The Representation of Multicultural Values in the Indonesian Ministry of Education and Culture-Endorsed EFL Textbook: a Critical Discourse Analysis
Widodo, Handoyo Puji
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In transcultural and transnational communication settings, English learners have to be able to communicate with people from diﬀerent linguistic and cultural backgrounds. For this reason, English as a foreign language (EFL) textbooks, for instance, not only promote Anglo-American and British cultures but also include both EFL learners’ home and international cultures. The present discourse study looks at the cultural content of a nationally adopted EFL textbook in Indonesia. It particularly investigates multicultural values represented in the EFL textbook geared for senior high school students. Findings of the study reveal that four themes of multicultural values emerge from the textbook, such as: (1) respect for cultures of diﬀerent ethnic and religious groups; (2) respect for cultures of indigenous people; (3) conﬂict avoidance and peace with all forms of life and nature; and (4) appreciation of creative cultural products. The implications of this textual study suggest that as English plays an increasingly important role as a global lingua franca, multicultural materials from outer and expanding circle countries need to be added to English language teaching (ELT) textbooks. Therefore, English teachers should creatively teach multicultural aspects and use multimodal materials to engage students in culturally laden language-learning tasks.
- LSP-Jurnal Ilmiah Dosen