Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders[Review]

• Published in: TESL-EJ Vol. 27; no. 1; p. 1
• Main Authors: Ifadloh, Nur, Yonata, Fadhila
• Format: Journal Article Book Review
• Language: English
• Published: Berkeley University of California, Publications Office 01.05.2023
• Subjects: Cultural instruction; English as a second language instruction; English as a second language teaching materials; Multimodality
• ISSN: 1072-4303; 1072-4303
• DOI: 10.55593/ej.27105r2

[First paragraph] The study of culture and values in language education is crucial since the cultural identity of speakers may be reflected in how they use the language, and the language itself can be a tool for learning cultures and values. In the context of language learning resources, research has previously shown that language teaching materials potentially mediate sociocultural values (Gray, 2010; Setyono & Widodo, 2019), moral values (Feng, 2019), and ideologies (Curdt-Christiansen & Weninger, 2015; Ulum & Köksal, 2019). Yet, past studies have lacked a focus on cultural issues from the perspective of critical curriculum studies, critical applied linguistics, politics, economy, and multilingualism. Tao Xiong, Dezheng Feng, and Guangwie Hu set out to address these gaps in Cultural Knowledge and Values in English Language Teaching Materials: (Multimodal) Representations and Stakeholders. This book contains a collection of prevailing core issues, approaches, and debates in English language education materials design and development by highlighting how to consider the representation of the content critically, the need to integrate other types of learning media (multimodal), and what the stakeholders of language education can contribute to a more inclusive and equal learning environment.