The International Status of English for Intercultural Understanding in Taiwan's High School EFL Textbooks

Autor/in	Su, Ya-Chen
Titel	The International Status of English for Intercultural Understanding in Taiwan's High School EFL Textbooks
Quelle	In: Asia Pacific Journal of Education, 36 (2016) 3, S.390-408 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2014.959469
Schlagwörter	Foreign Countries; Language Usage; English (Second Language); Textbooks; High Schools; Global Approach; Social Influences; Cultural Influences; Textbook Content; Cultural Awareness; Second Language Learning; Communication Strategies; International Cooperation; Content Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Textbook; Text book; Schulbuch; Lehrbuch; High school; Oberschule; Globales Denken; Sozialer Einfluss; Cultural influence; Kultureinfluss; Lehrbuchtext; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Kommunikationsstrategie; Internationale Kooperation; Internationale Zusammenarbeit; Inhaltsanalyse
Abstract	The purpose of this study is to evaluate linguistic and cultural issues around the status of English as a lingua franca and intercultural understanding as presented in one set of Taiwan's (English as a Foreign Language (EFL) high school textbooks. The methodology centres on the analysis of textbook content as categorized in three central themes: (1) the status of English language in international communicative settings; (2) intercultural/interpersonal understanding and diversity in English language texts; and (3) the linguistic and cultural effects of globalization on Taiwan and the world. Results found that the textbooks generally legitimate the hegemony of American English and British English as the only acceptable varieties or standard forms of the language. Furthermore, most of the texts are limited to specific aspects of societal issues and regions that represent influential cultures and their commercial commodities. The United States receives the most attention, followed by the United Kingdom and certain dominant Western European nations, where the image of ethnic and cultural homogeneity prevails in the texts. Most content focuses on reporting achievements, cultural practices, and perspectives of dominant groups in the United States, Great Britain, and Europe with little or no critical analysis of content. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01