An Analysis Of Intercultural Awareness In English Coursebooks

This study delves into the representation of intercultural awareness in English coursebooks at the tertiary level, examining the balance between local, target, and international cultures. Utilizing a qualitative methodology, it scrutinizes three coursebooks and incorporates perceptions from instructors and students at Gazi University. Content analysis and semi-structured interviews serve as the primary tools for gathering data, focusing on the extent of cultural diversity and its alignment with fostering intercultural communicative competence among learners. The findings indicate a pronounced emphasis on target cultures, highlighting a shortfall in the inclusion of diverse cultural narratives. Such an imbalance suggests potential limitations in the coursebooks' efficacy to nurture a well-rounded intercultural understanding. The study advocates for a more inclusive representation of cultures in English language education, stressing the importance of coursebooks in cultivating a comprehensive intercultural awareness. Additionally, recommendations are provided to curriculum developers and educators to enhance the intercultural dimension within English language teaching, aiming to better prepare students for global communication.