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Language Teaching, Cultural Learning...

Taylor, William Christopher.

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Language Teaching, Cultural Learning: A Textual Analysis of Cultural Representation in Japanese Textbooks.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Language Teaching, Cultural Learning: A Textual Analysis of Cultural Representation in Japanese Textbooks./
Author:	Taylor, William Christopher.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	86 p.
Notes:	Source: Masters Abstracts International, Volume: 85-02.
Contained By:	Masters Abstracts International85-02.
Subject:	Pedagogy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30570666
ISBN:	9798379959296

Language Teaching, Cultural Learning: A Textual Analysis of Cultural Representation in Japanese Textbooks.
Taylor, William Christopher.

Language Teaching, Cultural Learning: A Textual Analysis of Cultural Representation in Japanese Textbooks. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 86 p.

Source: Masters Abstracts International, Volume: 85-02.

Thesis (M.A.)--Indiana University of Pennsylvania, 2023.

This item must not be sold to any third party vendors.

This study examines the popular Japanese textbook series Genki (Banno et al., 2011a, 2011b) looking for cultural representations of Japanese or Eurocentric ideals therein as well as if the language used reflects a prescriptivist knowledge of culture (Kubota, 2003). When one learns a target language, they learn a target culture simultaneously (Byram & Morgan, 1994). Cultural knowledge shapes language use; therefore, it would be a disservice to language learners if the teaching of culture is skewed or lacking. With the spread of English and globalization, it is easy to lose one's cultural identity in favor of that of the global lingua franca. That being said, what this study looks for specifically is if there is a dominance of Eurocentric cultural ideals and if the language used within the dialogues are affected by positivist cultural knowledge. Previous studies show common complaints among textbooks when it comes to cultural representation; things such as lack of diverse social classes, customs of target language, or favoring other cultures are issues that plague language textbooks to this day even given the attention given by scholars (Berti, 2020). Other studies have shown how this can result in a lack of communicative competence within learners, leading to them not being able to operate efficiently within a target society (Iwasaki, 2011). For the purpose of this qualitative study, I have used methods of textual analysis inspired by Fairclough (1992b) and Song (2013) to address the research questions set forth. Contrary to what was initially hypothesized, the data showed that there was no overwhelming sense of Eurocentric domination, but cultural representation within the themes was lacking. It was also found that the language used in dialogues followed a positivist and prescriptive understanding of culture; some reasons for this are explored such as post-World War II ideologies or "market ideologies." This study explores different ways of how teachers can supplement language learning materials to instill a sense of criticality within their students. Creating new materials allows instructors to shape the curriculum in ways that they value. This serves as a call to action for language teachers to engage in critical analysis of language learning materials and to share this analysis with their students.

ISBN: 9798379959296Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

Culture

Language Teaching, Cultural Learning: A Textual Analysis of Cultural Representation in Japanese Textbooks.
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520 $a This study examines the popular Japanese textbook series Genki (Banno et al., 2011a, 2011b) looking for cultural representations of Japanese or Eurocentric ideals therein as well as if the language used reflects a prescriptivist knowledge of culture (Kubota, 2003). When one learns a target language, they learn a target culture simultaneously (Byram & Morgan, 1994). Cultural knowledge shapes language use; therefore, it would be a disservice to language learners if the teaching of culture is skewed or lacking. With the spread of English and globalization, it is easy to lose one's cultural identity in favor of that of the global lingua franca. That being said, what this study looks for specifically is if there is a dominance of Eurocentric cultural ideals and if the language used within the dialogues are affected by positivist cultural knowledge. Previous studies show common complaints among textbooks when it comes to cultural representation; things such as lack of diverse social classes, customs of target language, or favoring other cultures are issues that plague language textbooks to this day even given the attention given by scholars (Berti, 2020). Other studies have shown how this can result in a lack of communicative competence within learners, leading to them not being able to operate efficiently within a target society (Iwasaki, 2011). For the purpose of this qualitative study, I have used methods of textual analysis inspired by Fairclough (1992b) and Song (2013) to address the research questions set forth. Contrary to what was initially hypothesized, the data showed that there was no overwhelming sense of Eurocentric domination, but cultural representation within the themes was lacking. It was also found that the language used in dialogues followed a positivist and prescriptive understanding of culture; some reasons for this are explored such as post-World War II ideologies or "market ideologies." This study explores different ways of how teachers can supplement language learning materials to instill a sense of criticality within their students. Creating new materials allows instructors to shape the curriculum in ways that they value. This serves as a call to action for language teachers to engage in critical analysis of language learning materials and to share this analysis with their students.
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