Exploring Presentation of Local and Target Culture in Middle School Second- Generation English Language Teaching Textbooks Used in Algeria

Abstract

The infusion of culture, whether it pertains to big "C" or small "c" culture, encompassing local, target, or international elements, has long been a focal point of concern for foreign language teachers. The present research serves a dual purpose. Firstly, it aims to examine the types of cultural content incorporated within second-generation middle school textbooks. Additionally, it endeavours to elucidate the intended desired outcomes associated with this endeavour. To achieve these objectives, the locally produced series "My Book of English" was analysed to extract all potential cultural insights embedded within each unit. Teachers from four middle schools in the Mascara area participated in this case study. Data were collected through document analysis of the aforementioned series, as well as through interviews and questionnaires administered to the teachers. The findings revealed a substantial presence of local culture within the series, reflecting a deliberate effort to integrate cultural elements into the curriculum. Furthermore, the study highlighted the diverse approaches employed by teachers at this level to teach culture, underscoring the importance of pedagogical flexibility in addressing cultural content within the classroom setting. Additionally, the findings explored that Algerian middle schools aim to cultivate well-educated future citizens with a strong sense of Algerian identity, encompassing their Arab, Muslim, and Tamazight heritage.