Investigating The Culture Component In Efl Textbooks: Case Of 1st Year Secondary School, Tlemcen

Résumé: The present research is an attempt to examine the way culture is introduced in teaching English in the Algerian secondary schools. Throughout the study, this issue is examined with reference to the relevant theoretical background, the first year secondary school textbook “At the Crossroads”, and the teachers cultural knowledge. The evaluation of “At the Crossroads” demonstrates that the cultural component is not adequately covered within the textbook. That is, the findings make it clear that the textbook is shallow and superficial with respect to its treatment of culture. It is, therefore, inadequate to the task of teaching culture specifics in the deeper sense or culture general skills like communication and understanding. Likewise, the results of the teachers’ questionnaire reveal that most of them lack the sufficient cultural knowledge to teach culture. In addition, the results show the absence of materials which might have helped teachers to introduce the culture efficiently in classrooms. On the basis of these results, some recommendations have been directed in order to help students reach

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