چکیده:
This research study was an attempt to explore hidden cultural components in an ELT textbook from Oxford University Press (OUP) titled 'Cover to Cover'. Two research methodologies were relied on to unveil the western ideologies in this series: Firstly, a qualitative review over its reading textbooks was undertaken for authenticating the hidden western values for Iranian contexts. At this stage, analyses over randomly chosen units of the three-volume CTC book were managed via qualitative content analysis using inductive category formation techniques. In a second stage, a focus group including English language teachers indulged in teaching this series were interviewed to enrich the data with lived experiences. Overall, the findings revealed that the hidden values in the sampled texts might transmit some counter-local perspectives against Iranian leaners' local culture. Pedagogical suggestions as to improving critical cultural awareness practices for non-native students in the light of material development practices for EFL settings were discussed at the end.
خلاصه ماشینی:
"With regard to the above-cited distinction between authenticity and genuineness and in line with recent critical approaches within ELT realms that are associated with cultural artifacts hidden in textbooks for language education purposes, in this research, the author re/considered one commonly-used teaching material titled Cover to Cover (CTC) from Oxford University Press (OUP) and managed to make a survey on its compatibility with the Iranian university settings in terms of reader-writer uses of the texts.
Regarding epidemiological approaches towards hidden ideologies in English textbooks, which are currently used in Iranian contexts specifically in private language institutes, Sahragard and Davatgarzadeh, (2010), via a Critical Discourse Analysis (CDA) approach, considered the renowned role of gender realization in 'Interchange' Series.
In line with the purposes of the present research, this study investigated a recently publicized teaching material in order to evaluate its content in terms of cultural authenticity.
Selection was made based on the verified themes since the title of each lesson within which book authors had included assigned themes could not exactly indicate what hidden ideas had been probably incorporated since in some cases only the same names as the text titles had been given by the CTC authors like "Lost at sea" {Unit five in the third volume}, for which assigned theme had been specified only as "The sea" or " the decay of the art of lying" { unit three of the same volume} as "Lying" which were not comprehensive in terms of theme assignment for the aims of this research."