Cultural Conceptualizations in EFL textbooks
Conceptualizaciones Culturales en Libros de Texto de Inglés como
Lengua Extranjera
María Daniela Cifone Ponte
Universidad de La Rioja
m-daniela.cifone@unirioja.es
RESUMEN
Este artículo se centra en la comparación de dos de los libros de texto de inglés como lengua
extranjera más utilizados en 4º de Educación Secundaria Obligatoria en La Rioja para explorar
cómo las actividades de lectura moldean los procesos cognitivos culturales de los estudiantes a
través del vocabulario. Así, este estudio utiliza el marco de análisis de la Lingüística Cultural
(Sharifian, 2011) con los siguientes objetivos: (i) determinar qué conceptualizaciones culturales
se activan a través del vocabulario en las lecturas de los libros de texto de 4º de ESO de inglés,
(ii) establecer si los esquemas y categorías se desarrollan en más detalle con la inclusión de sub-
esquemas e instancias respectivamente y, (iii) definir qué culturas predominan en las lecturas.
Los hallazgos revelan que los esquemas y categorías culturales se activan a través del
vocabulario, siendo los esquemas más frecuentes mientras que la presencia de sub-esquemas e
instancias acentúa significado cultural de estas conceptualizaciones. No hay consenso en el
abordaje de los elementos culturales en los libros. Nuestros resultados evidencian que la
presencia de sub-esquemas e instancias facilita que el alumnado se desenvuelva de forma más
efectiva en situaciones interculturales.
Palabras clave: conceptualizaciones culturales, libros de texto de inglés, vocabulario, esquemas
culturales, categorías culturales
ABSTRACT
This paper presents a comparative study of two widely used EFL textbooks in the 4th year of
Compulsory Secondary Education in La Rioja, Spain, examining how their reading activities
influence learners' cultural cognitive processes through their vocabulary input. Employing
Cultural Linguistics' framework (Sharifian, 2011), the study aims to: (i) identify the activation of
cultural conceptualizations in the reading passages, (ii) assess the development of schemas and
categories with the inclusion of sub-schemas and instances, and (iii) explore what cultures are
enhanced by these cultural conceptualizations. Results indicate the activation of cultural schemas
and categories, with schemas being more prevalent, and the inclusion of sub-schemas and
instances enriching cultural meaning. The approach to addressing culture in EFL textbooks varies
Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (RNAEL) ISSN 1699-6569
Vol. 18 Núm. 36 (2024) doi: 10.26378/rnlael1836570
Recibido:18/12/2023 / Aprobado: 20/03/2024
Publicado bajo licencia de Creative Commons Reconocimiento Sin Obra Derivada 4.0 Internacional
in each book. Our findings show that the presence of sub-schemas and instances may facilitate
learners in effectively navigating intercultural encounters.
Keywords: Cultural conceptualizations, EFL textbooks, Vocabulary, Cultural schemas, Cultural
categories
1. INTRODUCTION
During intercultural interactions, individuals activate and negotiate their cultural
conceptualizations (Sharifian, 2009). As a result, they rely on their existing cultural
schemata to interpret and evaluate unfamiliar information (Sharifian 2003; 2009).
Consequently, EFL learners must broaden their cultural conceptualizations to effectively
engage in cross-cultural communication. Teaching vocabulary with cultural connotations
may facilitate this process by providing students with a tool to understand new cultural
contexts and realities (Porto & Byram, 2016). Examining the cultural concepts
embedded within the vocabulary of EFL textbooks can offer insights into how these
materials contribute to the formation and enrichment of cultural perceptions. Despite
various studies exploring intercultural competence in EFL materials (Wu, 2010; Canga
Alonso & Cifone Ponte, 2015; Amerian & Tajabadi, 2020), there appears to be a gap in
linguistic circles concerning the construction of cultural conceptualizations through
vocabulary input in EFL textbooks.
This study employs the framework of Cultural Linguistics, more specifically drawing
on Sharifian’s concepts of cultural conceptualizations: schemas and categories (2003,
2017), to explore how reading activities in EFL textbooks for Spanish learners may
influence and shape learners’ cultural conceptualizations through their vocabulary input.
This study examines the vocabulary content of reading comprehension activities in two
of the most used 4th of ESO textbooks in La Rioja to determine whether: (i) cultural
conceptualizations are activated by the vocabulary input of EFL textbooks, (ii) schemas
and categories are further developed with the inclusion of sub-schemas and instances
respectively and, (iii) what culture or cultures are enhanced in the textbooks’ reading
passages.
The paper is divided into four sections: the first one establishes the foundation by
delving in the relationship between cultural conceptualizations and lexicon and how EFL
textbooks commonly address cultural information. Following this, the second section
details the methodology employed in the research, providing insights into the sample
and data analysis. This third section unveils the results and the discussion where the
key findings are described and interpreted. A final section contains the main conclusions
drawn from the study and educational implications.
2. THEORETICAL FRAMEWORK AND LITERATURE REVIEW
2.1 Cultural conceptualizations and lexicon
The concept of conceptualization serves as an umbrella term encompassing basic
cognitive processes such as categorization and schematisation (Sharifian, 2011).
Sharifian (2009; 2011) proposed the concept of cultural conceptualizations to denote
cognitive processes originating within individuals’ minds but also emerging as cultural
cognitions. In Sharifian’s words: “cultural cognitions may be best described as networks
of distributed representations across the minds in cultural groups” (2011, p. 5). Cultural
conceptualizations emerge through the dynamic interactions among various members
within a cultural group, facilitating a shared cognitive framework that enables individuals
to perceive and comprehend experiences as if operating within a collective mind. These
conceptualizations have a changing nature, subject to continuous negotiation and
renegotiation among the members of a particular community.
These cultural cognitions comprise cultural schemas and cultural categories, which,
in turn, are composed of sub-schemas and instances, respectively. Schemas, as defined
by Sharifian, are culturally constructed patterns of distributed knowledge across a
cultural group, which capture encyclopaedic meaning for lexical items (Sharifian, 2011,
p. 5). They are usually based on experiences, common to a cultural group and they
allow speakers to communicate cultural meanings and negotiated and renegotiated over
time and space. An illustrative example frequently employed by Sharifian is the ‘the
restaurant schema’, this schema includes knowledge about various events (e.g., eating,
tipping), customary behaviours, type of food served, among others. The restaurant
schema may vary from individuals and cultures; however, this schema is not fixed in
the speaker’s mind as it may evolve depending on their experiences (e.g., travelling,
going to different type of restaurants, having contact with other cultures, etc.). Another
type of cultural conceptualization lies in cultural categories. Individuals rely on
categorization to shape their understanding of reality and guide their behaviour (Lakoff,
1986). In this sense, Sharifian (2011) argues that the classification of many objects,
events and experiences into categories and their prototype instances are usually
culturally constructed. Cultural categories as well as categorisation are intricately
intertwined with language, particularly the lexicon, as lexical items serve as labels for
the categories and their instances. Building upon the ‘restaurant schema’ example, ‘food’
could serve a categorical label, with ‘fried rice’ representing an instance within this
category.
These processes acquire relevance in the field of foreign language communication,
where interlocutors often rely on their native language’s (L1) sets of cultural
conceptualizations to construct, interpret, and negotiate cultural meaning.
Consequently, miscommunication may arise as language users navigate different
cultural schemas, categories, and metaphors (Sharifian, 2013). In this context,
proficiency in intercultural communication extends beyond mere mastery of linguistic
and lexical notions; it also entails a nuanced understanding and familiarity with various
systems of cultural conceptualizations. Such proficiency enables learners to engage in
intercultural exchanges using their second language with flexibility and efficacy
(Sharifian, 2009). This aspect becomes significant within English as Foreign Language
classrooms, where learners must be equipped with the awareness that their interlocutors
may not necessarily share their cultural conceptualizations. Moreover, learners must
recognize the presence of divergent cultural conceptualizations that could lead to
misunderstandings and misinterpretations in cross-cultural communication. Therefore,
it becomes imperative to integrate modules that sensitise learners to these nuances,
fostering their ability to understand and negotiate cultural differences effectively in their
interactions outside the classroom.
2.1 Culture and textbooks
Textbooks in foreign language teaching (FLT) serve not only as repositories of linguistic
features and rules but also as implicit representations of broader cultural paradigms
(Gray, 2013). As stated above, language encapsulates and reflects a wide array of
cultural information, constituting a relevant part of its speakers (Byram & Risager,
1999). It seems logical that language instruction should integrate cultural components
not only within classroom dynamics but also within the content of textbooks themselves.
In this vein, Schissler (1990) underscores that textbooks offer a global understanding
of history, societal norms, and ways of living, thereby shaping students' perceptions of
different societies and their respective values. On top of that, textbooks function as
controlled instruments which mitigate potential cultural shock by introducing new
cultures in a methodical manner.
However, representing culture in textbooks poses challenges, as there is not a
universally accepted "correct" way to depict target, source, and international cultures
(Ulrich, 2004). Despite the acknowledgment of the importance of integrating target
culture into FLT so our students can learn new sets of conceptualizations, there is a
tendency in textbooks to overrepresent the target culture, primarily due to economic
considerations and the influence of English-native authors (Alptekin, 1993).
Nevertheless, exposure to diverse cultural perspectives, including their own, is crucial
in fostering students' empathy, reflexive knowledge about their own culture, and
intercultural communication skills (Méndez García, 2005). Nevertheless, EFL textbooks
often narrow their focus to American and British cultures, thereby presenting a limited
view of the target culture (Matsuda, 2002). Yet, as English continues to evolve as a
global language, exposure to diverse linguistic and cultural varieties becomes
increasingly essential (Wandel, 2002).
With regards to reading passages in EFL textbooks, cultural differences are often
discerned through the identification of key words, which carry significant cultural
connotations and encapsulate the beliefs and values of diverse society (Porto & Byram,
2016). Regarding EFL materials, vocabulary selection plays a pivotal role in shaping the
cultural focus of texts and fostering cultural awareness among learners (Byram, 1997;
Porto & Byram, 2016). Consequently, exposure to a diverse array of cultural key words
in EFL instruction enables learners to broaden their cultural conceptualizations, thereby
enhancing their comprehension skills and mitigating potential communication
misunderstandings (Sharifian, 2009).
Porto and Byram (2016) introduced a model of cultural comprehension in textual
analysis, which emphasizes the significance of cultural schemata in interpreting texts in
a foreign language. This model consists of six levels delineating the diverse approaches
EFL learners may adopt when engaging with cultural themes during reading. Their
framework conceptualizes the process of reading in a foreign language as a dynamic
continuum marked by the oscillation between familiarity and unfamiliarity with cultural
content. At the initial level, learners focus on identifying visible elements of cultures,
prompting an active process of recognizing and discerning cultural differences. This
stage represents a pivotal point where readers may perceive elements of a given culture
as distinct, stimulating, and appealing (Porto & Byram, 2016, p. 22). The identification
of cultural disparities occurs through the mechanisms of comparison and contrast,
facilitated by the recognition of key vocabulary terms or phrases. These scholars argue
that understanding cultural nuances and connotations via vocabulary is not merely a
straightforward cognitive process; rather, it necessitates learners to have a pre-existing
framework or set of conceptualizations for categorizing these key terms. Furthermore,
within this cognitive process, encountering elements in the text that are perceived as
unpredictable or unfamiliar plays a crucial role. When readers encounter content that
challenges their conceptualizations or disrupts their schematic expectations, they are
inclined to engage in deeper levels of comprehension and understanding (Wade et al.,
1999; Porto & Byram, 2016).
Research into the presence and role of cultural words in EFL materials is still sparse,
although existing studies indicate a tendency for cultural vocabulary to predominantly
reflect the target culture (Cifone Ponte, 2019; Canga Alonso & Cifone Ponte, 2015).
Regarding cultural conceptualizations in the vocabulary input of EFL textbooks, to the
best of our knowledge, only one study has been conducted so far. Cifone Ponte (2023)
analysed the vocabulary content of two graded readers of the same novel (a Christmas
Carol) addressed to two different proficiency levels (A1 - B1); she found that graded
readers contributed to the increase of learners’ cultural understanding of some cultural
conceptualizations and that these books include more information about these
conceptualizations in terms of sub-schemas and instances as the level increases.
Moreover, the inclusion of these sub-schemas and instances improves the understanding
of certain cultural topics that, otherwise, would be difficult to process using the learners’
L1 system of cultural conceptualizations. However, one question that remains to be
explored is whether EFL textbooks designed for the same level and purpose are
developing students’ cultural conceptualizations through the inclusion of cultural words
or keywords. On these grounds, the research questions that guide the study are the
following:
RQ1. What type of cultural conceptualizations are activated by the vocabulary
input contained in two EFL textbooks’ reading activities? Are they further
developed by the inclusion of sub-schemas and instances?
RQ2. What culture or cultures predominate in the content of reading passages?
2. METHODOLOGY
3.1. Sample
As outlined in the introduction, the study will examine the vocabulary input
contained in the reading sections of two of the most used EFL textbooks in La Rioja, an
Autonomous Community located in Northern of Spain. Despite being small, our sample
is significant as the selection of textbooks have been done considering their use in
several public schools within the region. The sample comprises two textbooks designed
to meet the curricular requirements of the 4th year of compulsory secondary education:
Think Ahead 4 (Marks & Scott, 2019) and Aspire Pre-Intermediate (Nauton & Crossley,
2012). In both materials, it is claimed that they cover a pre-intermediate level and align
with the guidelines established by the Common European Framework of Reference for
Languages (CEFR) (Council of Europe, 2001).
Think Ahead 4 is distributed by Burlington Books, a European publishing house
specialised in EFL textbooks for Primary and Secondary Education in the Spanish
context. On the other hand, Aspire Pre-Intermediate is published by the international
publishing house Cengage Learning (National Geographic). For the sake of clarity, we
will refer to these two textbooks during the results and discussion section as TB1 (Think
Ahead 4) and TB2 (Aspire Pre-Intermediate), respectively.
3.2. Data analysis
The analysis focused on multiword units from all the reading passages of both
materials and defined in accordance with Schmitt’s concept of lexical units: “an item
that functions as a single meaning unit, regardless of the number of words it contains”
(2000: 11). The methodological approach adopted in this study was a content analysis,
facilitating replicable and valid inferences from our sample (Krippendorff, 2004).
To examine cultural conceptualizations embedded in the lexicon of reading
passages, the Cultural Linguistics framework of analysis was employed. This framework
(i) enabled the identification of cultural conceptualizations through the examination of
the vocabulary input, (ii) assessed the complexity of cultural concepts present in the
sample and, (iii) determined the cultural focus of the texts. As discussed in the literature
review (section 2.1.), cognitive processes such as cultural schemas and cultural
categories constitute the primary analytical tools within this field, allowing the
examination of various language features ranging from morpho-syntactic aspects to
pragmatic and semantic meanings (Sharifian, 2017). Cultural conceptualizations
(cultural schemas, cultural categories and, sub-schemas and instances) will be analysed
in accordance with Sharifian’s definitions (see section 2.1).
To address the first research question (What type of cultural conceptualizations are
activated by the vocabulary input contained in two EFL textbooks’ reading activities? Are
they further developed by the inclusion of sub-schemas and instances?) cultural
schemas and categories were identified in the text. Additionally, vocabulary associated
with these cultural schemas and categories (sub-schemas and instances, respectively)
was also extracted.
Regarding the second research question concerning the predominant culture in the
reading passages, the classification of culture proposed by Risager (1991) and expanded
by Cortazzi and Jin (1999) was adopted. The concept of culture in the field of FLT has
traditionally been categorised into the target, pertaining to the cultural context
surrounding the target language or L2, and source culture, reflecting students’ own
cultural background. In the late 1990s, Cortazzi and Jin (1999) introduced the concept
of international culture, which differs from both the students’ culture and the target
culture, encompassing other cultures present in the classroom or represented in the
textbook.
4. RESULTS AND DISCUSSION
Our first objective aimed to determine whether cultural conceptualizations were
present in the vocabulary input of reading passages of the two 4th year of ESO EFL
textbooks that comprised our sample. Moreover, we also wanted to determine what type
of cultural conceptualization were more common and if they were somehow further
described and explained by the presence of sub-schemas and instances respectively. To
accomplish this objective, we extracted those cultural conceptualizations (schemas and
categories) present in the reading comprehension activities in both textbooks (see terms
in bold in table 1). Moreover, we also extracted those sub-schemas and instances
referring to the main schema and category (table 1).
Focusing on the cultural conceptualizations, our data revealed that they were
present in the reading passages of both textbooks. Generally, in terms of quantity,
schemas were more common than categories in both materials (see table 1). These first
results disagree with Cifone Ponte’s (2023) findings in their analysis of graded readers
where they reported a similar quantity of schemas and categories. Our results could be
explained based on the different nature of reading passages in the textbooks. The
graded readers they examined were focused on a very specific cultural topic
(Christmas), so it seems logical to assume that event-schemas will be limited and all
related to this holiday.
TB1
TB2
Schemas and
sub-schemas
Mother’s Day, national holiday,
florists, greetings card shop,
chocolate makers.
Christmas, Iceland, books,
Christmas present, Christmas
Eve, reading, Jolabokaflod,
customary Christmas gift.
Pancake day, pancake races,
England, run down, lent, eggs
and fats not eaten, Easter.
The Bangladeshi festival of
Baishakhi Mela, Brick Lane,
crowds.
The Edinburgh Festival,
summer, performers, classical
music, opera, dance.
The Edinburgh Fringe Festival,
art festival, anarchic event.
The Edinburgh Military tattoo,
Edinburgh Castle, military bands,
regimental dress, sell out, popular,
Holi, spring festival, India,
prayers, fires, throw coloured
powders, bright colours, visit
friends and family, exchange
gifts or sweets.
visitors, USA, Canada, New
Zealand.
International book festival,
famous writers, poets.
Highland games, ancient,
Scotland, outdoor festival, tartans,
tossing the caber, sword dancing.
Chinese Spring Festival, spring
rolls, holiday, Chinese New Year.
Burns’ night celebration, kilts,
Scottish dances, haggis, playing
the bagpipes, puddin’ race, neeps,
cranachan
Categories
and instances
Traditional food, turkey in
thanksgiving.
Festivities Mother’s Day,
Christmas, Pancake Day, Saint
Patrick’s, Holi, thanksgiving
Sporting Britain, tennis, golf,
rugby, London Marathon, cricket,
Highland games
Regional food, wines,
camembert de Normandie, feta,
Apetina, Cornish pasty, Turrón de
Alicante, haggis, spring Rolls,
cranachan
Table 1. Vocabulary developing cultural conceptualizations.
Upon a closer examination of our findings, it became apparent that TB2
outnumbered TB1 in the inclusion of schemas whereas in both textbooks only two
categories were found. In the case of sub-schemas and instances, distinct patterns were
observed in each book. Our data reported a larger number of occurrences of sub-
schemas and instances than schemas and categories overall. In this regard, TB1 offered
more sub-schemas and instances than TB2 did. Since sub-schemas and instances serve
to elucidate and further enrich their respective schemas or categories, it can be inferred
that TB1’s content delves deeper into cultural aspects, potentially facilitating learners’
cultural comprehension and vocabulary depth (Read, 1993; Nation & Beglar, 2007).
In addition, although both textbooks claimed to be designed to adhere to the
Spanish national curriculum requirements, the disparity in the number of cultural
references in the reading passages suggests a lack of consensus regarding the
integration of the cultural component. Table 1 illustrates disparities in all the schemas,
categories, sub-schemas and instances across both texts. It is noteworthy that both
coursebooks were designed for the same educational objectives and level. However, the
divergence in cultural conceptualizations raises concerns and may have implications for
learners’ educational experiences. Learners using TB2 seem to be exposed to a broader
array of cultural conceptualizations; yet they lack the accompanying sub-schemas and
categories needed for a deeper understanding and the formation of new systems of
cultural cognitions (Sharifian, 2009; 2017). Moreover, the exposure to wider range of
unfamiliar cultural conceptualizations without vocabulary to support understanding may
potentially lead to learners’ rejection of the new culture and misunderstandings and
culture shocks in the classroom (Dimitrijevic, 1977; Sharifian, 2009).
We now proceed to address our second research question which aims to identify
what cultures predominate in the reading passages of our two textbooks. Table 2
provides the schemas and categories along with the sub-schemas and instances that
may be pointing to a specific culture and may be specifying the schema or category.
Additionally, the second column classifies the type of culture (i.e., target, source and
international).
Textbook
Classification of culture
TB1
Mother’s Day, national holiday, greetings
card shop
Target culture, British
Christmas, Iceland, books, reading,
Jolabokaflod
International culture, Icelandic
Pancake day, pancake races, England,
run down, lent, eggs and fats not eaten,
Easter
Target culture, British
Holi, spring festival, India, prayers, fires,
throw coloured powders, bright colours,
visit friends and family, exchange gifts or
sweets
International culture, Indian
Traditional food, turkey in thanksgiving
Target culture, American
Festivities, Mother’s Day, Christmas,
Pancake Day, Saint Patrick’s, Holi,
thanksgiving
International culture, target
culture
TB2
The Bangladeshi festival of Baishakhi
Mela, Brick Lane
International culture,
Bangladeshi (celebrated in
Britain)
The Edinburgh Festival
Target culture, Scottish
The Edinburgh Fringe Festival
Target culture, Scottish
The Edinburgh Military tattoo, Edinburgh
Castle, military bands, regimental dress
Target culture, Scottish
International book festival
International cultures, several
Highland games, ancient, Scotland,
tartans, tossing the caber, sword dancing
Target culture, Scottish
Chinese Spring Festival, spring rolls,
Chinese New Year
International culture, Chinese
Burns’ night celebration, kilts, Scottish
dances, haggis, playing the bagpipes,
puddin’ race, neeps, cranachan
Target culture, Scottish
Sporting Britain, tennis, golf, rugby,
London Marathon, cricket, Highland
games
Target culture, British
Regional food, camembert de
Normandie, feta, Apetina, Cornish
pasty, Turrón de Alicante, haggis,
spring Rolls, cranachan
International culture (Chinese,
French, Greek), target culture
(British, Scottish) and source
culture (Turrón)
Table 2. Cultural conceptualizations classified by culture.
We proceed to address our second research question, which aims to ascertain the
predominant culture or cultures embedded in the vocabulary input of the two EFL
textbooks’ reading passages. Table 2 presents the schemas and categories, including
sub-schemas and instances, associated with these cultures. This time only words
indicating a specific culture were kept. The second column provides a classification of
the type of culture (i.e., target, source and international).
The analysis reveals a notable presence of elements from the target culture in the
reading passages of both textbooks. This finding aligns with prior research indicating
the pervasive representation of the target culture in EFL textbooks (Alptekin, 1993;
Bahrami, 2015; Canga Alonso & Cifone Ponte, 2015; Ashrafi & Ajideh; 2018; Cifone
Ponte & Mora Guarín, 2021). On top of this, similar trends were found in an analysis of
6th year of Primary Education textbooks in La Rioja, where there were only prototypical
references to the target culture (Cifone Ponte & Mora Guarín, 2021). A plausible
explanation of this predominance in our sample may be attributed to the specifications
of the national curriculum. Recent changes in Spain’s educational legislation (Alonso-
Sainz, 2023), have led to modifications in the EFL curriculum, including the division of
content into three main areas: communication, plurilingualism, and interculturality.
Decree 42/2002, which outlines the contents, competences, and assessment criteria for
EFL subject in the four courses of compulsory secondary education in La Rioja, mandates
that learners at this educational stage should be acquainted with sociocultural and
sociolinguistic aspects of English-speaking countries, with an emphasis on their
celebrations, festivities, events, history, and characteristic behaviours. Scholars have
recognized the importance of incorporating the target culture in the EFL classroom
(Méndez García, 2005), however intercultural communication requires speakers to
operate with distinct systems of cultural conceptualizations (i.e., source, target, and
international cultures) (Sharifian, 2017). The contact with different cultures and
perspectives in the classroom may help learners become aware of cultural nuances in
cross-cultural interactions. Therefore, while learning a language, speakers should be
able to expand and acquire new cultural conceptualizations.
When examining the cultural conceptualizations in terms of the type of culture they
denote, it becomes evident that EFL textbooks incorporate different cultural elements.
TB1 encompasses more general elements, such as Mother’s Day or Christmas, that may
be close to the students’ culture; while TB2 makes more specific references to Scottish
culture, exemplified by mentions of events like The Edinburgh Festival and Highland
Games. Nevertheless, TB1 provides a more detailed inclusion of sub-schemas and
categories, enabling students to discern differences between their own cultural
conceptualizations and those of the target culture. In contrast, TB2 not only introduces
conceptualizations that starkly differ from those of the students but also lacks the
provision of additional keywords to facilitate comprehension and usage of these new
conceptualizations.
The inclusion of references through schemas and categories is notably absent in the
sample. TB2 makes a reference to Spanish culture by including the multiword term
turrón de Alicante as an instance of the category regional food. However, this instance
stands as the sole reference observed in both materials. While research conducted in
Eastern countries suggest that locally produced textbooks often incorporate more
references to the local and source culture (Chao, 2011), our findings may indicate
differing trends in the Spanish publishing market. It is imperative that students not only
grasp new sets of conceptualizations but also possess the ability to articulate their own
in the L2 (King Baxter & Magolda, 2005). Vocabulary pertaining to their own
celebrations, costumes and traditions is as crucial as understanding ideas originating
from the target culture.
Finally, the international culture is briefly included in both textbooks (Holi in TB1
and Chinese Spring Festival in TB2). Our data agrees with previous studies whose results
revealed a small and unbalanced presence of international cultures in EFL textbooks
(Song, 2019; Aliakbari & Jamalvandi, 2012). In our sample, TB2 included some
instances referring to international cultures such as Camembert de Normandie (French),
Apetina (Greek), and spring rolls (Chinese). Once more, the sub-schemas within the
cultural conceptualizations included in TB1 seem to be consciously included so learners
grasp a deeper idea of subtleties in the main event (see Holi in table 2).
5. CONCLUSIONS
The research conducted in this study aimed to investigate the cultural conceptualizations
embedded in the vocabulary input of reading passages of two 4th year of ESO EFL
textbooks commonly used in La Rioja, Spain. Employing the Cultural Linguistic
framework of analysis (Sharifian, 2011), the study sought to elucidate how these
textbooks addressed the inclusion of schemas, sub-schemas, categories and instances
in their texts and what culture is prevalent in their content.
Findings indicate variations in the treatment of cultural conceptualizations between
the two textbooks. While both exhibited a greater prevalence of schemas over
categories, TB1 (Think Ahead 4) reported a lower number of cultural conceptualizations
compared to TB2 (Aspire Pre-Intermediate), albeit placing greater emphasis on sub-
schemas and instances within the text. Although a higher presence of cultural
conceptualizations would be ideal to prepare students for interactions with speakers
from diverse cultures, it is equally crucial for learners to grasp the nuances inherent in
each conceptualization. TB1’s comprehensive approach to culture within its reading
passages, where detailed vocabulary contributes to overall text comprehension, holds
potential for shaping learners’ cultural conceptualizations and aiding in their ability to
navigate intercultural encounters while minimizing potential misunderstandings.
Furthermore, the analysis also revealed a tendency in both materials to prioritize
cultural conceptualizations from the target culture, while overlooking the source culture.
However, the comparison between the two materials revealed that the approach to
address this culture differs totally in both materials. TB1 incorporated cultural
conceptualizations potentially shared by the target students and integrated sub-
schemas and instances depicting behaviours and traditions from the target culture. In
contrast, TB2 opted for a more selective approach, featuring specific schemas from the
target culture while limiting sub-schemas and instances, thereby impeding comparisons
between the students' own culture and the target culture.
Our study yields various pedagogical implications. Firstly, it highlights deficiencies
in the EFL curriculum in secondary education. Specifically, the current regulations
emphasize a focus on the target culture, neglecting the inclusion of others. This
oversight significantly impacts the design of EFL textbooks and subsequently deprives
students of the necessary tools to comprehend new realities and cultures they may
encounter outside the classroom. Secondly, despite both textbooks serving the same
educational purpose and covering the same proficiency level, notable differences emerge
in their approach to cultural conceptualizations. Depending on the textbook, learners
may experience different level of exposure to cultural perspectives. This may suggest
educational inequities regarding cultural understanding in the EFL classroom.
While this study offers valuable insights, it is not devoid of limitations. Despite
having focused on two mainstream textbooks, a wider sample comprising other
textbooks used within the Autonomous Community of La Rioja could offer a much more
comprehensive understanding of how EFL textbooks designed for 4th of ESO students
portray cultural conceptualizations. Furthermore, analysing other aspects of the
textbooks, such as listening activities, could shed light on what type of cultural content
is being included in oral comprehension activities. This examination could help determine
whether the presence of cultural conceptualizations, such as sub-schemas and
instances, facilitates comprehension of oral texts.
NOTAS / NOTES
1 This research has been generously supported by FEDER/ Ministerio de Ciencia, Innovación y
Universidades, and Agencia Estatal de Investigación under Grant PGC2018 -095260-B-100.
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