The cultural content of English language textbooks: Algerian teachers' and pupils' views

The textbook is considered as an important pedagogical tool that is worthy to investigate in order to encourage pupils' interaction and performance in English language classes. This study aims to investigate the culture content of the state-sponsored English language textbooks in Algeria. In particular it explores the perceived Western dominance embedded in these textbooks, in the topics, images, tasks, and dialogues portrayed. It also aims at investigating the views of Algerian pupils and teachers as locals and how they conceive the Western cultural dominance. Their views about which variety of culture they prefer to be taught according to their local environment is also included in this study.

This research is based on a socio-constructivist epistemology. Therefore, a concurrent mixed-methods design has been employed. Participants in this research comprise of Algerian teachers of English teaching in two public schools (intermediate and secondary) and third- year pupils at secondary schools. In addition, analysis has been conducted on a collection of English textbooks. The data have been collected through quantitative (questionnaires) and qualitative (document analysis and semi-structured interviews). For questionnaires, 50 teachers and 50 pupils took part in this study. However, 10 female and male teachers were interviewed. Therefore, I employed statistical tests to analyse the quantitative data, content analysis and thematic analysis used in order to analyse the qualitative data. Early findings suggest considerable dissatisfaction with the cultural content of textbooks and a desire for a broader range.