Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18939
Title: 
A semiotic exploration of cultural potential in EFL textbooks
Authors: 
Keywords: 
Culture
Textbook analysis
Semiotics
Complexity
Issue Date: 
2013
Citation: 
Kiss, T., & Weninger, C. (2013). A semiotic exploration of cultural potential in EFL textbooks. Malaysian Journal of ELT Research, 9(1), 19-28. Retrieved from http://journals.melta.org.my/index.php/majer/article/view/141
Abstract: 
This paper introduces a Peircean semiotic approach to analysing the cultural content of EFL
textbook materials. It argues that while traditional content analyses may provide valuable
insights, they fail to provide a comprehensive picture of the cultural meaning potential of
textbooks since they ignore a key element: how language learners interact with texts and visuals
imbedded in the framework of a pedagogic task. We demonstrate how cultural meanings can
emerge through processes of unguided semiosis, supported by sharing and reflection in a
complex, non-linear and essentially dynamic learning environment. For this to happen, however,
teachers may need to reconsider their current approaches to teaching culture, embrace
complexity, and allow order to emerge from chaos in their classrooms. The paper suggests that
collaboratively negotiated and shared (re)presentations of cultural meaning contribute to the
development of the learners’ global cultural awareness and prepares them for intercultural
citizenship in our globalized world.
URI: 
ISSN: 
1511-8002
Website: 
Appears in Collections:Journal Articles

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