Fostering Global Minds: Intercultural Representation in Grades 5 and 6 EFL Textbooks

Theologia Michalopoulou & Thomai Alexiou

The present research paper investigates the representation of cultural elements and intercultural interactions in EFL textbooks for Grades 5 and 6 across six countries: Cyprus, Egypt, Greece, Turkey, the U.A.E., and Vietnam. Through a qualitative content analysis, cultural elements were categorised into five groups: everyday life, history and historical figures, geography, customs and celebrations, and popular culture. Everyday life emerged as the most prevalent category, reflecting a practical focus, while customs and celebrations and popular culture were underrepresented. Song’s (2013) framework of intercultural interactions—comprising Superficial Interactions, Hybridisation, and Critical Reflections—was applied to evaluate intercultural engagement. Critical Reflections were the most frequent, promoting deeper engagement, whereas Hybridisation was limited, highlighting a missed opportunity to showcase cultural fusion. Superficial Interactions often presented fragmented facts, limiting students’ critical engagement. The findings underline the need for EFL materials to adopt a more balanced and contextually rich portrayal of culture, fostering both linguistic competence and global citizenship. By embracing a more holistic approach, textbooks can better prepare learners for the cultural complexities of a globalised world.

Key words: EFL textbooks, intercultural competence, cultural elements, diversity