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This book accumulates analyses and evaluation evidence about the cultural conceptualizations in English language teaching (ELT) textbooks, framed by cultural linguistics. It considers conceptualizations of cultural constructs such as family, gender, beauty, and the home, within ELT curricula. Despite the strength of cultural linguistics as a theoretical and analytical movement, few volumes in applied linguistics have sought to provide data-based evidence about the application of cultural linguistics to language teaching curricula. The volume addresses recent issues in cultural linguistics and presents the associated implications for curriculum planning, materials development, and textbook evaluation. The aim of the volume is to enhance understanding of ELT curricula through a cultural linguistics lens. Relevant to cultural theorists, education experts working in ELT, and linguists in all language areas, this is a landmark volume marrying applied linguistics to cultural linguists in English language education studies.
List of contents
Chapter 1. ELT curriculum from a Cultural Linguistics perspective.- Chapter 2. Creating space for meta-cultural competence in ELT learning materials: The case of tertiary education in Serbia.- Chapter 3. Cultural Linguistics and ELT materials: Exploring religious conceptualizations in Iranian locally-developed textbooks. Chapter 4. The conceptualizations of home in (Eastern) German ELT textbooks.- Chapter 5. Cultural conceptualization of gender in Iranian high school English textbooks.
About the author
Minoo Alemi is a professor of Applied Linguistics at Islamic Azad University, West Tehran Branch, Iran. She is the founder of Robot-Assisted Language Learning (RALL) and the co-founder of Social Robotics in Iran. She is the associate editor of
Applied Pragmatics
(John Benjamins) and sits on the editorial/review boards of many journals, including
Journal of Intercultural Communication Research
,
International Journal of Society, Culture & Language
, and
Scientia Iranica
. Her areas of interest include materials development, teacher education, interlanguage pragmatics, and robot-assisted language education. She is the co-editor of
Pragmatics Pedagogy in English as an International Language
(with Zia Tajeddin, Routledge, 2021).
Zia Tajeddin is a professor of Applied Linguistics at Tarbiat Modares University, Tehran, Iran. He co-edits two international journals:
Applied Pragmatics
(John Benjamins) and
Second Language Teacher Education
(University of Toronto Press). He is the co-editor of the Springer book series of
Studies in Language Teacher Education
. His research interests center on teacher education, L2 pragmatics, and EIL/ELF pedagogy. His recently published books include
Lessons from Good Language Teacher
s (with Carol Griffiths, Cambridge University Press, 2020),
Pragmatics Pedagogy in English as an International Language
(with Minoo Alemi, Routledge, 2021),
Teacher Reflection: Policies, Practices and Impacts
(with Atsuko Watanabe, Multilingual Matters, 2022),
Language Education Programs: Perspectives on Policies and Practices
(with Carol Griffiths, Springer, 2023), and
Language Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment
(with Bedrettin Yazan, Routledge, 2024).
Summary
This book accumulates analyses and evaluation evidence about the cultural conceptualizations in English language teaching (ELT) textbooks, framed by cultural linguistics. It considers conceptualizations of cultural constructs such as family, gender, beauty, and the home, within ELT curricula. Despite the strength of cultural linguistics as a theoretical and analytical movement, few volumes in applied linguistics have sought to provide data-based evidence about the application of cultural linguistics to language teaching curricula. The volume addresses recent issues in cultural linguistics and presents the associated implications for curriculum planning, materials development, and textbook evaluation. The aim of the volume is to enhance understanding of ELT curricula through a cultural linguistics lens. Relevant to cultural theorists, education experts working in ELT, and linguists in all language areas, this is a landmark volume marrying applied linguistics to cultural linguists in English language education studies.
