Cultural Representation in High School English Textbooks in Taiwan

Language textbooks have served not only as tools for presenting language learning material but also as windows through which learners have been exposed to diverse cultures, particularly in English as a foreign language (EFL) contexts. In recent years, research on cultural representation in English textbooks has increased worldwide. This study specifically investigated cultural representation in two sets of English textbooks currently used in Taiwanese high schools. Through a content analysis of English textbooks published under the new Curriculum Guidelines of 12-Year Basic Education, this study examined which cultures were depicted and how they were portrayed. Using two analytical frameworks, the study examined the cultural content in these textbooks. The first framework, adapted from Ke (2012) and Zhang et al. (2022), categorized cultural content into five types: Anglo-American Culture, Source Culture, International Target Cultures, Intercultural Education, and No Specific Cultural Reference, with a focus on reflecting English as a lingua franca (ELF). The second framework, based on Moran’s (2001) five dimensions of culture—products, practices, perspectives, communities, and persons—examined cultural portrayal in the textbooks. Preliminary data analysis indicated an effort to incorporate ELF-informed teaching materials. While cultural products received strong emphasis, both sets of textbooks included all five dimensions of culture. Based on these findings, the study offered recommendations for textbook writers and practitioners to enhance students’ cultural awareness through English textbooks.