An Investigation of Identity and Intercultural Awareness in English as a Foreign Language Textbook The case of: The Algerian Third Year Secondary School English Textbook
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Date
2020-06
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Abstract
One of the most significant skills in the developing twenty first century world is
Intercultural awareness. The latter is the key towards successful cross cultural
communication. The aim of this research is to analyze the cultural representation in the
Algerian high-school English language textbook “New Prospects” used for third year
streams in order to understand the influence it has on learners’ intercultural awareness
and their local identity. Moreover, this study opts for investigating the actual practices
of the Algerian teachers of English as a foreign language in order to implement the
textbook’s instructions and assure that learners secure their local identity. Both
qualitative and quantitative methods were employed in this study. This research used the
content analysis technique in order to analyze the cultural representation in “New
Prospects” textbook; meanwhile, the questionnaires were administered to both Algerian
teachers of English as a foreign language and learners of English as a foreign language
in order to understand their perceptions and implementations of the textbook’ content. A
thoughtful analysis of the research findings indicates that the textbook has a logical
representation of the different cultures that keeps, in most times, balance between the
source culture, target culture and international culture topics. In addition, it determines
that the majority of the teachers involved in the study are aware of the cultural content
of the textbook they are using and can manage to effectively adapt this content to help
learners secure their local identity. The rest minority, who expressed their inability to
implement this content, is in need for professional training on using effectively the
textbook. The study is an attempt to develop new insights in the field of teaching
English as a foreign language mainly concerning developing learners’ intercultural
awareness through the effective use of the textbook, highlighting their local identity in
the course of cultural exposure and helping them to value their own culture.
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Key terms: Intercultural awareness, local identity, Algerian high-school English as a foreign language textbook, cultural content.