Examining the Integration of Foreign Culture in Algerian Textbooks to Foster a Cross-Cultural Mindset among Learners

Abstract

This study investigates the integration of cultural themes within the Algerian Ministry of Education's 2006 third-year secondary school English textbook and assesses the awareness and responsiveness of secondary school English teachers and inspectors in Tissemsilt and Tiaret districts. With a focus on the role of cross-cultural competence in language acquisition, the research evaluates how effectively these themes enhance the development of communicative skills among learners. Employing a triangulated methodology involving content analysis of the textbook, interviews with inspectors, and questionnaires distributed to 14 secondary school English teachers, the study reveals varying levels of cultural awareness among educators and identifies strengths and weaknesses in the current textbook's approach to promoting cultural understanding. Findings underscore the need for improvements in integrating cultural themes in English language teaching, advocating for teacher professional development programs and the incorporation of diverse cultural content in educational materials. This research contributes to enhancing teaching English as a foreign language in Algeria by emphasizing the critical importance of cross-cultural competence in language education.