We' in English language textbooks for Japanese high school students
Bibliographic Data
| ID | 2294088 |
|---|---|
| Authors | Chika Gonja (0009-0004-8052-5508, Faculty of Languages and Linguistics Universiti Malaya Kuala Lumpur Malaysia), Talaibek Musaev (0000-0003-3382-2070, Faculty of Languages and Linguistics Universiti Malaya Kuala Lumpur Malaysia, corresponding author) |
| Year | 2024 |
| Volume | 44 |
| Issue | 3 |
| Pages | 360-377 |
| Publication date | 2024-04-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | World Englishes (JOURNAL) |
| Journal identifiers | ISSN: 0883-2919 • E-ISSN: 1467-971X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/weng.12652 |
| OpenAlex | W4394959840 |
| Language | EN |
| Citations received | 4 |
| References cited | 39 |
In a globalised educational context, recognising English as an International Language is crucial for fostering cultural diversity in learning materials. This study examines the representation of 'we' in 24 government-approved English textbooks for the course 'English Communication I', under Japan's 2018 national curriculum, aiming to understand the cultural and linguistic inclusivity portrayed. An analysis of 247 instances of 'we' associated with human characters revealed a pronounced bias towards 'native' English speakers, predominantly from the United States, while noticeably excluding 'non-native' speakers, especially from neighbouring Asian countries. These findings underscore an imbalance that could influence Japanese students' perceptions of global English speakers, potentially impacting their identity formation and intercultural competence. This study advocates for a more inclusive approach in textbook development, emphasising the need for representations that reflect English user's global diversity. Such an approach can contribute to a more comprehensive English language education, aligning national identity with global engagement
English language · Language assessment · Linguistics · Mathematics education · Sociology · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
Attitudes toward diverse English accents among Japanese elementary school students
Investigation of English Language Learners’ Attitudes Toward Global Englishes and Global Englishes Language Teaching in Relation to Their Academic Interests and Experiences With English as a Global Lingua Franca
Local English textbooks
Conceptualisation of culture and research methods in studies of language teaching materials
Us and Others
Situated Meaning
English for Cross-Cultural Communication
English as an International Auxiliary Language
Culture and First-Person Pronouns
Native-speakerism
Longman grammar of spoken and written English
‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’
Global Citizenship Competencies of Filipino Students
On Communicative Competence and Intercultural Understanding through the Lens of the Japanese Government-Approved English Language Textbook
Intercultural Communication and Ideology
Nationalism and English as an international language
Symbolic Annihilation of Social Groups as Hidden Curriculum in Japanese ELT Materials
Portraying the Global
On the use of the personal pronoun we in communities
Stance and engagement
Culture and Language
| Citations per year | 2 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |