El tratamiento de los contenidos (inter)culturales en los libros de texto para la enseñanza del inglés en los centros bilingües andaluces

Abstract

The treatment given to cultural aspects in the EFL classroom is rarely informed, organized or systematic (inter alia, Omaggio Hadley 1993; Tobin and Abello Contesse 2013). This article uses the recent concept of ‘intercultural communicative competence’ (ICC) introduced by Byram and his colleagues (e.g., Byram 1997) together with the more conventional notion of ‘sociocultural aspects’. Within the educational context of public bilingual schools in Andalusia, this empirical study analyzes and evaluates 10 textbooks that are being used for teaching EFL in bilingual, Spanish/English secondary schools. The results of the study show the extent to which the approach used to the treatment of the (inter)cultural contents included in these textbooks is informed and structured.