Speaker
Description
In response to the 2018 General English Curriculum in Vietnam, which emphasizes intercultural understanding, textbook evaluation has become increasingly important. This study examines cultural contents in the most widely adopted English textbook for sixth graders in Vietnam based on three frameworks (Byram’s 1993, adapted from Cortazzi & Jin’s 1999, and Trimodal Cultural Integration Model (TCIM)) and evaluates the textbook's alignment with national curriculum objectives in terms of cultural integration. The study employed a mixed-methods approach, analyzing activities across both volumes through content analysis, conducted using the three above frameworks, and statistical analysis to quantify the distribution of cultural contents. The analysis revealed that 56.34% of textbook activities include cultural content, with a strong emphasis on Source Culture, which comprises 82.2% of all cultural instances. In contrast, Target Culture and International Culture are underrepresented, respectively accounting for only 6.7% and 7.9%. Socialization and life cycle content were most frequently integrated (145 activities), while cultural activities were primarily delivered through direct instruction and practice (Group 1: Integrated cultural engagement: 56.5%). Although the textbook aligns well with the curriculum’s goal of fostering national cultural pride, its limited representation of global cultures suggests a shortfall in promoting comprehensive Intercultural Communication Competence. The study recommends diversifying cultural sources and enhancing teacher professional development to foster cultural awareness and intercultural sensitivity. These insights have implications for textbook development, classroom practice, and educational policy, and contribute to the broader understanding of cultural integration in ELT materials in Vietnam.
Keywords: cultural contents, cultural integration, English textbooks, textbook analysis
Biography
Ngoc Vo Thi Minh is a final-year undergraduate student majoring in English Language at the University of Languages and International Studies (ULIS), Vietnam National University, Hanoi. With nearly four years of experience in English language teaching across diverse age groups and educational contexts, she has developed strong pedagogical skills and a keen interest in English curriculum and materials development. Her academic focus lies in textbook evaluation, cultural content integration, and critical discourse analysis in English language education.
Ngoc has actively participated in research, having won First Prize in the ULIS Research Contest and presented her work at the ULIS Student Forum. Her recent studies explore the representation of culture in English textbooks used in Vietnamese secondary schools and the status of English in national language policy. She is also the recipient of multiple prestigious scholarships and awards, including the Vingroup Scholarship, the UI Award for Excellence in Undergraduate Research, and the Outstanding Student Award at ULIS.
Beyond academics, Ngoc is committed to community engagement, notably serving as Vice President of a mentorship project for visually impaired students. She is passionate about fostering inclusive and culturally responsive English teaching practices and aspires to contribute meaningfully to English language education and intercultural understanding in Vietnam.
