Advertisement

Re-contextualizing ELT Materials: The Case of Southeast Asia (SEA)

  • Handoyo Puji WidodoEmail author
  • Marianne Rachel Perfecto
  • Le Van Canh
  • Adcharawan Buripakdi
Chapter
Part of the English Language Education book series (ELED, volume 9)

Abstract

This chapter highlights four important issues. To begin with, it addresses the role of context in the design of ELT materials because each of the language materials has different pedagogical goals in order to meet different needs of learner groups. For this reason, language teachers as materials developers need to re-contextualize the design and use of ELT materials. In this chapter, we also argue for the role of language materials as a cultural artifact because language materials can feature different cultural and moral values. With this in mind, we highlight a pressing need for incorporating values into ELT materials. In the remaining section, we offer practical guidelines on value-based language materials writing.

Keywords

Cultural artifact ELT Language materials design and use Re-contextualization Role of context Values 

References

  1. Basabe, E. A. (2006). From de-anglicization to internationalisation: Cultural representations of the UK and the USA in global, adapted and local ELT textbooks in Argentina. PROFILE Issues in Teachers’ Professional Development, 7(1), 59–75.Google Scholar
  2. Belsey, C. (1990). Critical practice. London: Routledge.Google Scholar
  3. Benesch, S. (2001). Critical English for academic purposes: Theory, politics and practice. Mahwah: Lawrence Erlbaum.Google Scholar
  4. Blommaert, J. (2005). Discourse. Cambridge, England: Cambridge University Press.CrossRefGoogle Scholar
  5. Byram, M. (1988). Cultural studies in foreign language education. Clevedon: Multilingual Matters.Google Scholar
  6. Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflection. Clevedon: Multilingual Matters.Google Scholar
  7. Byram, M. (2011). Intercultural citizenship from an international perspective. Journal of the NUS Teaching Academy, 1(1), 10–20.Google Scholar
  8. Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.Google Scholar
  9. Chao, T.-C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. The Journal of Asia TEFL, 8, 189–210.Google Scholar
  10. Caukill, E. (2011). Learning English in an English speaking world: Examining opportunities for intercultural understandings and connectedness through representations of identities in English language textbooks. In A. Dashwood & J. B. Son (Eds.), Language, culture and social connectedness (pp. 57–73). Newcastle Upon Tyne: Cambridge Scholars Publishing.Google Scholar
  11. Cortazzi, M., & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 196–219). Cambridge: Cambridge University Press.Google Scholar
  12. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Macmillan.Google Scholar
  13. Dasli, M., & Diaz, A. R. (Eds.). (2017). The critical turn in language and intercultural communication pedagogy: Theory, research and practice. New York: Routledge.Google Scholar
  14. Dendrinos, B. (1992). The EFL textbook and ideology. Athens: Grivas.Google Scholar
  15. Dinh, T. N., & Sharifian, F. (2017). Vietnamese cultural conceptualisations in the locally developed English textbook: A case study of ‘lunar new year’/‘Tet.’. Asian Englishes. doi:https://doi.org/10.1080/13488678.2017.1279763.
  16. Fairclough, N. L., & Wodak, R. (1997). Critical discourse analysis. In T. A. van Dijk (Ed.), Discourse studies. A multidisciplinary introduction. Vol. 2. Discourse as social interaction (pp. 258–284). London: Sage.Google Scholar
  17. Giroux, H. (1978). Developing educational programs: Overcoming the hidden curriculum. The Clearing House, 52, 148–151.CrossRefGoogle Scholar
  18. Gray, J. (2000). The ELT coursebook as cultural artefact: How teachers censor and adapt. English Language Teaching Journal, 54, 274–283.CrossRefGoogle Scholar
  19. Gray, J. (2002). The global coursebook in English language teaching. In D. Block & D. Cameron (Eds.), Globalization and language teaching (pp. 151–167). New York: Routledge.Google Scholar
  20. Halliday, M. A. K. (1999). Grammar and the construction of educational knowledge. In R. Berry, B. Asker, K. Hyland, & M. Lam (Eds.), Language analysis, description and pedagogy (pp. 70–87). Hong Kong: Language Centre, The Hong Kong University of Science & Technology and Department of English, Lingnan University.Google Scholar
  21. Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.Google Scholar
  22. Hinkel, E. (Ed.). (1999). Culture in second language teaching and learning. Cambridge: Cambridge University Press.Google Scholar
  23. Hino, N. (1998). Teaching materials in EIL. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168–185). New York: RoutledgeGoogle Scholar
  24. Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.Google Scholar
  25. Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.Google Scholar
  26. Kim, H. (2012). Social and cultural issues in some EFL textbooks in Korea. Hawaii Pacific University TESOL Working Paper Series, 10, 30–39. Retrieved from http://www.hpu.edu
  27. Kim, S.-Y., & Paek, J. (2015). An analysis of culture-related content in English textbooks. Linguistic Research Special Edition, 32, 83–104.Google Scholar
  28. Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.Google Scholar
  29. Kubota, R. (1999). Japanese culture constructed by discourses: Implications for applied linguistics research and ELT. TESOL Quarterly, 33(1), 9–35.CrossRefGoogle Scholar
  30. Kubota, R. (2003). Unfinished knowledge: The story of Barbara. College ESL, 10(1&2), 11–21.Google Scholar
  31. Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven: Yale University Press.Google Scholar
  32. Lee, K.-Y. (2009). Treating culture: What 11 high school EFL conversation textbooks in South Korea. English Teaching: Practice and Critique, 8(1), 79–96.Google Scholar
  33. MacDonald, M., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6, 250–261.CrossRefGoogle Scholar
  34. May, S. (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.Google Scholar
  35. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A Teacher’s guide (3rd ed.). Oxford: Blackwell.Google Scholar
  36. McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.Google Scholar
  37. McKay, S. L. (2012). Principles of teaching English as an international language. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 28–46). New York: Routledge.Google Scholar
  38. McKay, S. L., & Wong, S. C. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66, 577–608.CrossRefGoogle Scholar
  39. Matsuda, A. (2002). international understanding” through world Englishes. World Englishes, 21, 436–440.CrossRefGoogle Scholar
  40. Matsuda, A. (2012). Teaching materials in EIL. In L. Alsagoff, S. L. McKay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 168–185). New York: Routledge.Google Scholar
  41. Mickan, P., & Lopez, E. (Eds.). (2017). Text-based research and teaching: A social semiotic perspective on language in use. London: Palgrave Macmillan.Google Scholar
  42. Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York/London: Routledge.Google Scholar
  43. Nault, D. (2006). Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum, 19, 314–328.CrossRefGoogle Scholar
  44. Pennycook, A. (1998). English and the discourses of colonialism. New York: Routledge.Google Scholar
  45. Ping, Q. (2015). Ideologies in primary English textbooks in China. In C. Weninger & X.-L. Curdt Christiansen (Eds.), Language, ideology and education: The politics of textbooks in language education (pp. 163–180). London: Routledge.Google Scholar
  46. Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Clevedon: Multilingual Matters.Google Scholar
  47. Ryan, P. M. (1998). Cultural knowledge and foreign language teachers: A case study of a native speaker of English and a native speaker of Spanish. Language, Culture, and Curriculum, 11, 135–153.CrossRefGoogle Scholar
  48. Tajeddin, Z., & Teimournezhad, S. (2015). Exploring the hidden agenda in the representation of culture in international and localised ELT textbooks. The Language Learning Journal, 43, 180–193.CrossRefGoogle Scholar
  49. Xu, Z. (2013). Globalization, culture and ELT materials: A focus on China. Multilingual Education, 3, 1–19.CrossRefGoogle Scholar
  50. Weninger, C., & Curdt-Christiansen, X.-L. (Eds.). (2015). Language, ideology and education: The politics of textbooks in language education. London: Routledge.Google Scholar
  51. Widodo, H. P. (2015). The development of vocational English materials from a social semiotic perspective: Participatory action research (Unpublished PhD thesis). The University of Adelaide, Australia.Google Scholar
  52. Yuen, K.-M. (2011). The representation of foreign cultures in English textbooks. ELT Journal, 2011(65), 458–466.CrossRefGoogle Scholar
  53. Zarei, G. R., & Khalessi, M. (2011). Cultural load in English language textbooks: An analysis of interchange series. Procedia - Social and Behavioral Sciences, 15, 294–301.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Handoyo Puji Widodo
    • 1
    Email author
  • Marianne Rachel Perfecto
    • 2
  • Le Van Canh
    • 3
  • Adcharawan Buripakdi
    • 4
  1. 1.English Language CenterShantou UniversityShantouChina
  2. 2.Department of EnglishAteneo de Manila UniversityQuezon CityPhilippines
  3. 3.Center for Foreign Language Education ResearchVietnam National UniversityHanoiVietnam
  4. 4.School of Foreign LanguagesSuraneree University of TechnologyMuangThailand

Personalised recommendations