Representation of Cultural Aspects at Grade Nine English Textbook and its Implications

Authors

  • Dasarath Rai Pasang Lhamu Sherpa Memorial College, (Affiliated to TU) Kathmandu, Nepal
  • Tek Mani Karki Mahendra Ratna Campus, Tribhuvan University, Nepal
  • Bishal Karki Terhathum Multiple Campus, TU, Nepal

DOI:

https://doi.org/10.3126/sij.v4i1.54140

Keywords:

Content analysis, cultural identities, English textbook, inclusiveness, in-depth interviews, Nepal

Abstract

Representation of cultural aspects in the textbook has become a prominent issue in the present context and it is also important for a multicultural country like Nepal. This paper explores cultural representations of the socio-culturally diverse groups of people in Nepal with reference to the Grade Nine English textbook published by the Curriculum Development Center and its implication by analyzing the content of the textbook. The information was collected through the Grade Nine English textbook, and in-depth interviews selecting two textbook authors using convenient sampling procedure and four Grade Nine students using purposive sampling procedure. The information was interpreted and discussed categorizing them into three themes: inclusion of cultural heterogeneity, typicality and organic cultural identity, and cultural tolerance. The study reveals that the Grade Nine English textbook seems to be inclusive and has tried to address the socio-culturally diverse groups of people in Nepal. This inclusiveness is essential for the cognitive and academic engagement of the culturally-diverse groups of students.

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Author Biographies

Dasarath Rai, Pasang Lhamu Sherpa Memorial College, (Affiliated to TU) Kathmandu, Nepal

Dasarath Rai is a Teaching Assistant, Department of English Education, Pasang Lhamu Sherpa Memorial College, (Affiliated to TU) Kathmandu, Nepal. He has accomplished Master’s Degree in English Education from Mahendra Ratna Campus, Tahachal, Kathmandu. He is interested in multilingualism, cultural identity, and English language teaching materials development in language education.

Tek Mani Karki, Mahendra Ratna Campus, Tribhuvan University, Nepal

Tek Mani Karki, Lecturer in the Department of English Education at Mahendra Ratna Campus, Tribhuvan University, Nepal, is currently perusing his Ph.D. on the use of EMI policies and practices in schools in Nepal. His interest, in addition to ELT, includes multilingualism, cultural identity, teacher professional development, and language education policies. He has got a number of research articles related to his specialization area published in peer-reviewed journals.

Bishal Karki, Terhathum Multiple Campus, TU, Nepal

Bishal Karki is a Teaching Assistant at Terhathum Multiple Campus, TU, Nepal. He has completed Master’s Degree in English Education from Tribhuvan University. His area of interest covers multilingualism, multiculturalism, English medium instruction policy and practices, and error analysis in addition to ELT. He has got many research articles related to ELT and EMI published in peer-reviewed journals.

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Published

2023-04-25

How to Cite

Rai, D., Karki, T. M., & Karki, B. (2023). Representation of Cultural Aspects at Grade Nine English Textbook and its Implications. Siddhajyoti Interdisciplinary Journal, 4(1), 117–125. https://doi.org/10.3126/sij.v4i1.54140

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Articles