Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective
Employing literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in whic...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Elsevier
2023-01-01
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| Series: | Social Sciences and Humanities Open |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2590291123000463 |
| _version_ | 1797845584031252480 |
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| author | Evgenia Lavrenteva Lily Orland-Barak |
| author_facet | Evgenia Lavrenteva Lily Orland-Barak |
| author_sort | Evgenia Lavrenteva |
| collection | DOAJ |
| description | Employing literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in which text, task, and image combine in a learning activity. Through the application of the proposed framework, we explored cultural representations found in texts, students' meaning-making opportunities guided by tasks as well as alignments and potential contradictions between verbal and visual messages by analysing images. In doing this, we attempted to evaluate the potential of language teaching materials to cater for diverse groups of learners within a given socio-cultural context. In our investigation, we drew on two types of coursebook evaluation - micro-evaluation and macro-evaluation - which were supplemented by the deductive content analysis. We illustrate how the proposed framework might help teachers evaluate the effectiveness of coursebooks’ use of multiple representations to support student learning and meaning-making. |
| first_indexed | 2024-04-09T17:42:27Z |
| format | Article |
| id | doaj.art-1329201114fc4cbaad08064200bd2f77 |
| institution | Directory Open Access Journal |
| issn | 2590-2911 |
| language | English |
| last_indexed | 2024-04-09T17:42:27Z |
| publishDate | 2023-01-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social Sciences and Humanities Open |
| spelling | doaj.art-1329201114fc4cbaad08064200bd2f772023-04-17T04:07:41ZengElsevierSocial Sciences and Humanities Open2590-29112023-01-0171100441Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspectiveEvgenia Lavrenteva0Lily Orland-Barak1Corresponding author.; Faculty of Education, University of Haifa, Mount Carmel, Abba Khoushy Ave 199, Haifa, 3498838, IsraelFaculty of Education, University of Haifa, Mount Carmel, Abba Khoushy Ave 199, Haifa, 3498838, IsraelEmploying literature on coursebook analysis and evaluation and informed by the research on multimodality in language teaching materials, this study proposed a conceptual-analytical framework for exploring how cultural meaning is conveyed in foreign language teaching materials through the way in which text, task, and image combine in a learning activity. Through the application of the proposed framework, we explored cultural representations found in texts, students' meaning-making opportunities guided by tasks as well as alignments and potential contradictions between verbal and visual messages by analysing images. In doing this, we attempted to evaluate the potential of language teaching materials to cater for diverse groups of learners within a given socio-cultural context. In our investigation, we drew on two types of coursebook evaluation - micro-evaluation and macro-evaluation - which were supplemented by the deductive content analysis. We illustrate how the proposed framework might help teachers evaluate the effectiveness of coursebooks’ use of multiple representations to support student learning and meaning-making.http://www.sciencedirect.com/science/article/pii/S2590291123000463CultureForeign language teachingTeaching materialsCoursebookFramework |
| spellingShingle | Evgenia Lavrenteva Lily Orland-Barak Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective Social Sciences and Humanities Open Culture Foreign language teaching Teaching materials Coursebook Framework |
| title | Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective |
| title_full | Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective |
| title_fullStr | Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective |
| title_full_unstemmed | Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective |
| title_short | Conceptual-analytical framework for exploring culture in EFL coursebooks: Analysis of teaching materials from a multimodal perspective |
| title_sort | conceptual analytical framework for exploring culture in efl coursebooks analysis of teaching materials from a multimodal perspective |
| topic | Culture Foreign language teaching Teaching materials Coursebook Framework |
| url | http://www.sciencedirect.com/science/article/pii/S2590291123000463 |
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