Academic Journal of Humanities & Social Sciences, 2026, 9(8); doi: 10.25236/AJHSS.2026.090806.
Miao Guo1, Xiaoyan Li2, Chengchen Zhou3
1Xinjiang Vocational University of Technology, Caohu, Xinjing, China
2Hebei Vocational University of Technology and Engineering, Xingtai, Hebei, China
3Liangshan Lufeng High School, Xichang, Sichuan, China
This study analyzes cultural representation in the compulsory part volumes (1–3) of the new version of senior high school English textbooks by Shanghai Educational Publishing House. Using Kachru [1], Cortazzi & Jin [2], Moran [3], and Zhang et al’s [4] FARCET framework, content analysis reveals three findings: (1) target and area-non-specific cultures dominate, followed by Chinese culture, while international culture receives least attention; (2) cultural products are most represented, cultural persons and perspectives least; (3) background cultural information is the most frequent form. The findings inform textbook revision.
Senior high school English textbooks, cultural representation, cultural focus section, content analysis, Shanghai Educational Publishing House
Miao Guo, Xiaoyan Li, Chengchen Zhou. Cultural Representation in the Cultural Focus Sections of a Chinese Senior High English Textbook Series. Academic Journal of Humanities & Social Sciences (2026), Vol. 9, Issue 8: 36-45. https://doi.org/10.25236/AJHSS.2026.090806.
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