An Analysis of Turkish EFL Coursebooks in Terms of Intercultural Communicative Elements
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| Title: | An Analysis of Turkish EFL Coursebooks in Terms of Intercultural Communicative Elements |
|---|---|
| Language: | English |
| Authors: | Sariçoban, Arif, Kirmizi, Özkan |
| Source: | International Journal of Curriculum and Instruction. 2020 12(2):226-244. |
| Availability: | World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Textbook Content, English (Second Language), Second Language Instruction, Multicultural Textbooks, Elementary School Curriculum, Competence, Cultural Awareness, Cultural Traits, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 1562-0506 |
| Abstract: | The present study was undertaken in order to analyze two elementary school coursebooks in terms of their intercultural content. The analysis was based upon Yuen's (2011) framework, which comprises of products, practices, perspectives, and persons. The category of products involves tangible products such as books or paintings as well as abstract products, such as oral tales or traditional dances. Based on this framework, it is possible to categorize food, entertainment, tools, dwellings, clothing, laws, education, religions, or travel as products. The category of practices encompasses the behavioral patterns of a particular society such as customs and information about daily life, forms of address, use of personal space, and rituals. The third category, perspectives, is related to the underlying beliefs and values, inspirations, myths, superstitions, and world views of a given society. Finally, the category of persons includes famous individuals and fictitious or unknown people from a particular society. The present study aims at analyzing the cultural content in Turkish high school coursebooks, namely Moonlight 7 and Moonlight 8, based on this framework. The rationale behind sticking to Yuen's model is that it allows cultural content to be analyzed in an explicit and understandable way. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1271177 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1271177 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: An Analysis of Turkish EFL Coursebooks in Terms of Intercultural Communicative Elements – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sariçoban%2C+Arif%22">Sariçoban, Arif</searchLink><br /><searchLink fieldCode="AR" term="%22Kirmizi%2C+Özkan%22">Kirmizi, Özkan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Curriculum+and+Instruction%22"><i>International Journal of Curriculum and Instruction</i></searchLink>. 2020 12(2):226-244. – Name: Avail Label: Availability Group: Avail Data: World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2020 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Textbook+Content%22">Textbook Content</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Multicultural+Textbooks%22">Multicultural Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Curriculum%22">Elementary School Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Traits%22">Cultural Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1562-0506 – Name: Abstract Label: Abstract Group: Ab Data: The present study was undertaken in order to analyze two elementary school coursebooks in terms of their intercultural content. The analysis was based upon Yuen's (2011) framework, which comprises of products, practices, perspectives, and persons. The category of products involves tangible products such as books or paintings as well as abstract products, such as oral tales or traditional dances. Based on this framework, it is possible to categorize food, entertainment, tools, dwellings, clothing, laws, education, religions, or travel as products. The category of practices encompasses the behavioral patterns of a particular society such as customs and information about daily life, forms of address, use of personal space, and rituals. The third category, perspectives, is related to the underlying beliefs and values, inspirations, myths, superstitions, and world views of a given society. Finally, the category of persons includes famous individuals and fictitious or unknown people from a particular society. The present study aims at analyzing the cultural content in Turkish high school coursebooks, namely Moonlight 7 and Moonlight 8, based on this framework. The rationale behind sticking to Yuen's model is that it allows cultural content to be analyzed in an explicit and understandable way. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2020 – Name: AN Label: Accession Number Group: ID Data: EJ1271177 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1271177 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 226 Subjects: – SubjectFull: Textbook Content Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Multicultural Textbooks Type: general – SubjectFull: Elementary School Curriculum Type: general – SubjectFull: Competence Type: general – SubjectFull: Cultural Awareness Type: general – SubjectFull: Cultural Traits Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Turkey Type: general Titles: – TitleFull: An Analysis of Turkish EFL Coursebooks in Terms of Intercultural Communicative Elements Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sariçoban, Arif – PersonEntity: Name: NameFull: Kirmizi, Özkan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2020 Identifiers: – Type: issn-electronic Value: 1562-0506 Numbering: – Type: volume Value: 12 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Curriculum and Instruction Type: main |
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