An analysis of cultural factors in the textbook english 12 from the perspective of english as an international language

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ HƯƠNG GIANG AN ANALYSIS OF CULTURAL FACTORS IN THE TEXTBOOK ENGLISH 12 FROM THE PERSPECTIVE OF ENGLISH AS AN INTERNATIONAL LANGUAGE PHÂN TÍCH CÁC YẾU TỐ VĂN HÓA TRONG SÁCH GIÁO KHOA TIẾNG ANH 12 THEO QUAN ĐIỂM TIẾNG ANH LÀ NGÔN NGỮ QUỐC TẾ M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES  NGUYỄN THỊ HƯƠNG GIANG AN ANALYSIS OF CULTURAL FACTORS IN THE TEXTBOOK ENGLISH 12 FROM THE PERSPECTIVE OF ENGLISH AS AN INTERNATIONAL LANGUAGE PHÂN TÍCH CÁC YẾU TỐ VĂN HÓA TRONG SÁCH GIÁO KHOA TIẾNG ANH 12 THEO QUAN ĐIỂM TIẾNG ANH LÀ NGÔN NGỮ QUỐC TẾ M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: Dr LÊ VĂN CANH HANOI - 2013 LIST OF ABBREVIATIONS Abbreviations Full phrases ASEAN Association of Southeast Asian Nations CLT Communicative Language Teaching EFL English as a Foreign Language EIL English as an International Language ELF English as a Lingua Franca ELT English Language Teaching ESL English as a Second Language FLT Foreign Language Teaching MOET Ministry of Education and Training 10 SLA Second Language Acquisition 11 TESOL Teaching English to Speakers of Other Languages 12 WTO World Trade Organization 13 WEs World Englishes iv TABLE OF CONTENTS DECLARATION I ACKNOWLEDGEMENTS II ABSTRACT III LIST OF ABBREVIATIONS IV TABLE OF CONTENTS V LIST OF FIGURES AND TABLES VIII PART I - INTRODUCTION 1 Rationale of the study Research aims, objectives and research questions Scope of the study Significance of the study The structure of the thesis PART II - DEVELOPMENT CHAPTER I THEORY AND LITERATURE REVIEW 1.1 The concept of culture 1.1.1 Definition 1.1.2 Relationship between language and culture 1.2 Culture in second/ foreign language teaching 1.3 English as an International Languge 1.3.1 Kachru's Three Circles Model and English varieties v 1.3.2 What is English as an International Language (EIL)? 10 1.4 The issue of culture in the context of teaching English as an International Language 12 1.5 Cultural content in materials for EIL teaching 14 1.6 Previous studies 17 CHAPTER II: METHODOLOGY 20 2.1 The Vietnamese English teaching context 20 2.2 Overview of the National Curriculum and Syllabus for ELT 21 2.3 Research methodology 22 2.4 Content analysis 22 2.5 The conceptual framework of the study and criteria for analysis 23 2.5.1 The conceptual framework 23 2.5.2 Criteria for analysis 23 2.6 Content analysis procedure 24 2.6.1 Purpose of the analysis 24 2.6.2 Sample of the analysis 24 2.6.3 Elements of the analysis 26 2.6.4 Units of analysis 26 2.6.5 Instrument of the analysis 26 2.6.5.1 Constructing the content analysis card 26 2.6.5.2 Description of the content analysis card 26 2.6.5.3 Applying the content analysis card 27 2.7 Procedures of the study 28 vi CHAPTER III: FINDINGS ANALYSIS AND DISCUSSION 29 3.1 Culturally oriented activities in the textbook 29 3.2 Cultural representation in the textbook 30 3.3 Cultural distribution in the textbook 31 3.3.1 Vietnamese culture in the textbook 31 3.3.2 International culture in the textbook 33 3.3.3 Target culture in the textbook 34 3.4 Opportunities for students to compare and contrast cultures 35 PART III - CONCLUSION AND RECOMMENDATIONS 37 Conclusion 37 Recommendations 38 Limitations of the study 40 Suggestions for further research 40 BIBLIOGRAPHY 41 APPENDIX CONTENT ANALYSIS CARD I APPENDIX ADAPTATION IX APPENDIX ADAPTATION X APPENDIX ADAPTATION XII vii LIST OF FIGURES AND TABLES Figures Figure Content Page Figure Kachru's categorization of countries in which English is used Figure The organization of 16 topics in the textbook English 12 25 Tables Tables Content Table 2.1 The structure of each unit in the textbook English 12 Table 3.1 Table 3.2 Table 3.3 Table 3.4 Table 3.5 Table 3.6 Table 3.7 Frequency and percentage of the cultural activities related to the whole activities of the textbook English 12 Frequency and percentage of Anglo-Saxon culture and nonAnglo-Saxon culture in the textbook English 12 Frequency and percentage of three types of cultures in the textbook English 12 Frequency and percentage of Vietnamese culture in the textbook English 12 Frequency and percentage of International culture in the textbook English 12 Frequency and percentage of Target culture in the textbook English 12 Frequency and percentage of activities that provide opportunities for students to compare and contrast cultures viii Page 25 29 30 31 33 33 35 35 PART I - INTRODUCTION This part introduces the rationale of carrying out this study, its aims and objectives as well as its scope and significance The part also presents the structure of the thesis Rationale of the study Unlike any other language which normally rests itself in its homeland, English has stepped beyond the boundary of its first settlements, initially the United Kingdom, later the United States of America, Australia, Canada and New Zealand, travelling to every corner of the world, being used by people of all kinds of nationalities and ethnic backgrounds as a common language for most of their international encounters (Crystal, 1997; Graddol, 1997; McKay, 2002) and has actually grown into "a world property" (Talebinezhad, 2001), used "by the world" and "for the world" (Ngo, 2012) One of its lengthened names: English as an International Language (henceforth EIL) indicates an attempt to reflect such global scale usage of the language English has become a global language with so many implications for the teaching and learning of the language McKay (2002: 1) points out that "the teaching and learning of an international language must be based on an entirely different set of assumptions than the teaching and learning of any other second or foreign language" These assumptions give rise to changes in teaching methods, learners' goals, materials, assessment and the view on the cultural content in the teaching and learning materials One of the questions arising from the context of EIL teaching is: Is totally (or extremely) native English-speaking cultures oriented approach to teaching and learning materials still reasonable with the advent of EIL? This question implies changes in approach to cultural content of materials for EIL teaching As a high school teacher of English, I have noticed that the new set of textbooks introduced nationwide in 2006 by MOET shows a great deal of improvement as compared with the old grammar-based one However, I wonder whether it keeps pace with changes in terms of cultural content required by the advent of EIL Whose cultures are presented in the textbooks? How are they distributed? Do they provide learners any opportunities to compare and contrast cultures? Therefore, there has arisen a strong need to tackle a study to find answers to those questions, figuring out to what extent the textbooks can equip learners with adequate cultural instruction in the context of EIL This is my motivation in conducting this research Research aims, objectives and research questions This study aims at analyzing the cultural content in the textbook English 12 to figure out whether or not it provides students with adequate cultural instruction in EIL context The objectives of the study are to define whose cultures are more presented in the textbook so that decisions on modification or supplementation of the cultural content can be made In order to achieve the above-mentioned aims and objectives, the study was designed to find answers to the following overarching research question: - 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: What cultures are embedded in the textbook English 12? Which culture predominates in the textbook English 12? 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 Findings of this study will help to raise cultural awareness among textbook writers, classroom teachers and students They also suggest pedagogical solutions to the challenge of addressing the issue of culture in the context of teaching English as an international language Those suggestions will help to develop better Vietnamese high school students’ intercultural awareness so that they can use English for international communication more effectively in their personal and career life 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 PART II - Development is divided into three chapters Chapter - Theory and Literature Review clarifies important theoretical issues: the concept of culture, the concept of EIL and the issue of culture in EIL and cultural content in materials for EIL teaching as well as reviewing previous studies on the topic Chapter - Methodology presents the method used to analyze the cultural factors of the textbook It also describes setting and sample of the research, data collection instrument, and data collection procedure and data analysis Penny Ur (2009), English as a lingua franca and some implications for English teachers Retrieved July, 2012 from www.tesol-france.org/Colloquium09/Ur_Plenary_Handouts.pdf Pham, H.H (2001), A Second Look at the Question of the Ownership of English Teacher’s Edition, November 2001, 4-10 Prodromou, L (1988), 'English as cultural action' ELT Journal 42/2: 73-83 Prodromou, L (1992), 'What culture? Which culture?' ELT Journal 46/1: 39-50 Richards, Jack C Curriculum Development in Language Teaching, Cambridge Language Education, Series Editor Cambridge University Press Richards, Jack C., Platt, J., Platt, H (1992), Longman Dictionary of Language Teaching and Applied Linguistics Longman Risager, K (2006), Language and culture: Global flows and complexity Clevedon: Multilingual Matters Saluveer, E (2004), Teaching culture in English classes M.A thesis, University of Tartu, Department of English Retrieved from www:lara25.com/mywebdisk/CI-EP/saluveerpdf Schneider, E W (2011), English around the world An introduction Cambridge: CUP Seidlhofer, B (2001), Closing a conceptual gap: The case for a description of English as a lingua franca International Journal of Applied Linguistics,11, 133-158 Seidlhofer, B (2003), A concept of international English and related issues: from 'real English' to 'realistic English' Strasbourg: Council of Europe Seidlhofer, B (2004), Research perspectives on teaching English as a lingua franca Annual Review of Applied Linguistics 24, 209-239 Shank, G (2002), Qualitative research: A personal skill approach New Jersey: Merril Prentice Hall 45 Smith, L (1976), 'English as an international auxiliary language.' RELC Journal 7/2, 38-43 Talebinezhad, M R & A Basic Assumptions in Teaching English as an International Language Retrieved from http://iteslj.org/Articles/Talebinezhad-EIL.html Thanasoulas, D (2001), The importance of teaching culture in the foreign language classroom Radical Pedagogy, ISSN:1524-6345 Retrieved from http://radicalpedagogy-icaap.org/content/issue3 _ 3/7-thanasoulas.html Ton, N.N.H & Pham, H.H (2010), Vietnamese teacher’s and students’ perceptions of global English Language Education in Asia, 1/1, 46-81 Tran, L (2000), A Vietnamese Perspective on World Englishes Teacher’s Edition 4, 26-32 Widdowson, H C (1994), The ownership of English TESOL Quarterly 28, 377388 Yano, Y (2006), Cross-cultural communication and English as an international language International communication studies XV-3 Retrieved from http://www.uri.edu/laics/content/2006v15n3/15Yashukata.Yano.pdf Yano, Y (2007), English as an international language: its past, present, and future, On-Demand Internet Course Book: World Englishes In Vietnamese Hoàng, Văn Vân (2011), Chương trình sách giáo khoa trung học phổ thơng, hệ chuẩn T/c khoa học Đại học Quốc gia Hà nội, tập 27, số 2, 96-106 Hoàng, Văn Vân (2011), Vị tiếng Anh giới Việt Nam /Tcngơn ngữ số 1, 11-18 Ngơ, Hữu Hồng (2012), Tiếng Anh toàn cầu giao tiếp liên văn hoá Báo cáo hội thảo khoa học-Đại học Ngoại ngữ - Đại học Quốc Gia Hà Nội, 2012 46 Ngô, Hữu Hồng (2012), Tồn cầu hóa ngơn ngữ tồn cầu: Một nghiên cứu quốc tế học Tiếng Anh- Cơng trình nghiên cứu khoa học cấp sở -Đại học Ngoại ngữ - Đại học Quốc Gia Hà Nội, 2012 Ngơ, Hữu Hồng (2013), Tiếng Anh tồn cầu giao tiếp liên văn hố /Tcngơn ngữ số 3/2013, 29 -40 Võ, Thị Thảo Ly (2009), Tiếng Anh “chuẩn” người ngữ hay Tiếng Anh ngôn ngữ quốc tế Tạp chí khoa học 3, 5-11 Đại học Đà Nẵng 47 APPENDIX CONTENT ANALYSIS CARD Unit Reading Speaking Listening Writing Notes VC IC TC CC Unit Reading Speaking Listening Writing VC IC TC CC I Notes Unit Reading Speaking Listening Writing 4 Notes VC IC TC CC Unit Reading Speaking Listening VC IC TC CC II Writing Notes Unit Reading Speaking Listening Writing Notes VC IC TC CC Unit Reading Speaking Listening Writing VC IC TC CC III Notes Unit Reading Speaking Listening Writing Notes VC IC TC CC Unit Reading Speaking Listening Writing VC IC TC CC IV Notes Unit Reading Speaking Listening Writing Notes VC IC TC CC Unit 10 Reading Speaking Listening Writing VC IC TC CC V Notes Unit 11 Reading Speaking Listening Writing 5 Notes VC IC TC CC Unit12 Reading Speaking Listening Writing VC IC TC CC VI Notes Unit 13 Reading Speaking Listening Writing Notes VC IC TC CC Unit 14 Reading Speaking Listening Writing VC IC TC CC VII Notes Unit 15 Reading Speaking Listening Writing Notes VC IC TC CC Unit 16 Reading Speaking Listening Writing V IC TC CC VIII Notes APPENDIX ADAPTATION (Suggested adaptation to reading text, unit 3, textbook English 12) 'In most social situations where some informality is allowed, a brief raise of the hand and a small wave is fine For instance, if you are walking across the schoolyard and see your teacher approaching you, a small friendly wave to attract his or her attention is appropriate." (Extracted from reading text, unit 3, textbook English 12) The reading text introduces some ways of attracting attention by using non-verbal communication in English; the extract is a suggestion for students to use this form to attract teacher's attention However, Vietnamese culture does not allow students to use "a small friendly wave" to attract their teacher In most Vietnamese contexts, students have to approach the teacher they want to attract, wait until the teacher sees them, then, and use verbal communication to greet the teacher before doing anything If the teacher in charge with the reading text does not clarify the differences between Anglo-Saxon cultural convention and Vietnamese cultural convention in using non-verbal communication to attract somebody's attention, students may be left with impression that the English students are rude to their teachers They may also think that their Vietnamese culture is too strict, not so "democratic" as English culture and get some feeling of dissatisfaction with their own culture Neither of the extremes are the outcome that we expect IX APPENDIX ADAPTATION (Suggestions for dealing with implicit cultural information in the textbook) A consideration amount of cultural information in the textbook is not presented explicitly Characters in reading texts and listening texts are not nationality labelled or even anonymous For example, the main character in the reading text in unit is anonymous both in name and in nationality, so students not know who they are reading about, whose way of life they are getting to know The characters in reading text in unit and in listening texts in units 1, 3, 4, 5, albeit name-labelled, anonymous in nationality This limitation would lead to impression that students are learning about "not only imaginary but vacuous, empty of life" ( Prodromou, 1988) Unit1 - Reading text Problems: The main characters are anonymous, no name, no nationality Cues: Working hours (8a.m-5p.m); eel soup; some cultural values: the mother is caring, the family is close-knit; the girl's attempt to gain a place at university, most men does not like cooking Suggestion: Way of life, cultural values and some facts indicate that the text is about a Vietnamese family Unit 1- Listening text 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 Unit - Listening text 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, X Suggestion: American way of life Unit - Listening text Problems: Characters 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 Unit - Reading text 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 Unit - Listening text Problems: The characters have no nationality Cues: English names: John and David; college activities: tutors, overseas students, tutorials appointments, long reading lists, a large proportion of international students MSc course in AERD - department of Agricultural Extension and Rural Development Suggestion: Inner Circle culture XI APPENDIX ADAPTATION (Suggestions for teachers to create opportunities for students to compare and contrast cultures in the textbook English 12) In most reading and listening lessons, students are asked to answer factual questions In speaking lessons they are expected to imitate the sample dialogues (fixed in structure) and use prescribed language and expressions In writing lessons, students read samples, adopt the organization and styles of the samples and then write something similar in English In this way, the textbook does not help students realize the differences in rhetorical styles, discourse conventions between Vietnamese and British/American cultures, nor does it provide enough chances for students to reflect and make comparison and contrast between their home culture and other foreign culture Diversity within cultures is not ensured in the textbook For example, the cultures of ethnic minority students in rural areas in Vietnam are not presented The textbook portrays the images of urbanized and rich people The life described in the textbook may be alien to students that live in rural areas or come from poor family; therefore, it is difficult for them to relate what they learn in the textbook to their own real life's experience Therefore, teachers in charge with the textbook should prepare supplementary materials which are suitable for their particular students, such materials that could narrow the gaps in terms of cultural information that the textbook leaves for them XII ... Teaching EFL English as a Foreign Language EIL English as an International Language ELF English as a Lingua Franca ELT English Language Teaching ESL English as a Second Language FLT Foreign Language. .. language English has become a global language with so many implications for the teaching and learning of the language McKay (2002: 1) points out that "the teaching and learning of an international language. .. What is English as an International Language (EIL)? 10 1.4 The issue of culture in the context of teaching English as an International Language 12 1.5 Cultural content in materials