Across Cultures, showcases a substantial influence across all forms of communication, with visual elements playing a pivotal role in depicting universally recognized cultural symbols This
39 suggests a global inter-connectedness and a shared understanding of certain cultural aspects, regardless of specific cultural affiliations.
Question 2: How are these cultural elements distributed in the textbook Tiếng
As presented in the table 3.4 in chapter Three, the proportions of the big "C" and little "c" are well integrated into the textbook with a percentage of fifty-fifty equally to both themes In the range of Big "C" culture, these textbook mention eight odd nine themes which are politics, economy, history, geography, literature/art, social norms, education, and architecture Meanwhile, full of seven themes belonging to Little "c" culture are presented in the textbook The presence of them is described in the next part.
4.1.2.1 The frequency and percentage of cultural themes in Tiéng Anh 11
The table below displays the frequency and percentage of each type in the two culture themes throughout the research object which includes 10 units and 4 reviews Each theme found in a unit counts as a figure for the frequency.
Table 4.2 Frequency of 16 culture themes in ten units and four reviews of Tiéng Anh 11
Little “c” | Foodculture | Holiday 9| Mm C| mY BP BL BL G3 mỊ WN
As displayed in table 4.2, two distinct categories, Big "C" Culture, and Little
"c" Culture, are examined based on the frequency of various thematic elements The exploration reveals intriguing patterns and preferences within each cultural dimension.
Within the realm of Big "C" Culture, the frequency distribution among different themes varies "History" emerges as the predominant cultural theme, boasting the highest frequency with seven occurrences This suggests a strong emphasis on the collective past and historical narratives within this cultural dimension Following closely behind is "Architecture" and "Literature/Art", each with a moderate frequency of five and four occurrences, respectively Notably,
"Politics" and "Economy" emerge as the least frequently mentioned cultural themes, with only one and two occurrences, respectively.
On the flip side, Little "c" culture paints a deeper picture of cultural emphasis.
“Lifestyles” and “Values” take the lead as the most frequently cited themes, each appearing six times in the data This points to a cultural focus on individual and communal ways of life, as well as core values shaping societal norms.
“Gestures/body language”, with a remarkable frequency of 14 occurrences, stands out as a universally pervasive aspect of Little "c" Culture, reflecting its significant role in communication and social interaction “Hobbies”, on the other hand, emerge as the least frequently discussed theme, with only one occurrence.
Interestingly, amidst the divergence between Big "C" and Little "c" Cultures,
"Gestures/body language" emerges as a unifying factor, holding the highest
41 frequency in both cultural dimensions This suggests its cross-cutting significance in the overall cultural landscape.
In conclusion, the examination of Big "C" Culture and Little "c" Culture reveals distinct patterns and preferences within each cultural dimension Within Big
"C" Culture, a strong emphasis on "History" is evident, suggesting a collective focus on the past and historical narratives "Architecture" and "Literature/Art" also hold moderate importance, while "Politics" and "Economy" receive less attention. Contrary, Little "c” Culture emphasizes "Lifestyles" and "Values," highlighting individual and communal ways of life and core societal norms Additionally,
"Gestures/body language" emerges as a universally pervasive aspect, underscoring its crucial role in communication These findings provide valuable insights into the multifaceted nature of culture and the varied thematic elements that shape different cultural dimensions.
4.1.2.2 Frequency and percentage of culture-related content in Tiéng Anh 11
In this section, the Universality Across Cultures which is considered cultural-free is not mentioned Only the culture-related content is counted which are Source Culture (VC), Target Culture (TC), International Culture (InC), and Interaction Culture (IrC) The research data are presented in Table 4.3 and the discussion is as follows.
Table 4.3 Frequency and percentage of culture-related content in Tiéng Anh 11
Source culture | Target Culture | International Interaction
(VC) (TC) Culture (InC) | Culture (IrC)
Table 4.3 thoroughly dissects the cultural content found in Tiếng Anh 11, categorizing it into four main cultural aspects: Source Culture (VC), Target Culture (TC), International Culture (InC), and Interaction Culture (IrC) Within each category, both big “C" and little “c" distinctions are explored, shedding light on the explicit and subtle cultural elements incorporated into the curriculum.
In the realm of Source Culture (VC), big "C" culture accounts for a total of
71 instances that fall under the VC category, contributing 65.74% to the overall cultural content in Tiếng Anh I1 This category is indicative of content directly drawn from the VC, reflecting its values, traditions, and distinctive elements. Meanwhile, the little "c" accounts for 37 instances (34.26%) highlighting subtler elements of the source culture, providing students with a nuanced understanding of cultural influences that may not be immediately apparent.
In the sphere of Target Culture (TC), big “C” comprises 9 instances, representing 20.45% of the total cultural content These instances are designed to immerse students in the cultural intricacies associated with the TC, facilitating a deeper understanding of its contextual implications Representing 35 instances (78.55% of the content), the little "c" delves into more detailed aspects of the TC, enriching students’ understanding of deeper layers within the language With the majority in little “c” instances, the authors of the books provide a profound comprehension in the English countries.
With a significant presence of 65 instances, constituting 78.31% of the content, the International Culture (InC) category explores themes that transcend specific cultures It delves into global perspectives, shared experiences, and cultural elements that connect diverse societies Besides, the little "c", with 18 instances (21.69% of the content), offers a more distinctive exploration of international culture, contributing to a well-rounded and globally informed perspective.
The Interaction Culture (IrC) category, comprising 17 instances and representing 68% of the content, focuses on the cultural dynamics that emerge in interactions between individuals from different cultures It addresses cross-cultural
43 communication and intercultural relationships On the other hand, comprising 8 instances (32% of the content), the little "c" explores the subtleties of cultural dynamics in interactions between individuals from different cultural backgrounds.
In analyzing the cultural content within Tiéng Anh 11, it's evident that both the Source Culture (VC) and Target Culture (TC) categories play significant roles in shaping students’ understanding of cultural influences The prevalence of instances categorized as big "C" in VC highlights a direct representation of values, traditions, and distinct elements from the source culture, offering a substantial portion of the overall cultural content Conversely, the inclusion of little "c" instances provides a nuanced exploration, enriching students' comprehension with subtler cultural influences Moreover, the incorporation of International Culture (InC) content serves to transcend specific cultural boundaries, fostering a globally informed perspective among students The substantial representation of both big "C" and little
"c" instances in this category ensures a well-rounded exploration of shared experiences and global perspectives Lastly, the Interaction Culture (IrC) category highlights the importance of understanding cultural dynamics in cross-cultural communication and intercultural relationships Through a combination of big "C" and little "c" instances, students are equipped with insights into both overarching cultural dynamics and subtle nuances that influence interactions between individuals from diverse cultural backgrounds.
The presentation of Source Culture (VC), Target Culture (TC), International
The "Big C" culture has been presented under various topics equivalent to the units displayed in the textbook In detail, they are Being part of ASEAN, Global warming, Further education, Our world heritages, and Cities of the future From the names of the units, almost all themes in Big "C" culture are presented through all sources of cultures which are VC, TC, InC, and IrC They are detailed and analyzed below.
"Education" is the most clear theme presented to the students in Unit 7: Further Education In this unit, the organization of the education system, curriculum, courses, subject descriptions, and degrees of education are demonstrated In this regard, TC, InC, and IrC are outweighed the VC VC is mentioned a bit through the introduction of the educational system in the vocabulary section as well as the perspective of a Canadian named David - an international student in the listening section Meanwhile, TC, InC, and IrC are demonstrated in more detail in sections of reading (the British state-run educational system - TC), writing (higher education in the UK), communication and culture (Singapore's education system - InC) as well as in project section when "gap year" became a topic for discussion among students (IrC).
The term "Politics" is defined as the acts involved in obtaining and taking power in public life, as well as having the ability to have an impact on decisions that influence a country or community In this theme, InC is displayed through the presence of bloc ASEAN which contains almost all Asian nations in Unit 5: Being part of ASEAN Texts, dialogues, and even images about ASEAN like the logo, charter, principles, constitution, and members with their flags are introduced InC dominates the other sources of cultures, though VC is demonstrated a bit in the writing part (a brief introduction about The Socialist Republic of Vietnam) and IrC is presented in the project part as a topic for discussion "Do some research about ASEAN member state" The other parts of Unit 5 mostly present information about the other countries in ASEAN that belong to InC In terms of "politics", there are no clues about TC.
"Geography" elements are the scientific studies of the earth's surface, physical features, divisions, products, and population This theme is integrated with other factors and is presented in some units For example, also in Unit 5,
"geography" is the information about the land area, sea area as well as the population of the bloc ASEAN In the section on speaking and writing, general geographical facts about Laos, Malaysia, Philippines, Thailand, Singapore, Indonesia (InC), and Vietnam (VC) are given Besides, in Unit 6: Our World Heritage Sites, geographical descriptions of the world heritage sites such as the Taj Mahal (InC), Imperial Citadel of Thang Long, Flag Tower of Hanoi, Ha Long Bay, Hue, Phong Nha-Ke Bang National Park, etc (VC).
"History" is the next theme which refers to the past events and dates, going along with the previous factors This topic is presented in Unit 5 and Unit 8 of the textbook, in the same countries as the "geography" element If the history elements are displayed on the establishing ASEAN block (InC) and the participation of its members presented in the Reading part, in Unit Š they are displayed through the date of building the Citadel of Thang Long in Getting Started and the year when UNESCO respectively recognized Ha Long Bay, Complex of Hue Monuments, Trang An Scenic Landscape Complex, etc In this element, source culture (VC) is over-weighed than other cultures when a lot of well-known landscapes in Vietnam are referred to; whereas only Tal Mahal in the Communication and Culture section is represented for InC TC and IrC seem to be ignored in this factor of culture.
"Economy" is the other element belonging to the "big C” culture investigated through some instances in the textbook Tiếng Anh I1 Although there are no obvious clues about the statistical data and information on the activities of enterprises or international economic transactions, some general economic descriptions of some countries are presented This category of culture is mostly described in Unit 5 when the economy of the ASEAN bloc and its members are briefly introduced through the economic ranks in the region and in the world In the Reading section, Vietnam as well as Indonesia, Thailand, Malaysia, Singapore, and
46 the Philippines are referred to as the six economic majors in ASEAN whereas their economic features are briefly mentioned in the Writing part Undoubtedly, the VC and InC are mainly focused on this term Once more time, TC and IrC are not mentioned.
"Literature/Art” is one of nine big C culture categories which is defined as the pieces of writing that are valued as works of art, especially novels, plays and poems/the use of imagination to express ideas or feelings, particularly in paintings, drawings or sculptures is one of among nine big C culture categories This category is expressed in the Communication and Culture part, Unit 5 through the background of Lamvong - the most popular folk dance in Lao Besides, some pictures demonstrating for Trong Com dance, Sap dance in Vietnam, and Thai dance in Thailand in the same part of the Unit VC and InC are mentioned in this category of culture Other cultural elements are ignored again.
I also investigated some clues in the textbook that represent for "architect" factor According to Xiao's definition, all the art and study of designing buildings, the design or style of a building or buildings are included in this category Although they are not described much in texts and conversations, I can find a wide range of illustrations of prevalent buildings in VC (painting of Hanoi Flag Tower, p.30, Unit
8), TC (painting of a university in the UK, p.23, Unit 7), Inc (photo of the Merlion in Singapore, p.2/, p.27, Unit 7) There is only a text written about the Taj Mahal mausoleum in the Communication and Culture section in Unit 8 This sort is mainly expressed through pictures and photos in three sources of culture VC, TC and InC.
Another category belonging to big C culture is mentioned slightly in Unit 1: The Generation Gap is "social norm" - the behavioral expectations and cues within a society or group When and where it is appropriate to say certain things, to use certain words, to discuss certain topics or wear certain clothes, and when not to. This definition is expressed in section Getting Started when the women's role in doing household chores is mentioned:
Ann: You mean a generation gap? Well, there are My grandma has her own beliefs about things like hairstyles, appearance, and table manners She thinks women must do all the housework while my parents believe family members should share the chores.
(Unit 1: The Generation gap, p.7, Getting Started)
In this conversation, Ann and Sam are the main characters which are the usual names in TC.
In short, nine elements in Big C culture are expressed almost completely through the five units in the two volumes of the textbook Tiếng Anh 11 Only the
"music" factor cannot be found in the research object The sources of culture are found entirely through these nine elements.
The presentation of Source Culture (VC), Target Culture (TC), International
Distinguished from "big C" culture, "little c” is invisible part of the iceberg. These cultural aspects may not be noticeable or popular for outsiders and they can cause some misunderstanding or even culture shock As mentioned above, there are seven sorts of culture involved in "little c" Among them, "values" and "lifestyles" are the most frequently referred to.
"Values" elements are the beliefs about what is right or wrong and what is important in life For example, the values of one culture are about love, life, and jobs In this case, the viewpoints about relationships and friendship of Mai's grandma in Unit 2: Relationships are involved in this term:
Mai's grandma: You shouldn't talk to him all the time I don't want to be too strict with you, but I think you're too young to start a relationship with a boy.
Mai's grandma: Sounds good But listen, Mai, I hope you're just friends with the boys It's your studies that you should concentrate on.
(Unit 2: Relationships, p.19, Getting Started) Besides, the opinions of women's role in doing housework (TC) in Unit 1: The Generation Gap, Getting Started sections; the qualities of being independent (VC) throughout Unit 3: Becoming Independent or acceptable attitude to the disabilities (IrC) in Unit 4: Caring for Those in Need express the term of "values" adequately Also in the Communication and Culture section of Unit 10: Healthy Lifestyle and Longevity, Japanese living habits that help to increase longevity are introduced which belong to InC From these points, it can be seen that all the cultural sources are demonstrated in the textbook.
The next common term spreading the textbook is "lifestyles" - how a person or a group of people live or work This concept can be found in Unit 7 when the types of families are introduced (extended family and nuclear family) through the introduction of Sam and Ann in their conversation in Getting Started, p.7 (TC). Moreover, "lifestyles" elements are also displayed in Unit 2 through the interpersonal interaction in a relationship (VC, InC, and TC), how to attain the time-management skills to become an independent person in Unit 3, p.34, Reading part In addition, the principles of green lifestyles are discussed in Unit 10: Healthy Lifestyles and Longevity which refers to every source of culture It seems to be that
"values" is a theme in all the roots of culture.
Still in Unit 10, "food" is another theme of culture that is described In this unit, many types of food that are healthy such as "brown rice, fresh fruit, and vegetables" and unhealthy like "red meat" are introduced Additionally, the relationship between obesity and fast food is mentioned in the sentence "I used to have a huge weight as a child, ate a lot of fast food and became obese" (Unit 10, p.65, Writing section) Throughout the textbook, only a few local special foods are referred such as "salted, pickled vegetables and miso" in Japan (InC) in Communication and Culture, the photos of hamburger and chips - original in the
USA (TC) in Project (Unit 10, p.69) There are no references to Vietnamese special dishes introduced in these books rather than those of international culture.
On the other hand, "gestures/body language" which is characterized as a movement that you make with your hands, your head or your face to show a particular meaning Apparently, this term is mostly expressed through the illustrations for each conversation/ talk/dialogue in the textbook with various gestures and facial expression of the characters in the pictures However, there are no conversations or reading texts mentioning visibly about the meaning of specific gestures or body language In this way, VC, TC, InC, and IrC are fully illustrated.
I also found some references to the "holiday" topic in the textbook, specifically in Volume I, Review 2, Writing section, p.73 which are famous festivals of Thai water fights, Thai Loy Kratong (a festival of lights and lantern) (InC) were mentioned Besides, some pictures of special costumes are presented also in Unit 5, regretfully there is no information demonstrating these images For this invisible cultural theme, only InC is introduced.
Another intangible cultural theme in little "c" culture is "customs" which are defined as the acceptable way of behaving or doing things in a society or a community It is mentioned a few times in Unit 2, Communication and Culture part, p.27 which introduces the various ways that people date globally, including face-to- face or one-on-one dates, speed dating, group dating, and internet dating While group dating is common in Europe and Australia (TC), the Singapore government (InC) encourages young people to take part in speed dating - singles spend a few minutes talking to each other before moving to the next one In the US (TC), online dating - using online dating assistant services - is a preference among the young.
The last term "hobbies" seems to be given little concern when few related references can be found in the two volumes In the conversation between Linda and Tom (Unit 1, Listening part, p.13), they are talking about their favorite dressing styles and computer games which cause their parents’ irritation.
In brief, the invisible part of the culture - little "c" which is divided into seven themes is wholly displayed in the two volumes of the research object They are smoothly integrated with big "c” elements that provide various cultural factors to the teachers and learners of diverse sources of cultures.
Discussion about the distribution of the sources of culẽture
The distribution of Source Culture (VC), Target Culture (TC), Interaction Culture (IrC), and International Culture (InC) across the 16 themes provides valuable insights into how cultural elements are integrated within the educational curriculum Throughout the discussions, it's evident that themes directly related to Vietnam, such as history, geography, and heritage sites, primarily showcase VC. This emphasizes the importance of preserving and understanding one's own cultural heritage within the educational context However, TC also plays a role, especially in comparing and contrasting Vietnamese culture with international norms and practices On the other hand, themes addressing global issues, international organizations like ASEAN, and aspects of globalization, such as education systems and economy, predominantly feature InC This reflects the inter-connectedness of cultures in a globalized world and underscores the necessity for students to comprehend and engage with diverse cultural perspectives beyond their national boundaries IrC, although less prominent, emerges in discussions involving interpersonal interactions, cultural exchanges, and cross-cultural communication. While not as extensively explored as VC or InC, IrC highlights the importance of understanding and navigating cultural differences in real-world scenarios.
Overall, the distribution of VC, TC, InC, and IrC across the curriculum underscores the multifaceted nature of cultural education By incorporating various cultural elements, educators can foster a more comprehensive understanding of cultural diversity, promote intercultural competence, and prepare students to thrive in an increasingly interconnected global society.
In this chapter, the research employs systematically coding and categorizing data to discern specific elements within each unit of the research object The outcomes reveal that the textbook under examination emerges as a multicultural resource It successfully aligns with the requirements of English as an International Language by incorporating culturally relevant content Notably, the study emphasizes the textbook's dedication to enhancing students’ Intercultural Communicative Competence, reflecting a deliberate focus on fostering cross- cultural understanding and communication skills.
CHAPTER 5: CONCLUSION This last chapter summarizes the study's findings, discusses the documentary research's shortcomings, and offers recommendations for other research projects as well as the author's post-research professional development.
The study applied the method of content analysis with the qualitative data analysis and subordinated method of quantitative in counting the data to answer the research questions There are some findings conducted based on the results of the data analysis as follows:
First, adopted Chao's framework (2011), the research examined the cultural elements across Source Culture (VC), Target Culture (TC), International Culture (nC), and Interaction Culture (IrC) providing valuable insights into the representation and emphasis within educational materials In addition to Vietnamese
Culture and Target Culture, Tiếng Anh 11 effectively covered International Culture, providing a significant level of cultural coverage for the course material.
International cultural elements are carefully exploited and fully presented throughout the 10 units and 4 reviews of the two volumes of Tiếng Anh 11, which account for 83/456 instances The multiplicity of cultures represented in the textbook contributed to the claim that the compilers had taken into account the multicultural aspects of EIL The comprehensive analysis of cultural elements in both major and subtle dimensions indicates a balanced and intentional approach to cultural representation in English educational materials The inclusion of both Source Culture and Target Culture, alongside a strong emphasis on International Culture and Interaction Culture, contributes to a holistic learning experience. Besides, the noteworthy category, Universality Across Cultures, demonstrates a considerable influence across all communication formats, with visual components playing a crucial role in depicting culturally recognized symbols shared globally. This indicates a global inter-connectedness and a shared comprehension of certain cultural facets, irrespective of specific cultural affiliations In sum, the researched
53 objects were designed to meet the multicultural requirements - a coherent combination of cultural values, familiar customs, and traditions of Vietnamese people with international cultural features, especially from English-speaking countries with developed cultural economies.
Besides, the examination of cultural representation across various aspects— Conversations, Reading Texts, and Visual Elements—in English educational materials reveals intriguing patterns and emphases in different cultural categories. The findings underscore the importance of a balanced representation of cultural elements, including both source and target cultures, to provide learners with a more comprehensive understanding of diverse perspectives In short, the analysis of cultural representation in Conversations, Reading Texts, and Visual Elements highlights both strengths and areas for improvement in cultural representation in learning materials, offering valuable insights for curriculum development and the enhancement of cross-cultural education.
Moreover, efforts to increase intercultural interaction content as Intercultural Interaction is found in 25 instances in the textbook presents the compilers’ consideration about developing student’s intercultural communication competence. Through dialogues, discussion activities as well as cross-cultural images, students need to compare and find cultural differences while critically examining cultural content These may contribute to fostering a more inclusive and globally aware educational experience.
Last but not least, this study examined both tangible and intangible factors of culture through big "C" and little "c" themes based on Xiao's checklist The analysis of cultural themes sheds light on the prevalence of various aspects within the broader context of culture The frequencies associated with each theme provide insights into the emphasis placed on different cultural dimensions The findings suggest the need for a balanced curriculum that incorporates both the grand narratives of history and geography (big "C" culture) and the intricacies of daily life and interpersonal dynamics (little "c" culture) Integrating music and other artistic
54 forms could further enrich the cultural education experience, providing learners with a more holistic understanding of diverse cultural expressions In conclusion, the analysis of cultural themes offers valuable insights for curriculum development, encouraging a multifaceted exploration of cultural dimensions that encompasses both the grand and subtle aspects of human expression.
Byram et al (1994: 19) mention in their book that “to enable learners to compare and analyze the materials critically, materials from different origins with different perspectives should be used together Acquiring analytical skills is more crucial for students than learning facts.” It follows that the English textbook series chosen for this study's analysis has quality English resources as determined by English as an International Language (EIL) and improve the learners’ ICC.
The investigation emphasizes the interrelationship between language and culture Teaching English cannot be isolated from teaching culture when improving learners’ intercultural communication awareness has become one of the teaching goals of the National Foreign Language Project 2020 There are some implications and suggestions conducted as follows:
Teachers play instructive roles in English classes, so these educators need to be culturally aware and sensitive to the diverse backgrounds of their students To achieve this goal, they should be provided professional development opportunities to enhance their cultural competency and teaching strategies for multicultural content Besides, the teachers can create opportunities to celebrate cultural diversity through events, performances, and projects that showcase the richness of different cultures.