An Evaluation of Pakistani Intermediate English Textbooks ...oldsite.iub.edu.pk/journals/jll/jll2016/paper_6_2016.pdf · Evaluation of Pakistani English Textbooks for Cultural Contents

Journal of Linguistics & Literature Vol 1, No 1, 2016 124

An Evaluation of Pakistani Intermediate English Textbooks

for Cultural Contents

Sumaria Zafar & Dr. Rashid Mehmood *

Abstract

The present research aims at bridging the gap between the unsuitability of

English textbooks of intermediate level and the present needs of the

learners for cultural knowledge. This research addresses aspects of culture

regarding the incorporation of international culture in Intermediate

English textbooks. This research utilizes the tool of Checklist to evaluate

Pakistani Intermediate English textbooks. The elements included in

checklists cover the aspects of perspectives, practices and products. Four

textbooks, Book I, II, III and Goodbye Mr. Chips, have been evaluated and

the data obtained from checklists has been analyzed to explore instances of

global, international, local and target language culture. The research

shows that international culture has not been given required representation

in all the books. This research will prove helpful in spreading awareness

about the cultural gaps. This in turn resolves the question of incorporating

international culture in intermediate English textbooks for Textbook

authors. The teachers can utilize this research to modify their ways of

transmitting particular cultural contents whereas the learners can exploit

this research to identify their particular requirements of cultural

knowledge.

Keywords: culture, international culture, textbooks, evaluation

*GCU Faisalabad


Introduction

English language is being spoken all over the world so Pakistani learners,

also, have to use English in diverse contexts. Today a whole new

generation is coming up, a generation that travels a lot in countries where

English is a first language , works in places where English is a lingua

franca, and as a result carries home to other generations the same English

as a medium of communication. The cultural knowledge is needed for

international communication and contacts For this reason, English

textbooks should focus on local and international culture in addition to

target language culture. Intermediate English textbooks, used in the

Punjab, are needed to be evaluated in order to find out whether they are

fulfilling this requirement. For this purpose, a new checklist, based on

various checklists, has been developed. This research aims at evaluating

English textbooks of intermediate level regarding the incorporation of

international culture in text books. This study explores the kinds of

cultural content represented in textbooks.

This research evaluated intermediate English textbooks to find out the

types of cultural contents. The textbooks have been evaluated through

checklist based on the theory of ―The Standard Definition of Culture and

Culture Instruction in Beginning and Intermediate Spanish Textbooks‖ (as

cited in Battman & Mattos, 2006 ; Jabeen & Kazim, 2011 ; Abbasian &

Khajavi, 2011 and checklist of Adaskou, Britten and Fashi, 1990).

Whenever any language is taught to the learners, culture goes with it.

Connections between language and culture are at times taken for granted as

self-evident, and at other times they are dismissed lightly as unverifiable

(Garcez, 1998). Saluveer (2004) argues that ―for many people culture

would mean art, literature, customs and everyday life peculiar to a certain

group. These can be observable symptoms of culture. However, culture

also includes invisible features like beliefs, values, norms and attitudes" (p.

10) The Cultures goal area of the Standards divides culture into three

elements: practices (patterns of behavior such as gestures, greetings and

leave-takings, holiday celebrations, and entertainment); products (books,

food, songs, household items, and the like); and perspectives (beliefs, ideas,

attitudes, and values) (Batman & Mattos, 2006). A more specific and

Evaluation of Pakistani English Textbooks for Cultural Contents 126

operational definition of culture which outlines four dimensions or ‗senses‘

of culture; the aesthetic, sociological, semantic and the pragmatic is posited

by Adaskou, Britten & Fahsi (as cited in Abdullah & Chandran, 2009).

This relation between Language and culture is also expressed by Jiang

(2000) aptly. He argues that ―if we compare the society to a swimming

pool, language is a swimming skill and culture is the water. When both are

present, people swim well (communicate successfully).They swim

confidently and rapidly when they are familiar with the water (i.e. within

their native culture), but cautiously and slowly when it is unfamiliar to

them (within a foreign culture)‖ (p. 332).

As language is inseparable part of culture, similarly culture is

inseparable part of language learning process. ―Culture and language

learning have a multidimensional relationship. Cultural knowledge

embedded in a language is important for its speakers, on the other hand

this knowledge has an impact on the philosophy of its learners‖ (Onalan,

2005, p. 216). Some researchers support the implementation of a culture-

free curriculum for foreign language teaching, protecting the cultural

integrity of the ‗nonnative speaker‘ (Kachru, 1986; Canagarajah, 1999 as

cited in Bayyurt, 2006). Kaboodvand (2000) insists that on one side of the

axis we have extremists who believe that foreign language being taught

should be deculturalized totally or as much as possible, hence they prepare

books in which culture has no part , and deploy local teachers. They are

worried about imperialistic views and western chauvinism and have tried

to eliminate anything cultural from the books. More researches are in the

favour of the strong bond present between culture and language because

the lack of teaching culture or involving culture specific elements in

teaching materials leads to failure to understand and communicate the

target language and societies (Çakir, 2010). Bayyurt (2006) also asserts

that the presentation of the target language culture (henceforth TLC)

should be an essential part of the foreign language teaching curriculum.

Changes in linguistics and learning theory suggest that culture should be

highlighted as an important element in language classroom (Tseng, 2002).

Relations between ‗language and culture‘, and ‗language teaching

and culture propagation‘ have already been established by Tanaka (2006) ;

Larzén-Östermarka (2008); McKay (2003); Tomalin (2008) ; Çakir


(2010); McKay (2003) and Genc & Bada (2005) resectively. There are

three viewpoints regarding the culture and course content relationship.

Schumann suggested three strategies taken by adult learners: preservation

of the home culture (total rejection of the target culture), total adoption of

the target culture (assimilation), and ―acculturation,” which he defines as

learning to function in the new culture while maintaining one‘s own

identity (as cited in Paige et al, 1996, p. 34). Previously there was a

continuous tension between the supporters of Target language culture (Ho,

1998; Paige et al, 1996 & Çakir, 2010), and supporters of Learners‘

culture (İnal, 2006 ; Shina, Eslami & Shin, 2011 ; Cotterall, 2000 ;

Garinger, 2002; Walt, 1997 & Prodromou, 1988). Then the trend shifted

towards third option of acculturation meaning Hybrid culture or Third

culture (Zaid, 1999) or mixture of target language culture and learners‘

culture. No forth type of cultural incorporation was specifically focused.

In present era Globalization has questioned the limited utility of

incorporating one single culture in ELT. Now there are queries regarding

incorporation of contents related to international culture, multi-culture

(cultural practices and traditions of many cultural communities that exist

in the country Zakaria & Hashim, 2010), global culture (diminishing of

cultural versitality Modiano ( 2001), cross-culture (interface between

one‘s own culture and foreigners culture (Harumi, 2002) and popular

culture (imported American culture, Storey (2001) (as cited in Williams,

2006). There is very limited research done specifically on the

incorporation of International culture in English textbooks. This particular

research focuses on the incorporation of this type of cultural content in

Intermediate English textbooks and their suitability for the learners in

present age.

Language textbooks have deep relationship with culture

promotion. Çakir (2010) asserts that providing cultural elements within

the textbook contents is crucial for foreign language learners so that they

can attain the authentic language appropriately involving some culture

specific expressions that are commonly used in communication. Text

books should be modified in such a way that they provide an

amalgamation of cultures so that one culture cannot suppress other one

because in selecting a course book we need to concede that there are no

set truths (Chambers, 1997).


Keeping in view the rapid and extensive localization and nativization of

English, English need not always be linked to the culture of those who

speak it as a first language. English is an international and global language

and has a colonial past but a global future. Al-Issa (2005) considered

English as the first international language that facilitates Interlingua

communication, particularly in the age of globalization. Indeed the

purpose of an international language is to describe one‘s own culture and

concerns to others (McKay, as cited in Abdullah & Chandran, 2009).

Bayyurt (2006) considers cultures of other countries as international

culture (IC). Globalization has increased the demand for EFL instruction

that facilitates cross-cultural communication and the international

exchange of information. The widespread learning of English is based on

the perception of English as an international lingua franca (Su, 2008). Due

to the international status of English, culture transmitted through it should

also be international implying the concept of cultural diversity.

Methodology

This research is a qualitative study that addresses different aspects of

culture regarding incorporation of international culture in Intermediate

English textbooks. Basically it is an evaluative research which includes

checklists for English text books‘ evaluation for the incorporation of

international culture. Population is inanimate and consists of four

intermediate textbooks, Book I, II, III and Novel Mr. Chips, prescribed by

Punjab textbook board Lahore. Intermediate English Textbooks have been

chosen for the study as it is the highest level of formal education which is

similar for almost all the students. This level is the terminal level for those

who discontinue education to look for jobs, while others branch off into

their respective specialized areas for further study at universities. So there

are general and specialized language needs of both aforementioned

categories (Government of Pakistan, 2006, p. 4).

The researchers have prepared a checklist to evaluate four English

text-books. Checklist used in this research covers multidimensional

aspects of culture including beliefs, customs, speech acts, gestures, notions

of personal space and arts (Jabeen & Kazim, 2011). The checklist is based

on the theory of ―The Standards Definition of Culture and Culture


Instruction in Beginning and Intermediate Spanish Textbooks (as cited in

Battman & Mattos, 2006 ; Khajavi & Abbasian, 2011 and checklists of

Adaskou, Britten, and Fashi 1990). First tool used is checklist for textbook

evaluation. The checklist evaluates the extent and manner in which the

textbook includes a focus on cultural content. Many researchers (Çakir,

2010 ; Zakeria & Hashim,2010 and Lee, 2009) have found checklist as a

very useful tool and did textbooks evaluation by adopting different

checklists developed by other researchers.

Results from the Checklists

In Book I seven out of fifteen lessons are written by American authors.

Remaining lessons are from English, Irish, French and Pakistani authors.

So it‘s evident that American perspective is given greater room.

Representation is also given to British and Pakistani authors but it is very

less than the representation given to American authors. In Book II most of

lessons are written by British authors. Mostly scientific knowledge from

western point of view is focused in addition to focus on geographical

knowledge. Lessons showing how different nations progressed are given.

Many references are given about France. Every lesson is based on

particular issue, ranging from most serious topic to exaggerated humors.

In Book III all of the plays are written by American authors, whereas

poems are by variety of poets including Pakistani poets and mystic poets

from Persia and Pakistan. All the plays are from American setting

focusing on variety of issues. The Novel, Goodbye Mr. Chips, is written

by a British author, James Hilton. Mostly, knowledge about history,

particularly about wars, from western point of view is focused. It is a

biographical novel and deals with the life of English teachers who use to

teach in Brookfield, a school in England. Therefore, most of the cultural

elements are from British culture.


Figure 1: Frequency Results of Book I

Figure 2: Frequency Results of Book II

020406080

100120140160180200

Products

Practices

Percpectives

0

20

40

60

80

100

120

140

Products

Practices

Percpectives


Figure 3: Frequency Results of Book III

Figure 4: Frequency Results of Novel

Discussion

Findings show that intermediate textbooks have very limited

representation of international and global/universal culture. In one way or

0

20

40

60

80

100

120

140

LearnersCulture

Culture ofNatives

InternationalCulture

GlobalCulture

Products

Practices

Percpectives

0102030405060708090

LearnersCulture

Culture ofNatives

InternationalCulture

GlobalCulture

Products

Practices

Percpectives


the other contents rotate around UK/USA culture. Textbooks being used in

first year are comparatively newer. The present first year books were

introduced for the first time in 2006. So they focus more on USA culture

both visibly and invisibly, as this era is dominated by USA. Second year

textbooks have more direct representation of English culture as in ‗First

year at Harrow‘ or indirect representation as in ‗The jewel of the World‘.

These books are being used for more than 20 years. For this reason, they

have greater influence of our past colonizer, UK. In preface of Book II it

is written that ‗the student is expected to learn to use English as it is

spoken and written today by Englishmen today‘. For this reason

representation is given to UK viewpoints.

Book I and III are without preface but they are purely culture

specific. Mainly its contents reflect American culture. In Book I, the

stories ‗Button Button‘ and ‗The gift of Magi‘ represent the American

culture of nuclear family system and tradition of gift exchanging on the

event of Christmas, respectively. Similarly, stories like ‗God be praised‘

and ‗Overcoat‘ are based specifically on the Learners‘ culture. In Book III

all the three plays are based on American society. Setting is also

American. For example, the play ‗Visit to a small planet‘ presents political

ideology of America and comments on American society whereas the play

‗The oyster and the pearl‘ elaborates social class system of America.

Preface of Book II states, ― We would like the students to get out of their

shells, to have a look around and know something of the world and its

problems, to learn how great men have worked for the betterment of their

country and, in fact, for mankind itself‖. Book II fulfills this purpose by

presenting variety of lessons, from most humorous, ―On destroying

books‖, ―A man who was a hospital‖, to the most informative, ―China‘s

way to progress‖, ―The jewel of the world‖, and serious one‘s, ―Hunger

and population‖. Contents of this book are not culture specific though they

contain many cultural references to English life style. Fourth book is

Novel which is wholly representation of English culture only. It revolves

around the life of an English school teacher‘s personal and professional

life. Examples like ‗sipping a glass of sherry‘, ‗reign of Elizabeth‘,

‗Chapel time‘ and many references from English history make this novel

based on English culture.


Regarding the aspects of culture, beliefs of USA/UK culture are

dominated in Book I, III and Novel whereas in Book II beliefs from

international culture have dominated. Overall USA/UK cultural beliefs

have dominated textbooks. Examples for this are ‗…….good book allows

to man his life time‘ and ‗it is a dream deeply rooted in the American

dream‘ from short stories ‗Clearing in the Sky‘ and ‗Dark they were. And

golden- Eyed‘ respectively (Book I), fear black cats, broken mirrors and

the number 13 (Book II), if any travelling is to be done in space we will do

it first (Book III) and by Jove (Novel) and western curtain of rigid

disregard…….. (Book II) are from international culture.

Examples like Eid, sermon (Book I ),tradition of making caliph

(Book II),……. cloth blown back from her face ( Book III) etc and remove

his hat as norm, cottage on the island (Book I), …..talks about the weather

(Book II), with side whiskers and dressed in the fashion of 1860 (Book

III) and …...touched their caps (Novel) illustrate that under the bigger

heading of customs, Learner‘s culture and USA/UK culture, respectively,

have dominated all the textbooks.

Social organizations contain mostly professions, which are not

limited to some single culture but to international culture. For example

traffic inspector, nurses, assistant surgeon, police (Book I), policeman,

medical man, chemist, clerk (Book II), barber, teacher, writer (Book III)

and climber, solicitor etc (Novel). Most of the characters in all the books

are White.

Under the heading of speech acts most of the examples belong to

USA/UK culture. Similar examples exist in all the books. For example,

‗goodnight‘, ‗please‘, ‗sorry‘, ‗good evening‘ are from native English

culture. In book I one speech act, ‗Assalam-o-alaikum‘ is taken from

learner‘s culture.

Examples like ‗Lima beans‘, ‗coaca‘, ‗hat‘,‘fork‘, ‗apartment‘

(Book I), ‗grey cricket shirt‘, ‗grey shorts‘ and ‗red wetson's blazer‘,

‗bowlers‘, ‗Bible‘ (Book II), ‗English nuts‘, ‗chewing gums‘ (Book III),

and ‗champagne‘ and ‗glass of sherry‘ make largest portion of products

from USA/UK culture.


Conclusion

The present research concludes that international culture is under

represented in the textbooks. Major focus is on US culture in Book I & III

and UK culture in Book II & IV. This research recommends that instead of

limiting Intermediate English textbooks to the culture of a few English

speaking countries, it should be expanded to international and national

cultures. Kramsch and Sullivan argue that ―think globally and act locally‖

has to be followed for appropriate pedagogy (as cited in McKay, 2003).

Thinking globally but taking actions locally might be the solution to at least

part of the problem. Motivational level of learners to learn English

language can be enhanced if focus is on learners‘ culture, international and

global culture instead of focusing on American or British culture. English

language is not limited to some Native speaking nations so textbooks

should not be culturally limited to some particular target language nations.

Pakistani students of intermediate level should be given English language

learning material which gives them

1) awareness of Pakistani cultures

2) awareness of international cultures

This research also recommends that we need a concept of a 'cultura franca'

(Prodromou, 2001) to teach our learners about universal/global and

international morals and happenings.

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An Evaluation of Pakistani Intermediate English Textbooks ...oldsite.iub.edu.pk/journals/jll/jll2016/paper_6_2016.pdf · Evaluation of Pakistani English Textbooks for Cultural Contents