The Foreign Cultural Aspects Embedded in the English Textbooks of the Basic Stage in Jordan

Abstract

This study aimed at investigating the foreign
cultural aspects compared to the Arabic aspects in English
teaching textbooks for the basic stage in Jordan. The study
followed textbooks content analysis for cultural aspects at the
level of word and picture for names, pets, women, celebrations
and social events, addressing people, and social concepts and
values. The data analysis of Action Pack series, accredited for
grades 1-6 at public schools showed that the ratio of foreign
aspects was 76% compared to the Arabic aspects 24%, which
meant that the basic stage pupil is intensively exposed to the
foreign culture that might cause cultural shock, lessening the
motivation to learn English because of cultural distance. The
researcher recommended re-evaluating the cultural content of
these textbooks, to creating a balance between the
Arabic/Islamic culture and the foreign culture, enabling pupils
to relate English language to real life, and preventing
adopting the foreign culture at the expense of the Arabic
culture.