| Summary: | This dissertation evaluated how successfully the English textbook series for grade 10, 11, and 12 in Vietnam helps prepare high school students to use English to communicate in an international and global context. Adopting the Global Englishes for Language Teaching framework (Rose & Galloway, 2019), this dissertation analysed English norms used in audio recordings and texts, origins of interlocutors categorized in the Kachruvian system, visual representations of characters in skin tones, and traces of multilingualism and translanguaging. The findings revealed a strong dominance of British English norms (and to a much lesser extent, American English norms) and an overrepresentation of characters with light skin tones. Data also indicated positive portrayals of Vietnamese characters as interlocutors and proficient users of English. Importantly, the dissertation included an in-depth interview with one participant deeply involved in the design of the textbook series. It provided some recommendations for textbook designers and teachers in the conclusion.
|
|---|