ENGLISH TEXTBOOK: a tool for enabling cross-cultural competence

The article reviews influence of the English language as a Lingua
Franca on the structure and content of the latest textbooks in
English. Research shows that intertextual inclusions, that define
content and structure of the textbook factors, as well as its
exercise design, are borrowed from various international sources.
Researchers speak about English as Lingua Franca (ELF) with its
own formal and functional characteristics. A new status of the
English language has resulted in changes of its pragmacommunicative aspect. Consequently, textbooks present ELF,
thus becoming an efficient and beneficial platform for training
cross-cultural communication skills on a global scale. The
textbook can be viewed as a text constructed according to
intertextuality rules. The fact is that majority of intext inclusions,
both written and oral, are borrowed from international,
multicultural sources. Learning material presents quotations,
written, visual and audio texts related to multiple different ethnic
communities and cultures rather than British or American ones.
Audio assignments train students to understand different accents.
A distinguishing factor of modern textbooks is authenticity. By
authentic texts (including audio material) we mean the ones
created for real-life purposes, and later used in the teaching
process. Authenticity of learning material promotes development
of language and speech skills and can be viewed as highly
beneficial because authentic educational content: reflects how
language operates in a natural social context; varies in genre and
topics; enhances communication during lessons; familiarizes
students with multiple cultures and ways to communicate in
cross-cultural environment.
Textbooks are filled with photos, interviews, articles created by
people of various ethnic, race and religious backgrounds. In fact,
each topic and theme are discussed from the viewpoint of
different cultures; thus, students learn not only the English
language, but they perceive world culture in its diversity. Such
methodology strategy is highly beneficial for developing
student’s global worldview and multicultural outlook.
A comparative analysis of content, video and audio materials,
quotations and allusions which constitute a textbook body was
performed. The range of textbooks includes all levels of
Language Leader (Pearson/Longman, 2011); Keynote (National
Geographic Learning 2016); Unlock (Cambridge, 2014); Cutting
Edge (Pearson/Longman, 2013); Outcomes (Cengage Learning,
2016).
50 teachers working with high school and university students
were interviewed.
Linguistic characteristics were analyzed comparing ELF v. EN on
the basis of VOICE corpus.
Study shows that the language content of modern textbooks of the
English language correlates with ELF rather that EN. Textbooks
structure and educational materials introduced in them represent
facts, customs, traditions, events of international community life,
rather than from distinctively British or American cultural
background. The statistical range can be estimated as much as a
75/25 % correlation.
Only 12 % of teachers, who were interviewed, said that they
realize multinational educational content of textbooks. Moreover,
of these 12 % only 7 % implement the idea of English as Lingua
Franca in their educational training.
Considering these results, the following could be recommended:
teachers’ awareness of the language they teach, namely ELF
rather than EF, should become a priority for educationalists who
manage teacher training, and especially teacher further education.
Seminars and conferences should be provided for teachers on a
regular basis, which will cover both linguistic and sociopragmatic aspects of the issue. Teachers of English should adapt
changes in their methodology approaches. It is essential that
teachers in their work provide the culturally diverse and multidimensional understanding of English as LF and encourage
students to promote their cognitive competence in English.
Teachers should adapt to these changes in their methodology.
Motivation to learn English rather than any other foreign
language has changed, so students and teachers’ requirements to
textbooks changed as well.
Key words: cross-cultural communication competence, text
inclusions, authentic material, English as Lingua Franca (ELF),
English of native speakers (EN)