TEACHERS’ PERCEPTIONS ON ELEMENTS OF INTERCULTURAL COMMUNICATION IN HIGH SCHOOL ENGLISH TEXTBOOKS

Abstract

In the transcultural and transnational settings, intercultural communication (IC)
via English as a lingua franca (ELF) has received much attention, especially in English
language teaching. Consequently, English textbook designers have been aiming at integrating
IC elements into textbook contents. This paper presents a critical evaluation on such elements
in the currently used English textbooks at high school in Vietnam from the perspectives of
high school teachers in a province of Central Vietnam. Findings reveal that teachers are
generally positive about the IC-related knowledge embedded in the textbooks. However, they
believe that the textbooks lack resources to develop learners’ intercultural skills, attitudes
and awareness. Results also show that teachers’ opinions are divided on whether the inclusion
of ELF-based information and practice in the textbooks is necessary. Based on the findings,
practical implications are drawn for future IC-integrated textbook design, teaching practice,
and teacher training programs