Journal of Linguistics & Literature Vol 1, No 1, 2016 124
An Evaluation of Pakistani Intermediate English Textbooks
for Cultural Contents
Sumaria Zafar & Dr. Rashid Mehmood *
Abstract
The present research aims at bridging the gap between the unsuitability of
English textbooks of intermediate level and the present needs of the
learners for cultural knowledge. This research addresses aspects of culture
regarding the incorporation of international culture in Intermediate
English textbooks. This research utilizes the tool of Checklist to evaluate
Pakistani Intermediate English textbooks. The elements included in
checklists cover the aspects of perspectives, practices and products. Four
textbooks, Book I, II, III and Goodbye Mr. Chips, have been evaluated and
the data obtained from checklists has been analyzed to explore instances of
global, international, local and target language culture. The research
shows that international culture has not been given required representation
in all the books. This research will prove helpful in spreading awareness
about the cultural gaps. This in turn resolves the question of incorporating
international culture in intermediate English textbooks for Textbook
authors. The teachers can utilize this research to modify their ways of
transmitting particular cultural contents whereas the learners can exploit
this research to identify their particular requirements of cultural
knowledge.
Keywords: culture, international culture, textbooks, evaluation
*GCU Faisalabad
Journal of Linguistics & Literature Vol 1, No 1, 2015 125
Introduction
English language is being spoken all over the world so Pakistani learners,
also, have to use English in diverse contexts. Today a whole new
generation is coming up, a generation that travels a lot in countries where
English is a first language , works in places where English is a lingua
franca, and as a result carries home to other generations the same English
as a medium of communication. The cultural knowledge is needed for
international communication and contacts For this reason, English
textbooks should focus on local and international culture in addition to
target language culture. Intermediate English textbooks, used in the
Punjab, are needed to be evaluated in order to find out whether they are
fulfilling this requirement. For this purpose, a new checklist, based on
various checklists, has been developed. This research aims at evaluating
English textbooks of intermediate level regarding the incorporation of
international culture in text books. This study explores the kinds of
cultural content represented in textbooks.
This research evaluated intermediate English textbooks to find out the
types of cultural contents. The textbooks have been evaluated through
checklist based on the theory of ―The Standard Definition of Culture and
Culture Instruction in Beginning and Intermediate Spanish Textbooks‖ (as
cited in Battman & Mattos, 2006 ; Jabeen & Kazim, 2011 ; Abbasian &
Khajavi, 2011 and checklist of Adaskou, Britten and Fashi, 1990).
Whenever any language is taught to the learners, culture goes with it.
Connections between language and culture are at times taken for granted as
self-evident, and at other times they are dismissed lightly as unverifiable
(Garcez, 1998). Saluveer (2004) argues that ―for many people culture
would mean art, literature, customs and everyday life peculiar to a certain
group. These can be observable symptoms of culture. However, culture
also includes invisible features like beliefs, values, norms and attitudes" (p.
10) The Cultures goal area of the Standards divides culture into three
elements: practices (patterns of behavior such as gestures, greetings and
leave-takings, holiday celebrations, and entertainment); products (books,
food, songs, household items, and the like); and perspectives (beliefs, ideas,
attitudes, and values) (Batman & Mattos, 2006). A more specific and
Evaluation of Pakistani English Textbooks for Cultural Contents 126
operational definition of culture which outlines four dimensions or ‗senses‘
of culture; the aesthetic, sociological, semantic and the pragmatic is posited
by Adaskou, Britten & Fahsi (as cited in Abdullah & Chandran, 2009).
This relation between Language and culture is also expressed by Jiang
(2000) aptly. He argues that ―if we compare the society to a swimming
pool, language is a swimming skill and culture is the water. When both are
present, people swim well (communicate successfully).They swim
confidently and rapidly when they are familiar with the water (i.e. within
their native culture), but cautiously and slowly when it is unfamiliar to
them (within a foreign culture)‖ (p. 332).
As language is inseparable part of culture, similarly culture is
inseparable part of language learning process. ―Culture and language
learning have a multidimensional relationship. Cultural knowledge
embedded in a language is important for its speakers, on the other hand
this knowledge has an impact on the philosophy of its learners‖ (Onalan,
2005, p. 216). Some researchers support the implementation of a culture-
free curriculum for foreign language teaching, protecting the cultural
integrity of the ‗nonnative speaker‘ (Kachru, 1986; Canagarajah, 1999 as
cited in Bayyurt, 2006). Kaboodvand (2000) insists that on one side of the
axis we have extremists who believe that foreign language being taught
should be deculturalized totally or as much as possible, hence they prepare
books in which culture has no part , and deploy local teachers. They are
worried about imperialistic views and western chauvinism and have tried
to eliminate anything cultural from the books. More researches are in the
favour of the strong bond present between culture and language because
the lack of teaching culture or involving culture specific elements in
teaching materials leads to failure to understand and communicate the
target language and societies (Çakir, 2010). Bayyurt (2006) also asserts
that the presentation of the target language culture (henceforth TLC)
should be an essential part of the foreign language teaching curriculum.
Changes in linguistics and learning theory suggest that culture should be
highlighted as an important element in language classroom (Tseng, 2002).
Relations between ‗language and culture‘, and ‗language teaching
and culture propagation‘ have already been established by Tanaka (2006) ;
Larzén-Östermarka (2008); McKay (2003); Tomalin (2008) ; Çakir
Journal of Linguistics & Literature Vol 1, No 1, 2015 127
(2010); McKay (2003) and Genc & Bada (2005) resectively. There are
three viewpoints regarding the culture and course content relationship.
Schumann suggested three strategies taken by adult learners: preservation
of the home culture (total rejection of the target culture), total adoption of
the target culture (assimilation), and ―acculturation,” which he defines as
learning to function in the new culture while maintaining one‘s own
identity (as cited in Paige et al, 1996, p. 34). Previously there was a
continuous tension between the supporters of Target language culture (Ho,
1998; Paige et al, 1996 & Çakir, 2010), and supporters of Learners‘
culture (İnal, 2006 ; Shina, Eslami & Shin, 2011 ; Cotterall, 2000 ;
Garinger, 2002; Walt, 1997 & Prodromou, 1988). Then the trend shifted
towards third option of acculturation meaning Hybrid culture or Third
culture (Zaid, 1999) or mixture of target language culture and learners‘
culture. No forth type of cultural incorporation was specifically focused.
In present era Globalization has questioned the limited utility of
incorporating one single culture in ELT. Now there are queries regarding
incorporation of contents related to international culture, multi-culture
(cultural practices and traditions of many cultural communities that exist
in the country Zakaria & Hashim, 2010), global culture (diminishing of
cultural versitality Modiano ( 2001), cross-culture (interface between
one‘s own culture and foreigners culture (Harumi, 2002) and popular
culture (imported American culture, Storey (2001) (as cited in Williams,
2006). There is very limited research done specifically on the
incorporation of International culture in English textbooks. This particular
research focuses on the incorporation of this type of cultural content in
Intermediate English textbooks and their suitability for the learners in
present age.
Language textbooks have deep relationship with culture
promotion. Çakir (2010) asserts that providing cultural elements within
the textbook contents is crucial for foreign language learners so that they
can attain the authentic language appropriately involving some culture
specific expressions that are commonly used in communication. Text
books should be modified in such a way that they provide an
amalgamation of cultures so that one culture cannot suppress other one
because in selecting a course book we need to concede that there are no
set truths (Chambers, 1997).
Evaluation of Pakistani English Textbooks for Cultural Contents 128
Keeping in view the rapid and extensive localization and nativization of
English, English need not always be linked to the culture of those who
speak it as a first language. English is an international and global language
and has a colonial past but a global future. Al-Issa (2005) considered
English as the first international language that facilitates Interlingua
communication, particularly in the age of globalization. Indeed the
purpose of an international language is to describe one‘s own culture and
concerns to others (McKay, as cited in Abdullah & Chandran, 2009).
Bayyurt (2006) considers cultures of other countries as international
culture (IC). Globalization has increased the demand for EFL instruction
that facilitates cross-cultural communication and the international
exchange of information. The widespread learning of English is based on
the perception of English as an international lingua franca (Su, 2008). Due
to the international status of English, culture transmitted through it should
also be international implying the concept of cultural diversity.
Methodology
This research is a qualitative study that addresses different aspects of
culture regarding incorporation of international culture in Intermediate
English textbooks. Basically it is an evaluative research which includes
checklists for English text books‘ evaluation for the incorporation of
international culture. Population is inanimate and consists of four
intermediate textbooks, Book I, II, III and Novel Mr. Chips, prescribed by
Punjab textbook board Lahore. Intermediate English Textbooks have been
chosen for the study as it is the highest level of formal education which is
similar for almost all the students. This level is the terminal level for those
who discontinue education to look for jobs, while others branch off into
their respective specialized areas for further study at universities. So there
are general and specialized language needs of both aforementioned
categories (Government of Pakistan, 2006, p. 4).
The researchers have prepared a checklist to evaluate four English
text-books. Checklist used in this research covers multidimensional
aspects of culture including beliefs, customs, speech acts, gestures, notions
of personal space and arts (Jabeen & Kazim, 2011). The checklist is based
on the theory of ―The Standards Definition of Culture and Culture
Journal of Linguistics & Literature Vol 1, No 1, 2015 129
Instruction in Beginning and Intermediate Spanish Textbooks (as cited in
Battman & Mattos, 2006 ; Khajavi & Abbasian, 2011 and checklists of
Adaskou, Britten, and Fashi 1990). First tool used is checklist for textbook
evaluation. The checklist evaluates the extent and manner in which the
textbook includes a focus on cultural content. Many researchers (Çakir,
2010 ; Zakeria & Hashim,2010 and Lee, 2009) have found checklist as a
very useful tool and did textbooks evaluation by adopting different
checklists developed by other researchers.
Results from the Checklists
In Book I seven out of fifteen lessons are written by American authors.
Remaining lessons are from English, Irish, French and Pakistani authors.
So it‘s evident that American perspective is given greater room.
Representation is also given to British and Pakistani authors but it is very
less than the representation given to American authors. In Book II most of
lessons are written by British authors. Mostly scientific knowledge from
western point of view is focused in addition to focus on geographical
knowledge. Lessons showing how different nations progressed are given.
Many references are given about France. Every lesson is based on
particular issue, ranging from most serious topic to exaggerated humors.
In Book III all of the plays are written by American authors, whereas
poems are by variety of poets including Pakistani poets and mystic poets
from Persia and Pakistan. All the plays are from American setting
focusing on variety of issues. The Novel, Goodbye Mr. Chips, is written
by a British author, James Hilton. Mostly, knowledge about history,
particularly about wars, from western point of view is focused. It is a
biographical novel and deals with the life of English teachers who use to
teach in Brookfield, a school in England. Therefore, most of the cultural
elements are from British culture.
Evaluation of Pakistani English Textbooks for Cultural Contents 130
Figure 1: Frequency Results of Book I
Figure 2: Frequency Results of Book II
020406080
100120140160180200
Products
Practices
Percpectives
0
20
40
60
80
100
120
140
Products
Practices
Percpectives
Journal of Linguistics & Literature Vol 1, No 1, 2015 131
Figure 3: Frequency Results of Book III
Figure 4: Frequency Results of Novel
Discussion
Findings show that intermediate textbooks have very limited
representation of international and global/universal culture. In one way or
0
20
40
60
80
100
120
140
LearnersCulture
Culture ofNatives
InternationalCulture
GlobalCulture
Products
Practices
Percpectives
0102030405060708090
LearnersCulture
Culture ofNatives
InternationalCulture
GlobalCulture
Products
Practices
Percpectives
Evaluation of Pakistani English Textbooks for Cultural Contents 132
the other contents rotate around UK/USA culture. Textbooks being used in
first year are comparatively newer. The present first year books were
introduced for the first time in 2006. So they focus more on USA culture
both visibly and invisibly, as this era is dominated by USA. Second year
textbooks have more direct representation of English culture as in ‗First
year at Harrow‘ or indirect representation as in ‗The jewel of the World‘.
These books are being used for more than 20 years. For this reason, they
have greater influence of our past colonizer, UK. In preface of Book II it
is written that ‗the student is expected to learn to use English as it is
spoken and written today by Englishmen today‘. For this reason
representation is given to UK viewpoints.
Book I and III are without preface but they are purely culture
specific. Mainly its contents reflect American culture. In Book I, the
stories ‗Button Button‘ and ‗The gift of Magi‘ represent the American
culture of nuclear family system and tradition of gift exchanging on the
event of Christmas, respectively. Similarly, stories like ‗God be praised‘
and ‗Overcoat‘ are based specifically on the Learners‘ culture. In Book III
all the three plays are based on American society. Setting is also
American. For example, the play ‗Visit to a small planet‘ presents political
ideology of America and comments on American society whereas the play
‗The oyster and the pearl‘ elaborates social class system of America.
Preface of Book II states, ― We would like the students to get out of their
shells, to have a look around and know something of the world and its
problems, to learn how great men have worked for the betterment of their
country and, in fact, for mankind itself‖. Book II fulfills this purpose by
presenting variety of lessons, from most humorous, ―On destroying
books‖, ―A man who was a hospital‖, to the most informative, ―China‘s
way to progress‖, ―The jewel of the world‖, and serious one‘s, ―Hunger
and population‖. Contents of this book are not culture specific though they
contain many cultural references to English life style. Fourth book is
Novel which is wholly representation of English culture only. It revolves
around the life of an English school teacher‘s personal and professional
life. Examples like ‗sipping a glass of sherry‘, ‗reign of Elizabeth‘,
‗Chapel time‘ and many references from English history make this novel
based on English culture.
Journal of Linguistics & Literature Vol 1, No 1, 2015 133
Regarding the aspects of culture, beliefs of USA/UK culture are
dominated in Book I, III and Novel whereas in Book II beliefs from
international culture have dominated. Overall USA/UK cultural beliefs
have dominated textbooks. Examples for this are ‗…….good book allows
to man his life time‘ and ‗it is a dream deeply rooted in the American
dream‘ from short stories ‗Clearing in the Sky‘ and ‗Dark they were. And
golden- Eyed‘ respectively (Book I), fear black cats, broken mirrors and
the number 13 (Book II), if any travelling is to be done in space we will do
it first (Book III) and by Jove (Novel) and western curtain of rigid
disregard…….. (Book II) are from international culture.
Examples like Eid, sermon (Book I ),tradition of making caliph
(Book II),……. cloth blown back from her face ( Book III) etc and remove
his hat as norm, cottage on the island (Book I), …..talks about the weather
(Book II), with side whiskers and dressed in the fashion of 1860 (Book
III) and …...touched their caps (Novel) illustrate that under the bigger
heading of customs, Learner‘s culture and USA/UK culture, respectively,
have dominated all the textbooks.
Social organizations contain mostly professions, which are not
limited to some single culture but to international culture. For example
traffic inspector, nurses, assistant surgeon, police (Book I), policeman,
medical man, chemist, clerk (Book II), barber, teacher, writer (Book III)
and climber, solicitor etc (Novel). Most of the characters in all the books
are White.
Under the heading of speech acts most of the examples belong to
USA/UK culture. Similar examples exist in all the books. For example,
‗goodnight‘, ‗please‘, ‗sorry‘, ‗good evening‘ are from native English
culture. In book I one speech act, ‗Assalam-o-alaikum‘ is taken from
learner‘s culture.
Examples like ‗Lima beans‘, ‗coaca‘, ‗hat‘,‘fork‘, ‗apartment‘
(Book I), ‗grey cricket shirt‘, ‗grey shorts‘ and ‗red wetson's blazer‘,
‗bowlers‘, ‗Bible‘ (Book II), ‗English nuts‘, ‗chewing gums‘ (Book III),
and ‗champagne‘ and ‗glass of sherry‘ make largest portion of products
from USA/UK culture.
Evaluation of Pakistani English Textbooks for Cultural Contents 134
Conclusion
The present research concludes that international culture is under
represented in the textbooks. Major focus is on US culture in Book I & III
and UK culture in Book II & IV. This research recommends that instead of
limiting Intermediate English textbooks to the culture of a few English
speaking countries, it should be expanded to international and national
cultures. Kramsch and Sullivan argue that ―think globally and act locally‖
has to be followed for appropriate pedagogy (as cited in McKay, 2003).
Thinking globally but taking actions locally might be the solution to at least
part of the problem. Motivational level of learners to learn English
language can be enhanced if focus is on learners‘ culture, international and
global culture instead of focusing on American or British culture. English
language is not limited to some Native speaking nations so textbooks
should not be culturally limited to some particular target language nations.
Pakistani students of intermediate level should be given English language
learning material which gives them
1) awareness of Pakistani cultures
2) awareness of international cultures
This research also recommends that we need a concept of a 'cultura franca'
(Prodromou, 2001) to teach our learners about universal/global and
international morals and happenings.
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