Revisiting cultural representation in international English language textbooks: Indonesian teachers’ perspectives

Purpose This study explores English language teachers’ perceptions of cultural representations in Cambridge English language textbooks. The sample textbooks were Cambridge English Student’s Book 3 and Cambridge English Student’s Book 3A. Design/methodology/approach Kachru’s three-circle model and Moran’s 4P framework (which focuses on products, practices, perspectives, and persons) were used to analyze the cultural values articulated by the participants embedded in two international textbooks as well as Fairclough (1995) approach to explore how cultural meanings the participants reported are conveyed through linguistic forms. Findings The teachers reported that the two textbooks primarily emphasized the culture of the “inner circle” countries, with limited representation of cultures from the “outer” and “expanding” circles. Additionally, the participants noted that certain materials in both textbooks, Cambridge English Student’s Book 3 and Cambridge English Student’s Book 3A, could be adapted for use in expanding circle countries by replacing foreign cultural elements with local ones while balancing both Anglophone and non-Anglophone cultures. Originality/value Investigating teachers’ perceptions of cultural representations in Cambridge English textbooks is essential because teachers as silent partners for language textbooks impact on language learners’ cultural awareness and intercultural competence. Teachers’ insights are worthy of close investigation since they directly influence how cultural content is mediated in classrooms. This study supports culturally responsive English language teaching.