Journals / Transynergy Journal of Translation, Literature and Linguistics / 2024 / Volume 3, Issue 2
Food Culture in ELT Coursebooks: A Neglected Dimension
- Pages
- 66–81
- DOI
- —
Abstract
This study provides a comprehensive examination of how food culture is employed in two English as a Foreign Language coursebook series Headway and Pioneer. Through a comparative analysis of these books this research focuses on the Elementary, Pre-Intermediate, and Intermediate levels, to explore how food culture is represented in these coursebooks and whether food culture representation changed from the 1990s until the 2010s. The selection criteria of these coursebooks is based on the assumption that these books are used widely and globally, and they play a critical role in shaping language learner exposure to items of food culture. Adapting content analysis, these books are examined regarding seven distinct aspects of food culture to show the representation and change in a significant and meaningful way. The findings reveal that while both series incorporate elements of food culture, the Pioneer series notably integrate multicultural dimensions and place greater emphasis on promoting healthier lifestyles, whereas in the Headway series there is not a considerable emphasis on health concern. This study highlights the evolving representation of food culture in EFL materials, reflecting broader shifts in societal values towards diversity and health consciousness. Given the widespread use of these coursebooks, the results underscore the importance of embedding diverse, inclusive, and health-promoting content in language learning resources to better align with modern educational and social priorities.
Özet
This study provides a comprehensive examination of how food culture is employed in two English as a Foreign Language coursebook series Headway and Pioneer. Through a comparative analysis of these books this research focuses on the Elementary, Pre-Intermediate, and Intermediate levels, to explore how food culture is represented in these coursebooks and whether food culture representation changed from the 1990s until the 2010s. The selection criteria of these coursebooks is based on the assumption that these books are used widely and globally, and they play a critical role in shaping language learner exposure to items of food culture. Adapting content analysis, these books are examined regarding seven distinct aspects of food culture to show the representation and change in a significant and meaningful way. The findings reveal that while both series incorporate elements of food culture, the Pioneer series notably integrate multicultural dimensions and place greater emphasis on promoting healthier lifestyles, whereas in the Headway series there is not a considerable emphasis on health concern. This study highlights the evolving representation of food culture in EFL materials, reflecting broader shifts in societal values towards diversity and health consciousness. Given the widespread use of these coursebooks, the results underscore the importance of embedding diverse, inclusive, and health-promoting content in language learning resources to better align with modern educational and social priorities.