Reflections on selected readings

Reading 1: Norhana Abdullah & Sanda Kumari D/O Chandran (2009) Cultural Elements in Malaysian English Language Textbooks. (USIM) Universiti Sains Islam Malaysia, Lecturer Conference Paper.

Summary

The two main key points that are being widely discussed by the author is firstly the importance of cultural elements in ESL instructional materials particularly the textbook and secondly is English has become an international language and it no longer belongs only to native speakers in English-speaking countries but to the world as the global lingua franca of this century (Abdullah &Chandran, 2009). The rapid and extensive localization of English (Yano,2001) suggests that English does not always have to be linked to the culture of those who speak it as a first language but should be used to illustrate ones own culture and concerns to others (McKay, 2004) and this is supported by the case study that has been carried out to show that cultural elements are widely inserted in Malaysian ESL textbooks and the ESL context in Malaysia has already extended into the domain where English functions as an international language (EIL) because the author found that there are no instances of comparison with western or target language culture and cultural elements that are included are very much localized and they are used to illustrate the local culture and values to other speakers of English in the world. As Smith (1976) proposed, only when English is used to express and advocate local culture and values will it truly represent an international language.

Supporting evidence

1. Study Findings The author did carry out and compare the findings of his studies with other studies which show that he tried not to be bias and he has positioned his arguments and findings in light of others. The studies are carried out in Malaysia, Japan, Korea, Chile and Morocco and they results showed that cultural elements are found existing in their ELT textbooks. The culture elements that are depicted

in these textbooks vary in the sense of its dimension. The author argued that teachers should be more selective in choosing appropriate items according to the learners culture because it would have direct impact on the learners engagement as this is proven by the findings that he used. Except for the Malaysian, Chilean and the Moroccan studies, the cultural elements that are portrayed by the other countries are still based on typical Western norms and beliefs. The author argued that in the textbooks of these nations, the Western characters are used to introduce stereotypes presenting difference between Western culture and local cultures and he used these findings to highlight the difference between the portrayal of cultural elements in Malaysian ESL textbooks and other countries ESL or EFL textbooks.

2. Intercultural

The author also claimed that intercultural understanding is very important in ESL education in Malaysia. According to Fantini (1997), language reflects and affects culture forming a dynamic relation or intrinsic link which is manifested in what Fantini terms as linguaculture where language is inextricably linked with culture and in turn is taught in tandem with its culture. For instance, a Malaysian English language learner needs to learn the target language culture along with the Malaysian culture to communicate effectively and to avoid communication breakdown. Intercultural understanding or cross-cultural awareness would help in understanding learners behavior and attitude as well. For example, a female Muslim student might not volunteer to be the group leader when there are other Muslim male students in the group because she is brought up to recognise the leading role of a male Muslim and she might also try to avoid direct eye-contact with male teacher when responding to a question as it is undesirable in the Islamic context (Syahrom, 1995). The student may be accused for violating the ideals of effective communication by a teacher who is not well-versed with crosscultural understanding. The author claimed that this is very important as it will affect classroom management and consequently the teaching and learning process therefore teachers have to identify certain aspects of culture while adopting the target language culture without neglecting local cultural values.

3. Local culture elements

The author found from his findings that most of the characters in the textbooks are resembled by the local people from different ethnic groups in Malaysia. Even the travel destinations that occurred in the textbooks are very localized or bounded in Asian countries. This shows that in Malaysia, English has a unique role because it is not only used for communication with native speakers but also for interaction among English-speaking Malaysians. English seems to have a very interesting role in the Malaysian ESL context as it is seen as a medium to convey local cultural information and has a significant role in helping to develop the Malaysian cultural identity especially the urban Malaysian sub-culture. The author also argued that though the teaching of English is becoming more locally oriented, yet the content of the textbook is still subtly intertwined with the cultural contexts of English-speaking countries. This is crucial because a language cannot be totally removed from its own culture.

Who this article might be important to and why?

This article is important to ESL curriculum designers as they would need to know that in making instructional materials especially the textbooks, what are the important elements that should be included and what should not. There are so many elements or factors to be considered by the ESL curriculum designers before making a curriculum and hence it is important to privilege some elements than others. However, what to privilege is very subjective and it is highly dependent on not only who the target students are but also who the ESL teachers are too. The ESL curriculum designers might want to privilege the local cultural elements in a Malaysian ESL curriculum context as English is seen as a channel to convey local cultural information and is used to converse among the Malaysians therefore a curriculum should be designed to assist students towards the aims mentioned above rather than trying to familiarize the students with Western culture.

Questions left unanswered in the issue described:

1. How can English idioms and proverbs in ESL classrooms be taught with more local cultural elements in Malaysia as idioms and proverbs are usually more connected to the target languages culture? 2. In Malaysia, English has become a more dominant medium of communication among the Malaysians as well as a way to describe local cultures and values. Would English language then affect the identity and the importance of Malay language? 3. How can we strike a balance between the local and the Western cultural elements in Malaysian English textbooks?

Reading 2: Mohammad Aliakbari. The place of culture in the Iranian ELT textbooks in high school level. IIam University, Iran.

Summary

The main point that is being discussed by the author in this article is the current materials or textbooks of the Iranian ELT in high school level are shallow and superficial in the sense of culture and hence the task of teaching culture specifics in a deeper sense or culture-general skills such as intercultural communication and understanding is insufficient. The author supported his argument with a case study that has been carried out to examine the range of cultural references which is represented in the textbooks and whether the textbooks can foster learners intercultural communication in English. The study found that the text are not only limited in the depth of cultural information but also lack of the ability to provide new information or broaden students views about the world or cultural understanding. He did mention a few different types of textbooks in the sense of their approach to cultural treatment but he did not discuss the findings of his study by comparing with other studies. In other words, the author is being quite narrowed in reporting the study.

Supporting evidence

1. Results of the New Words analysis [No Reference, Culture Free Statements (NRCFS) ]

The author examined the Iranian ELT textbooks two largest sections which is the New Words and Reading sections. He found that in New Words section, NRCFS sentences make up the largest group of the sentences of the textbook and these sentences provide no reference to any target group and do not provide information on where, when and by whom they are produced. They do not consist of peoples names or places either which suggests that they are universal enough to be used by people of any country or culture. The case study carried out shows a high percentage (79 percent) of NFCFS in the New Words section of the ELT textbooks and a very low percentage of culturally loaded sentences. Although the frequency of occurrence of sentences with culture specific references (SCSR) appeared to grow from Book One to Book Four, the growth is just too little to be considered seriously. Thus, the results of the study indicate that the ELT textbooks in Iranian high schools are proved unhelpful in developing intercultural capability and cultural understanding since the books, intentionally or not, distract attention from culture or cultural points.

2. Results of Reading analysis (General culture-neutral texts)

The author found that in this section, cultural elements are rare and almost not included. General culture-neutral texts make up the greatest part of this section and they embody general texts such as those related to science, biographies, historical events and life stories which pay concentration on the introduction of a scientist, a world figure or a man of will but not on life style or culture. References in some texts in this section are probably intentionally dropped. Though they seem to be extracted from known sources but are they are totally presented to the students anonymously. For instance, expressions like one university researchand in one countryare not uncommon in this section of the textbooks. They are known as the reference-omitted texts. Only little reference on English speaking countries, Islamic tradition and cross-cultural comparison is found in the textbooks. Neither reference to eastern countries nor Iran itself is found in the reading passages. These results clearly support that Iranian ELT textbooks are not only inadequate in providing cultural understanding but also proved incapable of developing intercultural communicative proficiency.

3. Political reasons

The author also found that politics is also one of the main reasons for the insufficiency of cultural elements in Iranian ELT textbooks. ELT has received waves of hostility in accordance to the revolutionary oppositions against the U.S because of the misperception of parallelism between English and the U.S and hence de-culturalisation of school and university took place where certain words and concepts were replaced by proper a-cultural or neutral ones. In other words, reformation of textbooks took place and the national course-books were replaced and new materials were designed in a very neutral way with least cultural elements involved.

Who this article might be important to and why?

This article is important to ELT curriculum designers especially those in Iran because they do have to acknowledge the shortcomings of the current Iranian ELT textbooks in order to design better ones. This article reveals that the current textbooks are shallow and superficial with respect to their treatment of culture and therefore appropriate amendments should be made if they want to prepare their students for good communication in the multicultural world of English. Despite the controversial state of ELT in Iran, English is still seen as a necessity not only in Irans relation with the world but also for non-native communications which are done through the English dailies, weeklies, journals and other English periodicals that are directed by Iranian nationals. Thus, it is crucial for ELT curriculum designers in Iran to design and develop a curriculum which can foster learners intercultural communication in English.

Questions left unanswered in the issue described:

1. If adequate cultural elements were to be included in the Iranian ELT textbooks, whose culture elements should be more dominant? The local cultures or the target languages culture? 2. Is English language moving towards becoming a second language in Iran? 3. How would the inclusion of culture elements in the Iranian ELT textbooks affect the learners intercultural communication in English?