Analysis of the Cultural Aspects of High School English Textbooks in Iran: Focus on the Concept of Symbolic Competence

Articles in Press

Document Type : Original Article

Authors

1 Associate Professor, English Department, Faculty of Letters, Humanities, Shahrekord University, Shahrekord, Iran.

2 Ph.D. Candidate in TEFL, English Department, Faculty of Letters and Humanities, Shahrekord University, Shahrekord, Iran

Abstract

This study examined the cultural aspects of secondary high school English textbooks in Iran by drawing on Kramsch’s concept of symbolic competence. A qualitative approach was primarily used. The content was analyzed by using thematic analysis, including deductive-inductive procedure to extract themes and subthemes. The results revealed eight subthemes, including positive self-representation and stereotyping, power dynamics in language use and linguistic markers of cultural othering, cultural appropriation and visual representation of identity, ideological positioning and dominant narratives for four major themes of cultural identity, cultural discourse, cultural representation, and cultural narrative. Based on the results, these high school English textbooks, particularly the 10th-grade English textbook, emphasize cultural narratives and discourses, playing a crucial role in shaping the identity of the English learners. It is recommended that foreign language teachers be aware of cultural aspects in the high school English textbooks and learners engage with the cultural content of the textbooks.

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Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 17 April 2025

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History

  • Receive Date: 04 October 2024
  • Revise Date: 16 April 2025
  • Accept Date: 17 April 2025

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