The question of representation

: Algerian teachers of English perceptions of cultural depiction in textbooks

Abstract

This study sought to explore cultural depictions embedded in textbooks and teachers’ beliefs about these cultural depictions and their reflection to the curriculum requirements. The main data source for this study consists of four Algerian language textbooks that are produced locally as a series of My Book of English published in 2016 as part of the second-generation educational reform. Additionally, the study analyses excerpts from semi-structured interviews with thirteen language teachers. To address the research questions of this thesis, a qualitative methodology was adopted. Thematic analysis was employed to examine the textbooks, while a case study approach was used to explore the participants' perceptions through face-to-face and online interviews as the primary data collection method. The main findings of this thesis are as follows: First, the depiction of cultural representations and their associated challenges in the four textbooks. Second, teachers' perceptions of their own culture and their beliefs regarding the cultural content in the textbooks, as well as their students' views on this content. Third, the transformation of Algerian society as reflected in changes in students' behaviours according to the participants. Fourth, the reflection on the relationship between textbooks and the curriculum. The main argument of this thesis is that the cultural representations embedded in the textbooks impact learners' identities, potentially causing conflicts in their sense of identity.

I argue that my thesis does consider that there is valuable influence of some representation which seem to be problematic and can have a negative impact on young learners. Also, it appears to me that of Algerian textbooks of English in terms of cultural content failed to reflect the curriculum and this failure appears to me to be political issue and people seem to prefer not to question authority.

Date of Award	2024
Original language	English
Awarding Institution	Canterbury Christ Church University