A critical analysis of multicultural representations in Portuguese English as a Foreign Language textbooks

Abstract

The number of foreign students in state basic/secondary education (6 to 17 years old) in Portugal has increased in recent years (Oliveira, 2022); thus, the ability to communicate across cultures is essential. In these multicultural/multilingual classrooms, English often plays a crucial role in connecting students. Therefore, the English as a Foreign Language (EFL) classroom is the perfect setting to promote Intercultural Communication (IC) and Intercultural Awareness (ICA; Baker 2015, 2018; Baker & Ishikawa, 2021). As textbooks are central to EFL classrooms (Galloway, 2018), this study analyzes two EFL textbooks developed in Portugal, one for learners in the 3rd cycle (year 7, aged 12-13) and another for learners in secondary education (year 10, aged 15-16). The analysis examined how the most significant foreign groups in Portugal and their corresponding cultures are represented in images and texts compared to the traditional target cultures (e.g., American, British, and other English-speaking cultures) and the local Portuguese culture. The findings indicate that cultural representations connected with the UK and the USA continue to dominate as the primary groups represented. Based on this analysis, this study provides two practical examples of how EFL teachers could adapt textbook activities to further develop learners’ IC/ICA in the classroom. Consequently, from this study, EFL teachers can gain a better understanding of how textbook activities can be adapted to promote learners’ IC and ICA.