Cultural representation in English language textbooks: a comparison of textbooks used in mainland China and Hong Kong

• Published in: Pedagogy, culture & society culture & society, 2020-10, Vol.28 (4), p.605-623
• Main Authors: Lee, Jackie F. K., Li, Xinghong
• Format: Article
• Language: English
• Subjects: China; Comparative Analysis; Comparative Education; Content Analysis; Cross Cultural Studies; Cultural Awareness; Cultural Education; Cultural Traits; Culture; Curriculum Development; English; English (Second Language); English as a second language; English language teaching; Foreign Countries; Hong Kong; Intercultural communication; intercultural communicative competence; Language textbooks; Second Language Instruction; Second Language Learning; Textbooks
• ISSN: 1468-1366; 1747-5104
• DOI: 10.1080/14681366.2019.1681495

The English language curricula in Hong Kong and mainland China place emphasis on 'culture learning'. This study seeks to examine cultural depictions in two series of primary English language textbooks published in mainland China and Hong Kong. The study adopted Kachru's three-circle model and Moran's 4P framework (referring to products, practices, perspectives and persons) to investigate the breadth and depth of cultural presentation. The findings indicate that both series encompass content on the local culture as well as on foreign cultures. While the mainland textbooks focus on British culture in the inner circle through the cultural aspects of products and persons, insufficient attention is paid to other foreign cultures and the cultural aspect of perspectives. In contrast, Hong Kong textbooks include a wider range of foreign cultures and a more balanced presentation of various cultural aspects. However, both series contain mainly static and congratulatory cultural topics, and neglect the underlying value orientations.