EFL Textbooks as Cultural Artifacts: A Conceptual Perspective on Cultural Representation

Abstract

English textbooks play an important role in EFL classrooms and are widely used as the main learning resource. Beyond presenting language, textbooks also convey cultural meanings that shape how learners understand language use and culture. While previous studies have extensively examined cultural content in EFL textbooks, much of this research has tended to adopt descriptive approaches that focus on identifying and categorizing cultural elements. As a result, less attention has been given to how cultural meanings are constructed within textbook content and why certain representations tend to be prioritized. This article examines EFL textbooks as cultural artifacts through a conceptual discussion of cultural representation in EFL textbook content. Drawing on a synthesis of established theoretical perspectives, the discussion suggests that cultural content in EFL textbooks is not included randomly but is organized in selective ways that reflect particular cultural priorities. It further argues that cultural representation often remains at a surface level, with limited emphasis on cultural perspectives and underlying values. This condition has important implications for learners’ intercultural understanding, as the scope for engaging with deeper cultural meanings may already be constrained at the level of material design. By viewing EFL textbooks as cultural artifacts, this article encourages more critical engagement with textbook content and provides a conceptual foundation for future research on cultural representation in EFL education.