Unlocking The Black Box Of The Cultural Hegemony In EFL Textbook In The Asian Context

It is common knowledge that the cultural dimension is essential for English Language Teaching (Setyono & Widodo, 2019; Ariawan, 2020; Xion & Qian, 2012).  There is a paradigm change. A mindset shift in how culture is represented in the  English as a foreign language (EFL) context has occurred in tandem with the internationalization of the English language (EL). ELT professionals and English teachers all around the world have adopted this fundamental change, a conceptually integral part of local English variations and multicultural elements to foster intercultural speaking ability (Setyono and Widodo, 2019). Despite the empirical evidence that intercultural communication is prioritized in the EFL curriculum in several Asian countries (e.g., Israel, Iran, China, and Korea), prior research has found an academic disparity between curricular objectives and intercultural substance reflected in ELT textbooks (Kusumaningputri and Widodo 2018 as cited by Setyono and Widodo, 2019).

Even though cultural components have a pivotal role in English teaching, the previous studies have shown different research findings (Xin & Qian, 2012;  Setyono & Widodo, 2019; Ariawan, 2020). Adopting the critical pedagogy, these research findings are more likely to uncover that cultural hegemony is a hidden agenda in EFL textbooks. Although the textbook has extensively included local culture in the form of the eight aspects by using Byram's instrument and also presents other cultures, such as target language culture and global culture, to foster intercultural conversation skills, Ariawan (2020) found that primordialism and nationalism monopolize the cultural dimensions with 28.05% of overall components. Despite the Indonesian textbook endorsed by the Ministry of Education and Culture (MONEC) containing more multicultural issues, cultural resources from specific world sections, such as Asia, are undervalued (Setyono and Widodo, 2019).  In addition, English teachers and textbook users are likely unaware of multicultural diversity.

A prior study in China conducted by Xiong & Qian (2012) surprisingly showed three primary findings regardless of the Anglo-centric language ideologies presenting English as socio linguistically "value-free" and grammatically "unvaried components." The finding is supported by Liu's (2005a) academic investigation that the "hegemonic way" in textbooks unquestioningly boosts one ideological perspective while muting others. The selected representation of English history can be defined as the set of "public opinion tools" (Fairclough, 2001, p. 175) used by opposing philosophical perspectives to "compose a storytelling" (Martin & Wodak, 2003, p. 9). The textbook in question has a pragmatic orientation that underplays the social and cultural diversity and variety of English in postwar periods, shown by the inadequate sociolinguistic explanation. The imperative for learners and teachers to exceed the difference between native and non-native languages is emphasized by prescriptivism in grammatical pedagogy. While native English standards are crucial for generating fundamental grammatical capital for learners, it is also necessary to appreciate and understand local variants' contextual innovation and acculturation. Following the previous empirical studies (Canagarajah, 1999; Luke &Dooley, 2011; Pennycook, 2001), this research finding suggests that a diverse and global approach to language curriculum planning and development is characterized by an intercultural awareness of both the global and local.

           

The above literature review states that the cultural dimension, specifically the multicultural aspect is unavoidable in English teaching since the EFL is not in a vacuum. The learners' and teachers' context matters. The EFL textbook is permanently embedded in context. The context is learners and teachers who use the textbook in instructional practices. The teachers and learners should be aware of the reality that the textbooks may be biased when depicting specific cultural artifacts. These visual and verbal elements of the textbooks can be used to maintain the unfair existing power hierarchies. It might lead to cultural hegemony or hegemonic practices. Pedagogically the curriculum and instruction of the English language have to develop the students' awareness of cultural equality and equitability. The following academic investigations are needed to unlock the black box of cultural hegemony or hegemonic practices in the EFL textbook in the Asian context. Genuine education must cultivate an intercultural awareness to appreciate the local wisdom and address the global culture from a balanced and holistic perspective.

Works Cited

Ariawan, S. (2020). Investigating Cultural Dimensions in EFL Textbook by Using Byram Checklist. Register Journal. Vol.13 No.1.pp.123-152.

Setyono, B. & Widodo,H.P. (2019) The representation of multicultural values in the Indonesian Ministry of Education and Culture-Endorsed EFL textbook: a critical discourse analysis. Intercultural Education. DOI: 10.1080/14675986.2019.1548102.

Xiong,T. & Qian,Y. (2012) Ideologies of English in a Chinese high schoolEFL textbook: a critical discourse analysis, Asia Pacific Journal of Education, 32:1, 75-92, DOI:10.1080/02188791.2012.655239.