Reading for Intercultural Competence in English Textbooks for EFL learners

Abstract

Stories and their narratives surround us and penetrate our everyday lives. We use them to make sense of and to navigate the world around us, to communicate and to learn, but if the stories we use to educate and communicate are based on stereotypes and prejudice they can impair our ability to communicate appropriately with people who have different mindsets and communication patterns. This study looked at EFL textbooks published for the LK20 curriculum. Using theories of othering and stereotypes, and a model that showcases the intercultural reader’s engagement with foreign language literature, the study analysed more than 200 texts in two EFL textbooks series. The study found that the EFL textbooks analysed encourage its readers to communicate with texts in order to develop their intercultural competence. If the books are employed as their texts intend in the classroom setting, they can be included in the communicative interactions of the classroom and facilitate the intercultural meetings However, while few stereotypes are present in the texts analysed, the books are guilty of reinforcing single stories of experiences in certain settings. This study urges teachers to consider the selections they make of materials for use in the EFL classroom and encourages further research on how texts are used to develop intercultural competence and foster intercultural readers in the classroom.