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- W103214594 abstract "Many learners of English view what they are doing as a means to an end: that end is to gain an advantage in our post-modern world, subject to the powerful influence of ‘globalisation’. This advantage, this reward, is a result of their efforts to embrace a new language. The most frequently employed tool in any L2 teaching/learning process is a coursebook. It lies at the heart of many aspects of ELT planning and delivery and is a product of a huge, worldwide industry. Given the historical association of the English language with its various ‘mother tongue’ nation states it seems relevant to ask: just what does a learner receive when s/he buys an ELT coursebook? Along with the English language comes much, much more: explicit and implicit cultural content. Indeed, in certain L2 learning contexts (for example, Portugal) specific reference is made in the national programmes to the learning of language and culture. ELT professionals have exercised themselves greatly since the 1970s in re-defining what they understand the concept of learning a language to be, especially since the advent of the ‘Communicative Approach’. But much less has been said about they understand the concept of culture learning to be. This paper is a modest attempt to redress that imbalance." @default.
- W103214594 created "2016-06-24" @default.
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- W103214594 date "2013-10-30" @default.
- W103214594 modified "2023-09-24" @default.
- W103214594 title "Core Concerns: Cultural Representation in English Language Teaching (ELT) Coursebooks" @default.
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- W103214594 doi "https://doi.org/10.1007/978-3-319-00419-8_4" @default.
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