Evaluating the Cultural Content of English for Palestine Secondary Stage Textbooks in the Light of Universal Trends

Abstract

This study aimed at evaluating the cultural content of English for Palestine Secondary Stage (Grade 11 and 12) Textbooks in order to find out to what extent the content of these two textbooks reflect the Palestinian and the Non Palestinian culture. Since textbooks have a central position in Palestinian schools, the main reason for carrying out this study was the need to find out if these newly released textbooks match the current universal trends in TEFL: Intercultural language learning / teaching. Following the descriptive analytical approach, quantitative analyses of the cultural content of (Grade 11 and 12) textbooks were conducted. To collect the needed data, the researcher used one main tool: a content analysis card. This card was constructed by the researcher herself after reviewing a number of previous studies, journals, books and related literature. To validate the tool, this content analysis card was exposed to seven experts in the fields of TEFL, stylistics, linguistics and education from The Islamic University and, El Aqsa University inGaza. In the light of those experts' comments and suggestions the final form of the analysis card was constructed. To ensure the external or inter-rater reliability of the present study, the researcher asked for the cooperation of another researcher who analyzed the two books along with her. Based on the analysis of data, the following were the most important conclusions : More than half of the entire activities included in the two textbooks analyzed are culturally oriented. There is a focus on introducing the Non-Palestinian cultures more than the Palestinian culture. A focus on introducing the Products of the Non-Palestinian cultures more than the Palestinian culture is evident. Practices of both the Palestinian and the Non-Palestinian cultures are introduced with, almost, equal reference. However, the opposite is true for the perspectives. Within the Non-Palestinian subdivision the focus on the Target cultures: products, practices, perspectives comes first. Wealthy presentation of various countries and cultures from different parts of the world; thus providing a sense of intercultural learning is obvious. Very limited opportunities for comparing cultures is evident. Absence of authentic texts for either Palestinian or Non-Palestinian countries. There is no special focus on providing Palestinian youth with phrases and suitable expressions to talk about and introduce their Palestinian Issue to the world via English. Absence of Islamic topics was detected as well. Based on the results provided by the current study, the researcher recommended giving coherent directives in terms of guidance on the teaching of culture. Designing teacher training programs that equip teachers with cultural teaching knowledge and related cultural activities was also suggested. In addition, active use of authentic materials along with preparing an enrichment material that include Islamic and Palestinian Issues was recommended.