Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Integrating cultural representations in English language
textbooks: balancing national identity and global
awareness in Uzbek ESL education
Sarvar UROLOV
1
National University of Uzbekistan named after Mirzo Ulugbek
ARTICLE INFO
ABSTRACT
Article history:
Received April 2025
Received in revised form
10 April 2025
Accepted 2 May 2025
Available online
25 June 2025
This study examines the representation of Uzbek, Western,
and global cultures in English language textbooks used in
Uzbekistan and how these representations shape students'
cultural awareness, national identity, and intercultural
competence. Since Uzbekistan's independence, English has
gained strategic importance, leading to curriculum reforms that
incorporate English instruction from an early age. However, the
extent to which Uzbek English textbooks promote a balanced
cultural perspective remains unclear.
Textbooks are not merely linguistic tools; they serve as
cultural artifacts that influence students' perceptions of their
national identity and engagement with global cultures. This
research will explore the cultural content in English textbooks,
assess alignment with national educational policies, and analyze
how students and teachers perceive these representations. By
evaluating the ideological and pedagogical implications of
textbook content, the study aims to contribute to the
development of English teaching materials that honor Uzbek
culture while preparing students for effective global
communication.
By studying the interplay between cultural representation
and language learning, this research will provide insights into
how educational materials can foster intercultural competence
while preserving national identity. The findings will inform
policymakers, curriculum developers, and educators on ways to
enhance the cultural dimension of English language education
in Uzbekistan.
2181-3701
/©
2025 in Science LLC.
https://doi.org/10.47689/2181-3701-vol3-iss6
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
English language education,
cultural representation,
national identity,
global awareness,
intercultural competence,
curriculum development,
textbook analysis,
educational policy,
language and culture,
pedagogical content,
ideology in textbooks.
1
Teacher, National University of Uzbekistan named after Mirzo Ulugbek. E-mail: sarvaruralovbaxtiyorovich@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
Special Issue
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6 (2025) / ISSN 2181-3701
25
Ingliz tili darsliklarida madaniy tasvirlarni integratsiya
qilish: O‘zbek ESL ta’limida milliy o‘zlik va global
xabardorlik muvozanati
ANNOTATSIYA
Kalit so‘zlar
:
Ingliz tili ta’limi,
madaniy tasvir,
milliy o‘zlik,
global xabardorlik,
madaniyatlararo
kompetensiya,
o‘quv dasturi rivoji,
darslik tahlili,
ta’lim siyosati,
til va madaniyat,
pedagogik mazmun,
darsliklardagi mafkura.
Ushbu tadqiqot O‘zbekistonda foydalanilayotgan ingliz tili
darsliklarida
o‘zbek, g‘arbiy va global madaniyatlarning
tasvirlanishini hamda bu tasvirlar talabalarning madaniy
xabardorligi, milliy o‘zligini va madaniyatlararo kompetensiyasini
qanday shakllantirishini o‘rganadi. O‘zbekiston mustaqillikka
erishganidan buyon ingliz tili strategik ahamiyat kasb eta boshladi
va bu o‘zgarish natijasida maktab dasturlariga erta bosqichdanoq
ingliz tilini o‘qitish kiritildi. Biroq ingliz tili darsliklari madaniy
muvozanatni qanday ta’minlayotgani hali hanuz aniq emas.
Darsliklar faqat til
o‘rgatish vositasi bo‘lib qolmay, balki
talabalarning milliy o‘zligini va global madaniyatlar bilan o‘zaro
aloqasini shakllantiruvchi madaniy artefaktlar hisoblanadi. Ushbu
tadqiqot ingliz tili darsliklaridagi madaniy mazmunni o‘rganadi,
ularning milliy ta
’lim siyosatiga muvofiqligini baholaydi hamda
talabalar va o‘qituvchilarning ushbu tasvirlarga munosabatini
tahlil qiladi. Darslik mazmunining mafkuraviy va pedagogik
jihatlarini tahlil qilish orqali ushbu tadqiqot ingliz tili o‘quv
materiallarini O‘zbek m
adaniyatini hurmat qilgan holda global
muloqotga tayyorlashga xizmat qiluvchi shaklda ishlab chiqishga
hissa qo‘shishni maqsad qiladi.
Madaniy tasvir va til o‘rganish o‘rtasidagi o‘zaro bog‘liqlikni
o‘rganish orqali ushbu tadqiqot ta’limiy materiallar
madaniyatlararo kompetensiyani shakllantirishda va milliy
o‘zlikni saqlashda qanday rol o‘ynashi mumkinligini ochib
beradi. Tadqiqot natijalari ta’lim siyosatchilari, o‘quv dasturi
tuzuvchilari va o‘qituvchilarga O‘zbekistonda ingliz tili
ta’limining madaniy jihatini takomillashtirish yo‘llarini
ko‘rsatishda yordam beradi.
Интеграция
культурных
образов
в
учебники
английского языка: баланс между национальной
идентичностью и глобальной осведомлённостью в
обучении английскому языку в Узбекистане
АННОТАЦИЯ
Ключевые слова:
Обучение английскому
языку,
культурное
представление,
национальная
идентичность,
глобальная
Данное исследование рассматривает представление
узбекской, западной и глобальной культур в учебниках
английского языка, используемых в Узбекистане, а также то,
как эти образы формируют культурную осведомлённость
учащихся, их национальную идентичность и межкультурную
компетентность. С момента обретения независимости
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осведомлённость,
межкультурная
компетентность,
разработка учебных
программ,
анализ учебников,
образовательная
политика,
язык и культура,
педагогическое
содержание,
идеология в учебниках.
английский язык приобрёл стратегическое значение, что
привело к реформам учебных программ, включающим
преподавание английского языка с раннего возраста. Однако
степень, в которой узбекские учебники по английскому
языку
обеспечивают
сбалансированное
культурное
представление, остаётся неясной.
Учебники –
это не только лингвистические инструменты,
но и культурные артефакты, формирующие восприятие
учащимися своей национальной идентичности и их
взаимодействие
с
мировыми
культурами.
Данное
исследование анализирует культурное содержание в
учебниках английского языка, оценивает их соответствие
национальной образовательной политике и изучает
восприятие этих образов со стороны студентов и
преподавателей. Посредством анализа идеологических и
педагогических
аспектов
содержания
учебников,
исследование направлено на содействие разработке учебных
материалов по английскому языку, которые будут уважать
узбекскую культуру и одновременно подготавливать
учащихся к эффективному глобальному взаимодействию.
Изучая взаимосвязь между культурными образами и
изучением языка, исследование предоставляет понимание
того, как учебные материалы могут способствовать
формированию межкультурной компетентности при
сохранении национальной идентичности. Полученные
результаты будут полезны для политиков в сфере
образования, разработчиков учебных программ и
преподавателей при совершенствовании культурного
аспекта обучения английскому языку в Узбекистане.
INTRODUCTION
Uzbekistan’s post
-independence era has been marked by significant
transformations in educational policy, particularly in foreign language instruction. After
1991, English rapidly gained prominence as a strategic tool for global integration,
international cooperation, and modernization. This shift is evident in government
initiatives such as Presidential Decree No. 1875 (2012), which mandated the early
introduction of English in primary schools, signaling a turning point in the country’s
language policy. Further reinforcing this trajectory, the 2021
National Strategy for
Foreign Language Development
(Presidential Resolution PQ-5117) placed English at the
forefront of Uzbekistan’s education agenda, emphasizing teacher training, curriculum
reform, and the cultivation of intercultural skills. These policies underscored a move
away from Russian (the lingua franca of the Soviet era) towards English as the primary
foreign language, aligning Uzbekistan with global educational trends.
One notable consequence of these reforms has been the evolution of English
language textbooks used in schools. Early post-Soviet textbooks often retained Soviet-era
characteristics, focusing on grammar translation, rote memorization, and literature
excerpts that reflected Soviet ideology. In the decades since independence, however,
English textbooks have gradually transformed. Beginning around 2013, new series such
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as
Kid’s English
and later
Fly High
incorporated communicative language teaching (CLT)
principles and more culturally diverse content, reflecting broader global trends in
English Language Teaching (ELT). These newer materials include dialogues,
photographs, and readings intended to expose students to a variety of cultural contexts.
Such changes align with the understanding that language learning is not only about
linguistic proficiency but also cultural literacy. In the era of globalization, English
language textbooks are increasingly seen as tools to introduce learners to the wider
world, not merely the grammar and vocabulary of English.
Despite these advancements, the extent to which Uzbekistan’s English textbooks
effectively promote intercultural competence and balanced cultural understanding
remains underexplored. Textbooks serve not only as instructional resources but also as
cultural artifacts
that can shape students’ perceptions of their own national identity and
the cultures associated with English-speaking countries. For Uzbekistan
–
a nation
negotiating its post-Soviet identity while embracing English as a gateway to the world
–
it
is crucial to examine what cultural content is presented to learners. Are these textbooks
reinforcing an Uzbek national identity, fostering understanding of Western (Anglophone)
norms, or introducing a broader global perspective? How do such representations
influence students’ sense of identity and ability to engage with other cultures? This
research proposal seeks to address these questions. The study will critically examine the
representation of Uzbek, Western, and global cultures in English textbooks used in
Uzbekistan and assess how these representations shape students’ cultural awareness,
national identity, and intercultural communicative competence. By analyzing textbook
content and gathering insights from teachers and students, the research will illuminate
the ideological and pedagogical implications of cultural representations in English
language education. In doing so, it aims to contribute to the development of English
teaching materials that both honor local culture and prepare Uzbek students for effective
global communication.
RESEARCH AIM AND OBJECTIVES
Aim:
To analyze how cultural representations in English language textbooks used in
Uzbekistan shape students’ cultural awareness, national identity, and intercultural
competence within the post-Soviet educational context.
Objectives:
•
Mapping Cultural Content:
To examine the frequency and nature of Uzbek
(local), Western (Anglophone), and global cultural references in current English
textbooks.
•
Policy Alignment:
To assess whether the cultural content in these textbooks
aligns with Uzbekistan’s national educational policy goals and contemporary global ELT
standards (e.g., fostering global citizenship).
•
Perceptions of Stakeholders:
To explore how students and teachers perceive
and interpret the cultural elements presented in textbooks, including which cultures are
emphasized or omitted.
•
Intercultural Skills Development:
To determine whether and how English
textbooks contribute to the development of intercultural communicative competence
among Uzbek learners (e.g., through activities that build cultural knowledge, empathy,
and cross-cultural skills).
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•
Recommendations:
To provide evidence-based recommendations for improving
cultural representation in English textbooks (and related teaching materials) to better
support intercultural competence and balanced cultural understanding for learners in
Uzbekistan.
LITERATURE REVIEW
Textbooks as Vehicles of Culture and Ideology
Language textbooks are powerful tools in shaping learners’ worldviews and
cultural perceptions. Scholars such as Risager (2018) and Byram (1997) emphasize that
textbooks serve not only as pedagogical aids but also as carriers of cultural content and
ideology. In Byram’s terms, language instruction inherently involves a “hidden
curriculum” of cultural norms and values that students internalize alongside linguistic
knowledge. Textbooks often present particular lifestyles, values, and perspectives as the
norm, implicitly influencing how learners view foreign cultures and their place in the
world. For example, Gray (2010) observes that internationally marketed ELT
coursebooks tend to promote a cosmopolitan, consumerist vision of English-speaking
societies, portraying fashionable lifestyles and individualist values. Such representations
are not neutral; they reflect the editors’ and authors’ assumptions about what cultural
knowledge is desirable for learners. In some cases, this can lead to what has been
described as
cultural bias
–
privileging certain cultures (often British or American) as
“standard” or ideal. At the same time, research in language education highlights the need
for a broader cultural perspective. Cortazzi and Jin (1999) introduced a useful framework
for analyzing cultural content in EFL materials, distinguishing between
source culture
(the learner’s own culture),
target culture
(cultures of native speakers of the target
language, e.g. British or American culture for English), and
international or global
culture
(other cultures and universal themes not tied to either the learner’s or the target
language’s culture). The balance among these categories in a textbook can greatly
influence learners’ cultural l
earning. If a textbook focuses predominantly on target-
culture content, students may become well-informed about life in London or New York
but learn little about their own culture’s place in the world or other world cultures.
Conversely, a textbook that includes source culture content can validate and strengthen
learners’ national identity, and one that incorporates global culture can broaden
students’ worldviews beyond the binary of “us” and “the English
-
speaking them.” In the
context of
English as a global language
(Crystal, 2003), many educators argue that EFL
materials should incorporate diverse cultural perspectives rather than exclusively native-
speaker norms. McKay (2002) posits that because English now functions as an
international lingua franca, teaching materials need to prepare learners to use English in
communication with people from a variety of cultural backgrounds. This entails exposing
students to topics, names, and contexts from around the world, and not solely focusing
on, say, life in the UK or the U.S. The literature therefore, suggests that English textbooks
carry a dual responsibility: they must teach language skills and also carefully consider
which cultural narratives they promote. In sum, prior studies underscore that textbooks
can either foster intercultural understanding or reinforce narrow stereotypes, depending
on their content balance (Byram, 1997; Risager, 2018). This study builds on that insight
by examining where Uzbek textbooks fall on this spectrum.
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Evolution of English Text
books in Uzbekistan’s Post
-Soviet Era
The development of English textbooks in Uzbekistan since independence reflects
broader sociopolitical shifts. In the 1990s, immediately after the Soviet Union’s collapse,
educational materials were in transition. Many early post-independence English
textbooks were essentially modified versions of Soviet-era books. They emphasized
grammar translation, memorization of vocabulary, and reading passages with little
communicative interaction. Culturally, these books offered limited content: dialogues and
reading texts might feature generic scenes or Soviet contexts, and references to Western
culture were minimal or presented simplistically. By the 2000s and especially the 2010s,
concerted efforts were made to modernize English teaching. A National English
Curriculum introduced in 2013 (with support from international experts) brought
Uzbekistan in line with communicative language teaching and the Common European
Framework of Reference (CEFR) standards (Jalolov, 2018). Correspondingly, new
textbook series were developed.
Kid’s English
(first published in 2013 and updated in
2015 and 2018) was one of the first post-independence series to break significantly from
the Soviet mold. It introduced colorful illustrations and situational dialogues. However,
analyses of
Kid’s English
have noted a heavy reliance on Western cultural content
–
for
instance, lessons about British or American holidays, English food, or everyday life in
Western settings
–
with only sparse inclusion of Uzbek cultural elements. In contrast, the
more recent
Fly High
series (2019 and 2022 editions) made a deliberate effort to localize
content. These textbooks include units on Uzbek history and traditions: for example,
featuring national heroes like Amir Temur (Tamerlane), describing the Navruz holiday,
and showing dialogues set in familiar Uzbek contexts (such as an Uzbek family gathering
or a local school event). The inclusion of Uzbek cultural references aims to reinforce
stu
dents’ sense of national identity and make the learning experience more relatable.
Additionally, internationally produced textbooks have also found their way into
Uzbekistan’s classrooms, especially in private or specialized schools. For instance, the
New Opportunities
series (a British-published textbook adapted for Uzbek use) exposes
students to a wide range of global cultural topics
–
from environmental issues to cultural
festivals around the world
–
and often portrays interactions among multicultural
characters. A comparative look at these materials reveals a clear trajectory: from an
initial
Western-centric
approach (
Kid’s English
presenting mainly British/American
culture) towards a somewhat more
balanced approach
(
Fly High
incorporating local
culture alongside foreign), and with supplemental use of
global materials
(
New
Opportunities
offering international contexts). Despite this progress, scholars and
educators note that challenges remain. Normatov (2022), for example, argues that the
integration of intercultural content in Uzbek English textbooks is still
superficial
. While
modern textbooks now include references to Uzbek culture and even other world
cultures, these are often presented as isolated facts or illustrations, rather than woven
into a deeper comparative discussion. Students may learn a few cultural tidbits (e.g. a
traditional Uzbek dish or a British custom) but might not develop the skills to critically
compare cultures or engage in intercultural dialogue. Moreover, the Western
(Anglophone) cultural norms continue to dominate many units of the textbooks. This
dominance can lead to what one researcher called an “imagined global identity” –
a
scenario where students become familiar with life in English-speaking countries through
textbooks, yet this imagined world may feel distant and disconnected from their local
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realities (Saidova, 2021). Such an imbalance raises concerns about relevance and
authenticity: if learners see English chiefly as the language of others’ cultures, they might
not fully internalize it as a tool for expressing their own culture or communicating in
diverse contexts.
Post-Soviet Identity, Nationalism, and Educational Policy
In Uzbekistan, educational policy has been a key instrument for
nation-building
in the post-Soviet period. After independence, the government consciously reformed
curricula and textbooks to remove Soviet ideological content and instead promote a
sense of Uzbek national identity, history, and values (Jalolov, 2017). Textbooks in all
subjects, including language courses, were revised to include national symbols, historic
figures, and positive representations of Uzbek culture. For English language education,
this created a unique double mandate: on one hand, to “decolonize” the content by
eliminating pro-Russian or Soviet narratives, and on the other hand, to utilize the English
curriculum as a means of fostering pride in Uzbek heritage for a new generation. This
balancing act
–
integrating local culture into an English curriculum
–
exemplifies a hybrid
approach where traditional values coexist with imported educational models. Western
educational influences (like communicative methods and international content) were
adopted because English is seen as a gateway to global knowledge, yet there was caution
not to lose local cultural moorings. Saidova (2021) notes that current English textbooks
do show more references to Uzbek culture than those in the 1990s, indicating success in
indigenizing the curriculum to some extent. These include texts about famous Uzbek
authors, dialogues set in Samarkand or Tashkent, and exercises involving Uzbek proverbs
or traditions. At the same time, however, these textbooks must also reflect the fact that
English is primarily the language of foreign cultures. Inevitably, many textbook units
center on English-speaking countries
–
discussing U.S. geography, British royal traditions,
or Western pop culture
–
because such content has traditionally been considered integral
to learning English. The Uzbek Ministry of Education’s policies (as ev
idenced by the
2021 national strategy) attempt to reconcile these influences by encouraging
intercultural competence: essentially, using English as a means for students to engage
with the world while retaining a strong sense of their own identity. This aligns with
Uzbekistan’s broader ideological stance of “Uzbekness” plus global openness.
Nonetheless, a tension persists. Cultural content in English textbooks can sometimes
skew towards an idealized internationalism that overlooks local context. Students might
read about life in New York or London extensively, developing an aspirational global
outlook, yet if local culture is presented only perfunctorily, they might implicitly learn to
consider their own culture as less important or not connected to English. Conversely, if a
textbook were too inward-looking (only Uzbek culture in English), it would defeat the
purpose of learning a global language. The literature suggests that finding a
balanced
intercultural approach
is challenging. As one educator put it, Uzbek English textbooks
are tasked with “teaching the world to the student, and the student to the world” –
that is,
teaching about foreign peoples, but also representing Uzbek people and perspectives in
the global language. Ensuring that balance is achieved is an ongoing concern in
curriculum development (Karimov, 2015). This study will contribute by evaluating how
well current materials strike that balance and adhere to the policy vision of producing
youth who are both proud Uzbeks and competent global citizens.
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Intercultural Communicative Competence in Language Learning
Intercultural communicative competence (ICC) has emerged as a central goal of
modern language education (Byram, 1997). ICC refers to the ability not only to
communicate effectively in a second language but to do so with an awareness of cultural
differences, an openness to other perspectives, and an ability to build relationships
across cultures. Byram’s (1997) model of ICC outlines several components:
knowledge
of other cultures (and one’s own) including facts, norms and products;
attitudes
such as
curiosity, open-mindedness, and willingness to suspend judgment;
skills
of interpreting
and relating (comparing cultures, interpreting cultural phenomena) and of interaction
(knowing how to behave in new cultural contexts); and
critical cultural awareness
,
which i
s the ability to evaluate cultures (including one’s own) critically and ethically.
Ideally, a language textbook aiming to develop ICC would include content and tasks
addressing all these components
–
for example, factual readings about other countries
(knowledge), prompts for students to reflect on differences and similarities
(interpretation skills), role-play scenarios requiring empathy and appropriate behavior
(interaction skills), and discussion questions that encourage critical thinking about
cultural stereotypes or cultural practices (critical awareness). In practice, however,
incorporating ICC into textbooks is challenging. Recent studies in Uzbekistan suggest that
while students achieve solid grammar and reading skills in English, they often lack
cultural
fluency
or confidence in real intercultural interactions (Turgunov, 2022).
Traditional textbooks may present cultural facts (like a description of Thanksgiving or
Nowruz) which increase knowledge, but they rarely go further to engage students in
deeper reflection or attitude change. Moreover, many EFL textbooks focus on British-
American contexts and do not address how to interact with, say, a Chinese or Arab
English speaker, despite the reality that English is used worldwide. This is where the
concept of English as an International Language (EIL) intersects with ICC. Educators like
Alptekin (2002) argue that the conventional approach to intercultural competence
–
largely oriented toward understanding native English speaker cultures
–
needs rethinking.
In contexts where English is primarily a lingua franca among non-native speakers (as is
often the case for Uzbek students using English regionally or online), ICC should include
preparedness for multicultural encounters beyond the Anglosphere. For example, an
Uzbek speaker of English might use the language with a Korean business partner or a
Nigerian classmate; thus, cultural content in teaching materials should not be confined to
the UK/US, but also introduce broader global themes. The Uzbek national curriculu
m’s
emphasis on intercultural competence (as noted in the 2021 strategy) reflects an
understanding of this need. The question remains:
Do current textbooks foster true
intercultural competence or just surface cultural knowledge?
This literature review
suggests a gap between policy ideals and classroom reality. To develop ICC, textbooks
would need to engage students in comparing cultures (Uzbek vs. others), reflecting on
cultural biases, and practicing intercultural communication skills. The analysis by
Normatov (2022) and others indicates this depth is currently lacking. Therefore, one
focus of this study will be evaluating the textbooks against Byram’s ICC model –
for
instance, checking if textbook activities address attitudes and critical thinking, or simply
present cultural trivia. By situating the textbook analysis within the broader scholarship
on ICC (Byram, 1997; Alptekin, 2002), the research will critically assess whether
Uzbekistan’s efforts to use English education as a vehicle for intercultural dev
elopment
are bearing fruit, or if further improvements in content are needed.
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METHODOLOGY
Research Design
This study will employ a
mixed-methods research design
, combining qualitative
and quantitative approaches to gain a comprehensive understanding of the issue.
The core of the research is a qualitative
content analysis
of selected English language
textbooks, through which cultural representations will be identified and evaluated in
depth. This will be complemented by quantitative and qualitative data from
surveys
and
interviews
with students and teachers, providing perspectives on how the textbook
content is perceived and its impact in practice. The rationale for this design is
triangulation: by analyzing textbooks themselves and also gathering stakeholder
reactions, the study can correlate the intended curriculum (textbook content) with the
received curriculum (learner/teacher experiences).
Data Collection
•
Textbook Sample:
The content analysis will focus on a sample of widely-used
English textbooks in Uzbekistan’s secondary educ
ation. Three main textbook series have
been selected:
(1) Kid’s English
(editions from 2013, 2015, and 2018), an earlier post-
independence series;
(2) Fly High
(2019 and 2022 editions), a more recent series
implemented nationally; and *(3)
New Opportunities
(an English textbook by the British
Council used in some private institutions). These textbooks were chosen to represent
both state-produced materials and an international ELT material in local use, as well as to
capture changes over time. Collectively, they cover content for students roughly in grades
5
–
9 (middle to early high school). All textual and visual content in these books will be
examined for cultural references.
•
Surveys:
Structured surveys will be administered to a larger pool of participants
to gather quantitative data on perceptions of textbook content. Approximately 150 high
school students (ages ~15
–
18) and 50 English teachers from various regions of
Uzbekistan will complete a questionnaire. The student survey includes Likert-scale and
multiple-choice items regarding how engaging and relevant they find the cultural topics
in their textbooks, how well they feel the textbooks prepare them to interact with people
from other cultures, and whether the textbooks reflect their own culture in a respectful
and interesting way. The teacher survey asks teachers to rate the sufficiency and balance
of cultural content in the textbooks they use, any challenges they face in teaching culture,
and their views on the importance of including Uzbek versus foreign cultural topics.
These surveys will provide measurable indicators (e.g. percentage of students who feel
the textbook focuses mostly on Western culture, or mean ratings of textbook cultural
balance) that can complement the qualitative findings.
•
Interviews:
To gain deeper insights, semi-structured interviews will be
conducted with a subset of the survey participants. Specifically, ~15 English teachers
(from both public schools and private language centers) and ~30 senior students will be
interviewed. The interviews will allow participants to elaborate on their experiences:
teachers might discuss how they use (or adapt) the textbooks to teach culture, provide
examples of student reactions, and suggest improvements; students might share what
they have learned about other cultures from English class, how they relate it to their own
culture, and any memorable or confusing cultural lessons. Interviews will be audio-
recorded (with consent) and transcribed for analysis.
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All necessary ethical protocols will be followed during data collection. Participants
will be informed about the purpose of the study and how their responses will be used,
and consent (from students and/or their guardians, and from teachers) will be obtained.
Participation will be voluntary and anonymous to encourage honest feedback.
Analytical Framework and Data Analysis
•
Content Analysis of Textbooks:
The collected textbooks will undergo a
systematic content analysis focusing on cultural representations. Using the Cortazzi & Jin
(1999) framework as a guiding lens, textbook content will be coded into categories:
Source Culture
(Uzbek culture
–
e.g. references to Uzbek people, history, geography,
traditions, and daily life),
Target Culture
(culture of native English-speaking countries
–
primarily
UK,
USA,
and
other
Anglophone
societies
presented),
and
Global/International Culture
(cultures of other countries or global themes that are not
specific to either Uzbek or Anglophone contexts). Every dialogue, reading passage, image,
and exercise in the textbooks will be examined for cultural content. For each occurrence,
the cultural reference will be identified and classified into one of the categories. For
example, a lesson about the Great Wall of China would count as international culture, a
dialogue about an Uzbek family celebrating Navruz would count as source culture, and a
text about London’s Underground or an American teenager’s routine would count as
target culture. Quantitatively, the frequency of each category will be tallied to see the
proportional representation of Uzbek vs. Western vs. global content in each book.
Qualitatively, the
nature
of the representation will also be analyzed
–
e.g., depth and
context. Are cultural facts presented superficially or with explanation? Are cultures
portrayed stereotypically or with nuance? Do the textbooks invite comparisons or
reflections about culture? Additionally, the analysis will consider which aspects of culture
are highlighted: “Big C” culture (formal institutions, history, art, literature) vs. “small c”
culture (everyday life, social norms, humor, beliefs) (Yuen, 2011). This fine-grained
analysis will help determine not just how much culture is included, but how it is
integrated pedagogically.
•
Intercultural Competence Criteria:
Alongside the cultural content categories,
the textbooks will be evaluated against Byram’s (1997) ICC components. A checklist or
rubric will be used to assess whether textbook activities address ICC skills. For instance,
do any exercises encourage students to reflect on differences between Uzbek culture and
another culture (skill of comparing)? Are students asked for their opinions or to
empathize with people from a different background (attitude of openness)? Are there any
project tasks that involve researching another culture or interacting with people from
abroad (which could foster skills and knowledge)? The presence or absence of such
elements will be noted. This qualitative judgment will indicate to what extent the
textbook goes beyond factual cultural knowledge toward actually nurturing intercultural
skills and attitudes.
•
Survey Data Analysis:
The quantitative survey data will be analyzed using
descriptive statistics (frequencies, means) and, if appropriate, comparative statistics (e.g.,
comparing responses of teachers vs. students, or urban vs. rural students if such data is
collected). For example, if a large percentage of students indicate that “most of the
culture in my English textbook is about Western countries,” that would triangulate with
the content analysis findings. Likewi
se, if teachers overwhelmingly “agree” that they have
to supplement the textbook with additional cultural information, that supports the notion
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
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34
that textbooks alone are insufficient. The survey results will thus be used to validate and
enrich the textbook analysis. They might also reveal any perceptual gaps (perhaps
students believe they are learning a lot about other cultures, or conversely perhaps they
feel the textbooks are boring or culturally irrelevant
–
these perceptions are valuable for
interpreting the impact of textbook content).
•
Interview Analysis:
Interview transcripts will be analyzed using qualitative
thematic analysis. Initial coding will identify recurring themes or points of interest, such
as:
perceived bias
(e.g. a teacher notes the textbook always shows Western names),
examples of cultural learning
(a student describes a lesson that taught them something
new about a culture),
identity connection
(someone mentions feeling proud seeing Uzbek
culture in the textbook),
challenges
(teacher or student points out confusion or
stereotypes), and
suggestions
(participants’ ideas for improvement). These themes will
be related back to the research questions. For instance, teachers’ comments can illustrate
how they interpret the alignment of textbooks with policy (Objective 2) or how they
perceive students’ intercultural skill development (Objective 4). Direct quotes
(anonymized) may be used in the findings to give voice to stakeholders’ perspectives.
Throughout the analysis, a conscious effort will be made to ensure
reliability and
validity
. For the textbook content coding, a second coder (another researcher or a
trained assistant) may independently code a sample of the material to check for
consistency in identifying cultural references. Any discrepancies will be discussed, and
the coding scheme will be refined as needed. This increases the reliability of the content
analysis. For validity, triangulation of methods (text analysis, surveys, interviews) will
help confirm that the conclusions drawn are supported by multiple sources of evidence.
Overall, this mixed-method analytical approach is intended to produce a rich, credible
understanding of cultural representations in Uzbek English textbooks and their
implications.
Expected Findings and Contributions
Based on the preliminary review of textbook content and the literature discussed, the
study anticipates several key findings:
•
Dominance of Western Cultural Content:
It is expected that although recent
textbooks include a growing number of Uzbek cultural elements,
Western
(Anglophone) culture will remain the most dominant strand
of content. In other
words, the imagery, names, places, and social contexts in the English textbooks are likely
skewed toward British and American settings more than toward local or other
international settings. This hypothesis is consistent with prior analyses in similar EFL
contexts that found an enduring prominence of target-culture content (Saidova, 2021).
A likely finding is that, for example, students might learn far more about life in London or
New York through their English lessons than about life in neighboring countries or even
different regions of Uzbekistan. Such an imbalance may subtly position Western culture
as the “norm” associated with English, reaffirming its prestige.
•
Intercultural Competence Gaps:
The study also expects to find that the
development of deep intercultural competence through textbooks is limited
. While
the textbooks may successfully impart factual knowledge of other cultures (holidays,
customs, etc.), they probably do less to cultivate skills like intercultural communication
or critical cultural awareness. For instance, few if any activities might ask students to
discuss cultural differences or reflect on their own assumptions. Consequently, students
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Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
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35
may struggle to apply their cultural knowledge in real-life communication. One possible
outcome, indicated by Turgunov’s (2022) observations, is that students know cu
ltural
facts (e.g. they can list English-
speaking countries’ festivals or famous landmarks) but
demonstrate uncertainty or discomfort when having to interact with native or non-native
English speakers in real situations. Any such finding would suggest that current
textbooks approach intercultural topics in a rather
superficial
way
–
checking the box of
including culture without truly engaging students in intercultural learning processes.
•
Teacher Mediation:
It is anticipated that teachers will emerge as crucial agents
in mediating cultural content. If the textbooks fall short in certain areas (for example,
providing only brief cultural notes),
teachers likely supplement or contextualize this
material
using their own knowledge, additional resources, or classroom activities. From
the interviews, we expect many teachers to report that they bring in extra cultural
information (like showing videos, sharing personal experiences abroad, or organizing
projects) to enrich what is in the textbook. Teachers might also describe adapting content
to make it more relatable, for instance, drawing parallels between a textbook topic and
an analogous aspect of Uzbek culture. This anticipated finding aligns with the idea that
textbooks alone do not determine learning; how teachers use them is equally important.
If teachers commonly feel the need to fill gaps, it indicates that the textbooks are not fully
self-sufficient in achieving intercultural aims. On the positive side, strong teacher
involvement could mean that, despite any textbook shortcomings, students are still being
exposed to diverse perspectives through their instructors’ efforts. However, reliance on
teacher initiative also means the intercultural outcomes can vary greatly depending on
the teacher’s competence and outlo
ok, which raises questions about consistency and
teacher training.
If these hypotheses are confirmed, the study will yield important
theoretical and
practical contributions
:
•
Theoretical Contributions:
This research will deepen our understanding of how
cultural identity and globalization interact within language education, specifically in a
post-Soviet, non-
Western context. Most prior studies of ELT textbooks’ cultural content
have focused on either global coursebooks or contexts in East Asia and the Middle East.
By focusing on Uzbekistan, this study extends the conversation to Central Asia, shedding
light on how a nation with a Soviet legacy negotiates the cultural dimension of English
education. It will contribute to applied linguistics theory by illustrating how concepts like
intercultural communicative competence are being interpreted on the ground in a
context of simultaneous nation-building and globalization. The findings may support or
challenge existing theories. For example, if Uzbek textbooks are found to strongly favor
target culture despite policy rhetoric of intercultural competence, it might suggest
limitations in the global spread of ICC-focused pedagogy. Alternatively, evidence of a
balanced cultural approach would offer a model for blending local and global content.
In essence, this study will provide a case study in the negotiation of cultural content,
adding to the literature on post-colonial curriculum transformation, the role of English as
a global language, and the pedagogical strategies for intercultural education. It can also
refine the analytical frameworks used for textbook analysis by possibly identifying
nuances (such as the particular types of local culture included or omitted) that existing
frameworks haven’t addressed in depth.
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•
Practical Contributions:
Practically, the research will offer concrete insights and
recommendations for stakeholders in Uzbekistan’s education sector and beyond.
Policymakers and curriculum developers
can use the findings to gauge how well
current materials align with the national goals of fostering globally aware but nationally
grounded citizens. For instance, if the study finds an over-emphasis on Western content,
curriculum planners might consider revising textbooks to incorporate a greater variety of
cultural contexts or to include more tasks that require intercultural reflection. If students
are found to lack engagement with the cultural parts of the textbook, it may prompt
a reevaluation of how those topics are presented (perhaps making them more interactive
or personally relevant).
Textbook authors and publishers
would benefit from the
detailed feedback on their content. The study’s cultural content analysis could serve as
an
evaluative audit, highlighting strengths (e.g. effective inclusion of Uzbek culture) and
pointing out areas for improvement (e.g. adding more global cultural topics, or including
follow-up questions that prompt critical thinking). By implementing the
recommendations, future textbooks could achieve a more appropriate balance that aligns
with international standards for intercultural education while still meeting local
expectations.
Teachers and teacher trainers
may also find value in the research.
Awareness of the identified gaps could inform teacher training programs
–
for example,
training teachers on how to effectively teach intercultural skills, or how to supplement
textbooks with meaningful cultural activities. In a broader sense, this study’s insight
s into
cultural representation are applicable to other post-Soviet or similar EFL contexts (such
as Kazakhstan, Russia, or Eastern European countries navigating their identity in ELT).
Therefore, the practical recommendations may resonate with a wider audience
concerned with how global English education can be adapted to local cultural needs.
Ultimately, by proposing ways to enhance the cultural dimension of English textbooks,
the study strives to ensure that English language learning in Uzbekistan not only teaches
the language, but does so in a way that empowers students to confidently participate in a
multicultural world without losing sight of who they are.
CONCLUSION
In summary, this research will examine the cultural representations embedded in
Uzbekist
an’s English language textbooks and evaluate their impact on learners’ national
identity formation and intercultural competence development. The topic sits at the
intersection of language education, culture, and policy in a rapidly changing post-Soviet
context. By reviewing educational reforms and analyzing textbook content, the study
addresses how Uzbekistan is negotiating the dual imperatives of preserving cultural
identity and embracing the global role of English. The mixed-methods approach
–
blending textbook analysis with teacher and student perspectives
–
will provide a holistic
understanding of both the intended curriculum and its reception in the classroom. We
anticipate finding that while reforms have made textbooks more inclusive of Uzbek
culture, Western cultural narratives still dominate, reflecting the complex influence of
global English norms. We also expect to highlight a gap between policy aspirations for
intercultural competence and the on-the-ground reality of textbook practice. These
findings will carry significant implications. The research will contribute to scholarly
conversations on how global forces and local identities converge in educational content,
offering evidence from an understudied national context. In practical terms, it will offer
recommendations to enrich the cultural dimension of English teaching in Uzbekistan so
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Зарубежная лингвистика
и лингводидактика
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Foreign Linguistics and Linguodidactics
Special Issue
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6 (2025) / ISSN 2181-3701
37
that learning English also means learning to navigate diverse cultures. The overarching
goal is to support the development of curricula that produce students who are
linguistically proficient, culturally aware, and confident in their dual identity as citizens
of Uzbekistan and members of a global community. In doing so, the study aims to help
bridge the gap between
linguistic competence
and
intercultural competence
in
foreign language education. Ultimately, a more culturally balanced and critically engaging
English curriculum will better prepare Uzbek students for the demands of international
communication while reinforcing a positive sense of their own cultural identity
–
outcomes that are invaluable in today’s interconnected world.
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