FOSTERING INTERCULTURAL AWARENESS THROUGH ENGLISH TEXTBOOKS: A CONTENT ANALYSIS OF GRADE 11 MATERIALS IN KHYBER PAKHTUNKHWA

Abstract

In an era of globalization, the integration of cultural content in English language textbooks is essential for developing learners’ intercultural communicative competence. This study examines the Grade 11 English textbook prescribed by the Khyber Pakhtunkhwa Textbook Board in Pakistan to evaluate the representation of native, target, and international cultures. Using a mixed-methods approach, all 22 reading texts in the textbook were analyzed quantitatively and qualitatively, guided by Byram’s (1993) checklist and the framework proposed by Cortazzi and Jin (2013). The analysis revealed an uneven distribution of cultural content, with target culture comprising 31.8%, native culture 9%, international culture 13.6%, and culture-neutral texts 45.45%. Texts representing Pakistani culture addressed historical and social themes, such as the responsibilities of youth and familial relationships, while target culture texts predominantly reflected American social norms, traditions, and festivals. International culture was minimally represented, encompassing Armenian village life, Greek mythology, and Egyptian historical contexts. The findings suggest that while the textbook provides exposure to multiple cultural perspectives, native and international cultures are underrepresented, potentially limiting students’ opportunities to develop a balanced intercultural understanding. The study highlights the need for curriculum designers and textbook developers to ensure more equitable cultural representation to foster tolerance, empathy, and intercultural awareness among learners.