The Intercultural Dimension of the Linguistic and Paralinguistic Teaching Materials in Algerian EFL Textbooks

Abstract

Abstract: In a multicultural world that is increasingly becoming one, integrating culture in textbooks as essential teaching materials in Foreign Language Teaching (ELT), therefore, has become inevitable and compulsory aiming at developing learners’ intercultural competence. Though a plethora of studies have been highlighted on the issue, it seems that relevant literature lacks analytical studies showing the way culture is addressed in the Algerian English as a Foreign Language (EFL) textbook. This latter witnessed many reforms that would help EFL learners develop a cultural competence accompanied with their linguistic knowledge. On this basis, this paper draws attention and tries to shed light on culture integration and representation in “New Prospects” textbook. To do so, both qualitative and quantitative research designs were adopted within the present study. Qualitatively, a document analysis has been approached on samples of linguistic and paralinguistic teaching materials exist in the textbook mentioned earlier. Quantitively, a questionnaire is conducted with English teachers assigned to teach the content of “New Prospects” textbook which is addressed to third year students at the high school. Both tools of the present study aim at gathering data about the presence of cultural aspects in the teaching materials of the textbook with a particular reference to the intercultural dimension. Most importantly, the study seeks to highlight Algerian English teachers’ awareness in developing learners’ intercultural competence and prepare them, culturally, to join university. Keywords: Algerian textbook, EFL, Intercultural Competence, linguistic and paralinguistic Teaching Materials