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Description
This study examines how culture is visually represented in Wider World S Starter, a Pearson ELT textbook used in Mongolian classrooms. Using qualitative visual content analysis, it investigates the balance between source (Mongolian), target (English-speaking), and international cultures. Findings reveal a strong dominance of target culture visuals (74.2%) and very limited source culture (5.3%), mostly in supplementary sections. The study highlights the need for deeper cultural localization to enhance student engagement, identity development, and intercultural competence.
Summary
This study analyzes the visual content in Pearson’s Wider World S Starter ELT textbook used in Mongolia, examining its cultural balance. Using qualitative visual content analysis, the study finds that target culture (74.21%) and international culture (21.05%) dominate, while Mongolian culture (5.26%) is underrepresented. The lack of integration limits cultural relevance. Enhancing local cultural representation can improve student engagement, foster pride, and support inclusive language learning. Findings emphasize the need for culturally balanced ELT materials.
| Teaching Context | Teaching children |
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