Cultural representations in foreign language textbooks: A comparative analysis of English and French language textbooks designed for Algerian state middle schools.

Abstract

This research is the first comparative analysis of the cultural representations (including images of culture, society, and the world) in the recently published English and French language textbooks used in Algerian state middle schools. This qualitative research employs content analysis and Critical discourse analysis informed by Risager’s (2018) theoretical framework to question the cultural representations of four language textbooks (two English and two French language textbooks). In addition to textbook analysis, supplementary data was collected from few policy documents and semi-structured interviews with a sample of teachers to provide an in-depth and triangulated understanding of the philosophy surrounding cultural representation in Algerian foreign language education. The findings show that the English and French language textbooks have similarities and differences in their approach to cultural representation. Both English and French language textbooks’ cultural representations are dominated by essentialist, nationalist, and simplistic representational discourses. The English language textbooks have an emphasis on representing cultural knowledge about different countries (including English speaking countries), but the French language textbooks have no focus on representing countries. The findings reveal that the sociocultural content of the textbooks is predominantly Algerian-centred, and both language textbooks prioritise the development of national identity and pride. Algerian national history is represented in both English and French language textbooks via narratives of anti-colonial resistance, but the French textbooks have more emphasis on representing a negative image of France. As a former French colony, Algeria adopts a political approach to the representation of history and France in the French language textbooks. The findings of the textbook analysis are consistent with the guidelines of the Algerian education policy documents which heavily promote national identity and history. The interviewed foreign language teachers do not feel the need to question or challenge the nationalist orientation of the cultural representations of the language textbooks.

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ORCID for Alison Porter: orcid.org/0000-0002-8462-1909

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