Evaluating interculturalism in EFL classes

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dc.contributor.authorAmmari, Rania
dc.contributor.authorSakri, Nissrine
dc.contributor.authorKhiari, Rim
dc.date.accessioned2024-10-22T16:47:40Z
dc.date.available2024-10-22T16:47:40Z
dc.date.issued2024
dc.description.abstractIt is widely recognized that language and culture are related to each other. In recent decades, many studies have promoted the integration of culture in English as a Foreign Language (EFL) classes. On this basis, this study attempts to evaluate interculturalism in the newly presented and integrated Algerian EFL fourth year primary school textbook. To achieve this aim, the study followed a mixed method encompassing both qualitative and quantitative approaches. The study relies on two data collection tools, a textbook evaluation checklist and a questionnaire. The checklist is a content-based, aimed to collect qualitative data. It is composed of four sections which are based on Sheldon's (1998) checklist to assess the structure and design of the textbook, Cunningsworth's (1995) checklist to assess social identities and how social relationships are shown in the textbook, and Byram's (1994) checklist to evaluate the cultural practices of both native and target culture and how interculturalism is presented in the textbook. The second tool is the questionnaire, which is composed of 17 questions divided into four sections addressed to Algerian EFL fourth year primary school teachers to investigate their perceptions about intercultural content in the textbook. 20 teachers have responded. After data collection, analysis and interpretation, the findings indicate that the fourth-year primary school textbook is designed to promote interculturalism and intercultural communication, it focuses on aspects of the native culture as the primary and dominant culture that is introduced and taught, the target culture(s) as second with slight mentions of the other cultures with significant differences in frequencies. In line with these findings. 75% of teachers agree that incorporating interculturalism in EFL learners is a must. Finally, some suggestions and recommendations have been made to improve teaching and learning cultues and reexamining the intercultural content presented in Algerian EFL fourth year primary school textbook
dc.identifier.urihttp://dspace.univ-oeb.dz:4000/handle/123456789/20121
dc.language.isoen
dc.publisherUniversity of Oum El Bouaghi
dc.titleEvaluating interculturalism in EFL classes
dc.title.alternativefourth-grade primary school english textbook in algéria
dc.typeOther
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