A model for evaluating textbooks

Abstract

Teaching culture and developing intercultural sensitivity have become the main concerns for language educators who prepare learners for the challenges of a ‘globalised’ world. This paper presents a model which can be used for evaluating language textbooks in terms of their efficiency and adequacy in teaching culture and in developing intercultural skills. The model is based on current theories of culture, theories of language learning, and of interculturality. Although the discussion is placed within the context of English language learning and teaching, the model is also useful for teachers of other languages and language program developers who need to select appropriate materials for enhancing cultural learning as part of language learning. It can be equally valuable in the context of culturally diverse groups of students and monolingual homogeneous classes where exposure to the target culture or other cultures is highly restricted. While it is recognised that cultural phenomena cannot be restricted to and fitted nicely into a rigid framework, the proposed model offers a starting point for discussion on culture teaching through language textbooks.