Dòng Nội dung
1
Đánh giá thái độ của giáo viên và học viên một số tỉnh miền núi phía Bắc về nội dung văn hóa trong giáo trình học tiếng anh = An investigation into the attitude towards the cultural representation in english textbooks percieved by teachers and students in some northers moutainous schools / Hoàng Nguyễn Thu Trang. // Ngôn ngữ và đời sống. 2014, Số 11 (229).
2014
tr.41-46

This research is the first attempt tom understand the perceptions of school teachers, as learners in an English proficciency course, on cultural representation in English textbooks. The aim of this exploratory study was to elicit some salient features in teachers-as-learns’ attitudes towards cultural content. The data on teachers’ attitudes were collected from a questionnaire and phone interviews to 34 school-teachers in muontainous areas, and the data on their teaching contexts arose from direct interviews to 12 teachers. The quantitative and qualitative analysis shows the impact of teaching contexts on teachers’ thoughts and the existence of traditional, English-as-an-International-Language perspectives as well as critical pedagogies. The write then gives recommendations on presenting culture in an English textbook as well as exploring cultural content in international textbook in Vietnam.

2
Has English been increasingly tested as an international language? Evidence from 1956–2016 / I-Chung Ke // Language, Culture and Curriculum Volume 32, No 2/2019
2019
p.191-206

A previous study (Ke, I. 2012. From EFL to English as an international and scientific language: analysing Taiwan’s high-school English textbooks in the period 1952–2009. Language, Culture and Curriculum, 25(2), 173–187) on the trend of English textbooks in Taiwanese high schools showed that the proportion of the lessons embedded in Anglo-American cultures decreases in the 1990s along with the globalisation trend while the proportions of local and intercultural lessons increase after the 2000s. The general trend corresponds to the changing role of English becoming an international language. To further confirm the trend, the current study examines whether the cultural trend observed in high school English textbooks can also be found in the college entrance exams in Taiwan. The total number of exams examined is 85, dating from 1956 to 2016. The results show that the cultural contexts did shift in the similar vein as found in the textbook study. The proportions of Anglo-American cultures gradually decreased from the 1990s while those of international cultures appeared more often after the 2000s. Questions based on the local culture started to appear from the late 1980s, but the percentages fluctuate and decrease recently. The overall findings suggest that English has been gradually tested as an international language, but not as a local language in the local college entrance exam.

3