Of Cultural Literacy in First- and Second-Generation Algerian Middle School Textbooks

الموضوعات

تربية وتعليم

الملخص

This thesis probes into a comparative study of the cultural literacies in the First and Second-generation Algerian EFL textbooks for middle schools. The First-generation textbooks consist of a series of four books entitled Spotlight on English 1 (2003), Spotlight on English 2 (2004), Spotlight on English 3 (2005) and On the Move (2006). The Second-generation textbook series consists of four textbooks entitled My Book of English (2016, 2017, 2018, 2019). Inspired by culture and post-colonial theories, we undertake a macro and micro-levels textbook evaluation of the two textbook series focusing on issues related to cultural literacy, national ideologies and identity. We are particularly interested in knowing the extent to which the textbooks conform to new theoretical findings in teaching that “silent” language called culture. A substantial cultural literacy is crucial as it fosters both national identity, understanding of the other and international citizenship. The textbook evaluation draws on the Social Semiotic Multimodal approach, analyzing both texts and images within the teaching materials. The findings reveal that the two textbook series have different views and choices of culture, and proceed from quite different ideological standpoints. Purposes of teaching culture vary within the textbooks reflecting different cultural literacies associated with different attitudes towards nationalism, culture “imperialism” and national identity. The cultural literacy provided in the first-generation textbooks targets the British and American societies representing the target culture. The Second-generation, on the other hand, favors national culture and strives to promote national pride in the Algerian and Muslim heritage. The findings reveal that both textbook series adopt a national approach to culture that is characterized by native-speakerism and banal nationalism for the First-generation textbook series, while the second-generation carries elements of banal nationalism and reflects what Hallidays calls “exotica of difference”. Besides, the complex nature of culture is totally overlooked, as both Algerian and British/American societies are depicted as homogeneous societies with a predominantly middle-class student population.

روابط وملفات

التعريف والنوع

رقم الوثيقة

0a166904-dae8-4990-afea-de6081c38637

رقم العقد

0

نوع الوسائط

Crawler

نوع المحتوى

الرسائل العلمية

صيغة المصدر

رسائل دكتوراة

نوع الملف

pdf text

أسماء الملفات

785806_1.pdf

بيانات النشر

ألقاب المؤلفين

[{"name_ar":" Lynda Morsli","title_ar":"اعداد","title_en":"Preparation"},{"name_ar":"Bouteldja Riche","title_ar":"اشراف","title_en":"Supervision"}]

اللغة

English

المصدر والدورية

اسم المصدر

Of Cultural Literacy in First- and Second-Generation Algerian Middle School Textbooks

المحتوى والصفحات

عدد الصفحات

0

كلمات الباحثين

Cultural literacy,Banal Nationalism, native-speakerism, exotica of difference.

إشراف وإعداد

الإشراف

Bouteldja Riche

الإعداد

Lynda Morsli

الاقتباسات الببليوغرافية