Memoire Online - Globality in the global textbook: principles and applicability

In conclusion, it could be said, based on the content analysis, that H/I as a global coursebook, fails to be really global in terms of preserving inclusivity, avoiding inappropriacy, and investing in connectedness.

First, the coursebook is limited because, concerning inclusivity, women were shown in an image that does not reflect their diverse real situations around the globe, despite the `brightness' characterising this image, as manifested in diversity of roles and topics. As to racial balance it was, also, found to be superficial, as in terms of numbers as well as roles and topics, the writers of the coursebook marginalised coloured racial minorities.

Second, writers' concern for avoiding inappropriate issues in H/I was found to be problematic, as their attempt is not only unsuccessful, viewing the huge diversity of the global audience, but also hinders «authenticity». The problem of global coursebooks seems to be the necessity to avoid inappropriate topics while, at the same time, being relevant and authentic.

Third, the issue of investing in connectedness was found to be characterised by partiality. The data revealed that H/I has ethnocentric tendency in its representation of leisure activities, language varieties, and global locations. Therefore, it could be argued that the notion of the global coursebook is a fuzzy expression that is used only for commercial reasons.

In order to explore the perception of the users of H/I as to the issues related to the «globality» of the coursebook, this study will resort to another research method, which is the questionnaire.

Chapter Five: Analysis and discussion of questionnaire data 5.0. Introduction

This chapter will contain the results of the analysis and the discussion of the findings of the questionnaire in light of the literature review (see Chapter Two) and the discussion of the content of H/I in the previous chapter. This chapter is the second phase of the study where the notion of «globality» is investigated among the users. It seeks to answer the second research question that concerns learners' perception of the «globality» of H/I. Through the administration of the questionnaire, the aim was to find out from the students their perceptions of inclusivity, inappropriacy, and connectedness in H/I. For this reason this chapter is composed of three main sections focusing respectively on aspects of learners' perception of connectedness, inappropriacy, and inclusivity.

As far as connectedness is concerned the study explored learners' perception of four main issues. These cover the geography of the themes and language varieties that exist and should exist in the coursebook in addition to concentrating on what the learners think the coursebook can offer, as an agent of connectedness.

Using question 2.1 (Appendix A) to explore the themes that should be present in the coursebook according to the learners, 40% of the respondents replied that they prefer international topics, that is global themes, in comparison to only 12% who reported that they prefer purely American and British topics. Figure 11 illustrates these findings.

Figure 11: Participants' perception of what should be the kind of content in the coursebook

These rates reflect learners' interest in international or a mixture of international and Tunisian content. It could show also learners' discomfort with «ethnocentric» content in

global coursebooks, which coincides with Canagarajah (1999) findings and ^Rinvolucri(1999) claims discussed in Chapter Two. Such discomfort appeared in learners' distortion of

Surprisingly, almost one fourth (22%) of the participants chose the alternative `Specific to Tunisia', which reflects the desire of an important number of learners to learn through using content derived from their local settings.

In light of this finding and as the content analysis discussed in Chapter Four showed that H/I is predominantly European in terms of content, it could be deduced that it does not include the type of content that 62% of the respondents would like to have. Needless to mention that the glocal content, that is in the context of the target population investigated, `international and Tunisian' content, is preferred by 26% of the learners. Such finding gives

credit to calls of glocalisation (Gray, 2002) of content of ELT materials as far as this target population is concerned.

83% of them reported that they think the topics dealt with in H/I are western, and precisely, British (41%), European (24%), and American (18%). Thus it could be claimed that learners are aware of the ethnocentricity characterising the supposedly global coursebook they use. Figure 12 below presents the results.

40% of the participants favoured international content (see Figure 11) while 17% of them (see Figure 12) see that the coursebook reflects international topics. Such results contradict what the learners report as their preferred English variety as far as the content is concerned. Thus, the suitability of H/I is questioned, as this study reflected a mismatch between learners' claimed preferences and the content of the material decided for them.

While 26% reported they preferred the localised content (see Figure 11), no one (0%) of the participants chose the alternatives `North African' or `The Arab world' as far as the topics dealt with in H/I are concerned. Authenticity of content is important for effective learning to occur (Nunan, 1988, 1991). However, the content analysis of H/I discussed in Chapter Four in addition to learners' perception of this content reveal absence of content that is derived from participants' immediate context.

Therefore, it could be said that H/I is not perceived by the learners as a really global coursebook, which explains the findings of the content analysis discussed in Chapter Four suggesting the coursebook to be primarily based on western topics.

55% of the participants in this study claimed that the coursebook used to teach English should contain international English and not British English only (15%) or American English (2%) (see Figure 13 below).

This finding goes in parallel with the results that concerned the topics discussed in the
previous section in the sense of showing learners' tendency towards internationalisation or
«globality». The same finding contradicts what exists in H/I, which was found to contain
only two instances of American English and no instance of Asian varieties, as documented in
Chapter Four. Learners' preference of international English reveals that they are aware that
they need a global language that goes beyond the purely British or solely American varieties.
It is surprising also to find that more than 1/4 of the learners expressed their preference
of `Asian Englishes' to be present in the coursebook. However, as this question allowed the
respondents to tick more than one alternative, they selected `Asian Englishes' most of the

time in parallel with `international English'. This shows learners' awareness of the rising importance of Asian countries and the need to communicate with their people in English, which resonates Graddol's (2000) and Crystal's (2003) claims.

Interestingly, the content analysis of H/I did not show any instance of using Asian Englishes. Such a finding is another instance of the mismatch between the preferences of new generations of local users, explored in the questionnaire, and global coursebook's standardised and globally compromised content, as shown in the content analysis.

44% of the participants reported that the coursebook prepares them to chat (22%) and correspond electronically (22%) (see Figure 14). Additionally, 6% claimed that the coursebook enables them to communicate with other Tunisian professionals while 18% chose the alternative `understand media in English'. Those who chose the alternative `negotiate with international partners represent 11% and those who chose translate legal documents are only 3%. Besides, 9% selected the alternative `read scientific research' and so is the rate for `read travel book'.

The percentage of chatting and corresponding electronically (44%) shows, actually, the important position that the internet for communication holds in the lives of the respondents. Indeed, the respondents reported that the coursebook is helpful in preparing them to be part of a global community through English, whatever the variety used is.

It is not surprising that only 6% of the respondents reported that the coursebook prepares them to `Communicate with other Tunisian professionals' as this reflects the language situation in Tunisia characterised by the dominance of Arabic and French despite the fact that English is believed to be gaining ground (Battenburg, 1997; Daoud, 2001; Melliti, 2008).

Furthermore, only 3% of the participants claimed that H/I prepares them to `Translate legal documents' even though the coursebook content does not cater for this need. The

results for question 2.7. (Appendix A) indicate that the learners perceive the value of the coursebook to be primarily in communication.

Discussing these findings, it could be said that the responses lead to the conclusion that the coursebook meets the expectations of the learners only partially. They find, for instance, that the topics and language varieties used in H/I are different from what the participants stated. As for its «connecting» value, the coursebook is only appreciated because it allows the users to acquire communication skills. Such finding shows that it is practically impossible to find a global content that is «authentic» for diverse global users. Such a result does not only concern connectedness but also learners' perception of inappropriacy. The following section will explore the issue of «inappropriate» content.

The majority of the participants in this study expressed openness as far as mentioning what literature identified as inappropriate issues to be avoided in global coursebooks. The claim is so as 62% of the respondents agree when it comes to mentioning inappropriate issues (23% of them strongly) while 38% disagree (20% of them strongly). Figure 15 shows the results in detail.

Figure 15: Respondents' perception of mentioning inappropriate issues in H/I.

In question 2.5, the respondents were asked to express their opinion about whether they agree or not about mentioning some suggested inappropriate issues. This finding shows that publishers' attempt to avoid these topics is useless as the majority (62%) of the questioned users of H/I in IBLV accept them. However, there are some topics considered inappropriate by the participants as indicated in Figure 16 below.

Figure 16: Participants' opinion regarding mentioning inappropriate issues in H/I.

The following section will present in details the percentages of appropriate issues as reported by the participants prior to discussing the possible reasons behind their choices.

The participants expressed that they had no objection to mentioning AIDS (82%), alcohol (62%), anarchy (68%), divorce (80%), genetic engineering (80%), narcotics (61%),

politics (62%), pork (66%), racism (84%), religion (61%), stereotypes (80%), and violence (60%), which shows that they do not see these topics as inappropriate for them.

In fact, 82% of the respondents reported that they agree (58% of them strongly) on mentioning AIDS in the content while only 18% disagree (6% of them strongly). As far as alcohol is concerned, 62% claimed that they agree (42% of them strongly) on mentioning it in the coursebook while 38% disagreed (14% of them strongly). When asked about their views on mentioning anarchy, 68% of the participants agreed (18% of them strongly) whereas 32% disagreed (6% of them strongly).

Asking the participants about their views as to mentioning divorce in the coursebook, 80% agreed (28% of them strongly) whereas only 20% disagreed (6% of them strongly). Additionally, 80% of the participants agreed (38% of them strongly) on the idea of mentioning genetic engineering in the coursebook while 20% disagreed (8% of them strongly). 61% of the participants agreed (20% of them strongly) on mentioning narcotics in the coursebook whereas 39% disagreed (18% of them strongly).

Additionally, The respondents were asked about their views as to mentioning political issues in the content of the coursebook. 62% reported that they agree on this (23% of them strongly) while 38% disagreed (18% of them strongly). 66% of the participants agreed (20% of them strongly) on mentioning pork in the coursebook whereas 34% disagreed (16% of them strongly). The participants were questioned about their perception as to mentioning racism in the coursebook and 84% of them agreed (35% of them strongly) while only 16% disagreed (10% of them strongly).

The majority (61%) of the participants agreed (25% of them strongly) on mentioning religion in the coursebook whereas 39% disagreed (20% of them strongly). When asked about the mention of stereotypes in the coursebook, 80% of the respondents agreed (26% of

them strongly) whereas 20% disagreed (10% of them strongly). Learners were asked also about their perception of mentioning violence in the coursebook. The results show that 60% agree (12% of them strongly) while 40% disagree (24% of them strongly).

The results of the content analysis discussed in Chapter Four (see Appendix G) show that AIDS was mentioned only once and anarchy, genetic engineering, narcotics, pork, and stereotypes were avoided in H/I. However, an important majority do not perceive them as «inappropriate» although Viney (2000) and Gray (2002) identified them as issues avoided in global textbooks for «inappropriacy» reasons. It seems inappropriate, then, to avoid talking about what local learners see appropriate.

This suggests that, as far as Tunisian learners participating in this study, there is no need for book publishers to tell book writers what to include and what not. The questioned Tunisian learners may perceive studying English as a «fresh» experience, which means that the inclusion of new topics leads to the construction of new ideas and the opening of new horizons. The wrong decision of excluding these topics from the content of H/I could be the result of publishers' attempt to establish a global compromise as these issues may not be tolerated in some other parts of the world. Hence, publishers' decision to avoid them is not supported as far as the target population investigated in this study is concerned.

Additionally, the respondents are found to be tolerant concerning the investment in themes pertaining to politics, religion, and violence while the content analysis showed partial references to these issues in H/I. Literature on «inappropriacy» also identified these themes as to be avoided in ELT content directed to global audiences (Viney, 2000; Gray, 2002), which is found to be irrelevant as far as the target population investigated in this study is concerned. Such a controversy is, again, the result of creating a one size fits all coursebook (Gray, 2002) that seeks to meet the expectations of globally different users.

62% of the participants said they agree with mentioning alcohol in the content of H/I, which may legitimate the fact that the publishers of H/I mentioned it using 11 referring items (see Table 5). Hence, the publishers are «right» in their decision to mention alcoholic beverages when designing the content as far as the particular population investigated is concerned. However, this success seems to be a coincidence as H/I is not designed specifically for Tunisian learners.

Therefore, the publishers are (coincidentally) successful only concerning mentioning the issues of alcoholic beverages and divorce, as the rest of the issues identified as «appropriate» by the respondents are either totally or partially avoided in the content of H/I (see Appendix H).

Actually, not all the suggested fifteen topics were identified as «appropriate» by the participants as three of them were seen as «inappropriate» to include in the coursebook (see Figure 16).

In this sub-section, the rates related to learners' perception of inappropriate issues will be presented before discussing them. The respondents identified three themes as inappropriate, which are: Israel and six pointed stars (74% disagreed about mentioning them), out of marriage relationships (62%), and terrorism (53%). This suggests that there is a limit to learners' tolerance concerning what they perceive as inappropriate.

As to mentioning the issue of Israel and six pointed stars, 74% of the respondents disagreed (57% of them strongly) while 26% agreed (18% of them strongly). Another controversial issue that learners were asked about their perception as to mentioning it in the content of the coursebook is out of marriage relationships (hereafter OMR). 62% of the

participants disagreed (32% of them strongly) while 38% agreed (10% of them strongly). Moreover, 47% of the respondents agreed (22% of them strongly) on mentioning terrorism in the coursebook while 53% disagreed (38% strongly).

With reference to the content analysis discussed in Chapter Four, avoiding references to Israel and six pointed stars and to terrorism is successful on the part of publishers, which means that it coincides with the respondents' feelings about the issue. In fact, there was no mention of these two «inappropriate» issues in the content of H/I. The results show Tunisian users of this coursebook do not agree with their inclusion, which coincides with the perception of the investigated IBLV learners concerning inappropriacy. It seems that refraining from mentioning Israel and six pointed stars is part of the ideological and media atmosphere surrounding the learners that refuse normalisation of relationships with Israel.

However, the publishers are not successful as far as mentioning OMR in the content of H/I, as the majority of the respondents expressed their disagreement with mentioning this sensitive issue. Learners' views map, in fact, with the claims of Pennycook (1994) and Ellis (1990) who identified OMR's as «inappropriate» for Muslim users of global coursebooks.

It is worth mentioning also that the total rates of `Strongly agree' (23%) and `Strongly disagree' (20%) are close, which shows again the existence of controversy about the question of inappropriacy. This could suggest that the perception of what is culturally (in)appropriate is not only derived from the social conventions but also from local individual attitudes. Such a reality makes the attempt of publishers to produce globally integratable coursebooks a difficult task, which suggests that local or glocal ones may be more relevant to local users.

It can be said, with reference to the content analysis discussed in Chapter Four and to the findings of the questionnaire, that publishers' handling of inappropriacy is predominantly

non-successful as data shows they are making wrong guesses about the reaction of learners on a global level. (see Table 7).

	Successful	unsuccessful
AIDS		X
Alcohol	X
Anarchy		X
Divorce	X
Out of marriage relationships		X
Genetic engineering		X
Israel and six pointed stars	X
Narcotics		X
Politics		X
Pork		X
Racism		X
Religion		X
Stereotypes		X
Terrorism	X
Violence		X
Total	4	11

The table shows that concerning «inappropriacy», the publishers were found to be successful only with handling 4 out of the 15 explored themes. Their advice to coursebook writers to avoid alcohol, divorce, Israel and six pointed stars, and terrorism as «inappropriate» was justified judging from the results obtained in this study. However, such a low score reveals the controversy of designing global material, as the compromise that the publishers made is found to be not matching the positions taken by the particular learners investigated in this study.

In addition to connectedness and inappropriacy, learners' perception of the extent to which the publishers are inclusive is an important issue to be investigated. For this reason the following section will tackle this question.

Inclusivity was explored in terms of learners' awareness of the existence of diverse cultures as well as aspects of learners' individual lives in the content of H/I.

The respondents were asked to rank the extent to which they see features of American, Asian, British, International, North African, and youth cultures are included in H/I. The results are summarised in Figure 17 below.





72 72

						65

				54

46 43



24 24	24
		20		18		20
		14		16			16
					10		7
6		6 6 5 4 4 2		2			6 6	4
0 0			0	0			2 2 0 0

Bearing in mind that the levels 0 and 1 refer to low, 2 and 3 refer to medium, and 4 and 5 refer to high, the results showed that the learners using H/I identified highly and lowly included cultures.

The analysis of the questionnaire data presented in Figure 17 revealed that learners are aware of the fact that H/I presents predominantly British culture (70% of the respondents scored it `High'), youth culture (81%), international culture (72%), and American culture (70%). Concerning British culture, 86% of the participants felt that its inclusion in the

coursebook is `High', 10% said it is `Medium', and only 4% reported that it is `Low'. Youth culture was explored also and 81% of the respondents claimed its presence is `High' while 11% chose the alternative `Medium' and 8% chose the alternative `Low'.

Regarding the presence of features of international culture, 72% stated that it is `High', 26% `Medium', and 2% `Low'. 70% of the participants claimed that the representation of H/I of American culture is `High' while 30% claimed it is `Medium' and 0% claimed it is `Low' (see Figure 17).

Being a British coursebook used to teach English, H/I is expected to include basically British culture and the learners are found to be aware of this reality. Learners' awareness of the «Britishness» of the content of H/I might result in resistance to the material as contended by Canagarajah (1999).

Additionally, learners scored youth culture highly in terms of its inclusion in the content of H/I, which shows their awareness of the aspirational content (Gray, 2002) or what Rinvolucri (1999) called women-magaziney content. This shows, also, that the publishers are successful in convincing the users around the world that youth culture is a feature of «globality». It is as if the participants did not perceive the content as dominated by youth culture, they would not score it high. The fact that they chose this alternative reveals that perhaps they perceive themselves as part of a global youth community. Hence, investing in youth culture through incorporating music, films, parties, holidays, technology, and internet, as documented in the content analysis of H/I, contributes to framing H/I as a global coursebook by the participants in this study.

Relying heavily on British and youth cultures, in H/I seems to have led the participants to perceive the presence of international and American cultures as high. One possible explanation for this is that under the «globality» conditions the borders between British,

youth, and American cultures are blurred (Giddens, 1990). This may give credit to Berger's (1998) claim that globalisation is the dominance of the powerful and privileged culture.

Therefore, it could be said that what the respondents identified as highly included cultures are only western cultures despite the fact that they see international culture as included. This perception shows how visible these aspects of «global culture» in the content and could reveal that learners do not distinguish between western and international cultures due to globalisation, which is based on blurring of boundaries (Phillipson, 1992; Guiddens, 1990). The content analysis discussed in Chapter Four in addition to previous literature on the issue detected the dominance of western culture in global coursebooks.

The high inclusivity of western cultures is found in the content analysis of H/I to be preserved at the expense of representing other cultures as suggested in the following subsection.

As detailed in Figure 17, 67% of the participants perceive the inclusivity of Asian cultures as low. Additionally, 92% of the respondents reported that North African culture is lowly represented in H/I.

As to Asian cultures, 67% of the participants claimed that their presence is `Low', 25% that it is `Medium', and 8% that it is `High'. 92% of the questioned participants said that the presence of North African culture is `Low' in H/I in comparison to 8% who said it is `Medium' and 0% who said it is `High'.

Concerning the low presence of these two cultures, the users were found to be aware of the absence of non-western cultures in the coursebook they use. However, such finding

concurs with the results of the content analysis detecting H/I as having ethnocentric tendency.

The findings also may provide evidence for Said's (1978) theory about the representation of low cultures by the West. Considering his claims about the ideological and imperial motives behind representing the Orient in a pejorative way in the writings of the West, it could be said that the low representation of Asian and North African cultures in H/I may not be innocent. Regardless of whether this claim is right or wrong, no one can deny the possibility that learners from Asian and North African cultures resist the content of H/I even through silence.

The participants were asked to identify the closeness of the content of H/I to their situations. Figure 18 details the results.

The results indicate that 44% of the participants reported that the closeness of the content of H/I to their situations in terms of hopes, daily life, jobs, problems, concerns, and leisure activities is medium while only 38% said it is high and 18% said it is low.

This means that 78% of the respondents perceive the coursebook as moderately close to their individual lives. However, the percentages for each of the explored aspects of learners' individual lives vary as indicated in Figure 19.

Figure 19 shows the existence of three degrees of closeness; high, medium and low.

When asked to rate the degree of closeness between the content of H/I and their own situations, 56% of the respondents claimed that, in terms of hopes, the closeness is `High' while 38% said that it is `Medium' and 6% reported that it is `Low' (see Figure 19). Additionally, 51% of the respondents reported that the closeness between the leisure activities they practice and those mentioned in the coursebook is `High' while 40% said it is `Medium' and 9% claimed it is `Low'.

These findings coincide with the claims of Gray (2002) who stated that the publishers attempt to provide aspirational content in global coursebooks. As discussed in Chapter Four, providing aspirational content may be perceived as advantageous and disadvantageous. The advantage is motivating the learners who perceive the coursebook as relevant to their own situations as far as the target population investigated in this study is concerned. The disadvantage is that depending solely or even predominantly on aspirational content may deprive the users from other, not necessarily aspirational, topics (Rinvolucri, 1999).

Hence it could be stated that the learners do not perceive the coursebook as sufficiently connected to their immediate concerns. Such a situation could be the result of writers' attempts to produce a sanitised content that is as close as possible to the global users. The findings concerning the inclusivity of this desired global content show that it is not reached for the target population of this study due to the diversity of audiences for which the writers write.

In fact, the majority that reveals the closeness of learners' hopes and leisure activities to the content of H/I is not clear, being below 60%. This is so because most of them generally

preferred to select the medium closeness, which means the levels 3 and 4 on the scale provided in the questionnaire as shown in the following sub-section.

Figure 19 shows that the participants felt the medium closeness between their own situations and the content of H/I in terms of daily life (53%), jobs (48%), and concerns (47%). Such a state of affairs could be explained by the fact that the writers try to design a coursebook for globally diverse audience.

As far as the aspects of the daily lives of the respondents are concerned, 24% of the participants claimed that their presence is `Low' compared to 53% who said `Medium' and 23% who chose `High'. The participants were also asked about the closeness between their jobs and the jobs mentioned in H/I. 45% of the respondents said that the closeness is `High' while 48% claimed it is `Medium' and 7% said it is `Low' as shown in Figure 19. The exploration of the closeness of learners' concerns to the coursebook (see Figure 19) shows also that 38% claimed it is `High' while 47% said it is `Medium' and 14% said it is `Low'.

Discussing these results, it could be said that it is hardly expected from a global coursebook to reflect the lives of all the learners all around the globe, as it is practically impossible. However, the partial match between learners' daily lives, jobs, and concerns, on the one hand, and the content of H/I on the other hand could be explained by the closeness characterising the Tunisian context and Western way(s) of life.

What may explain this medium closeness between the participants of this study and H/I in terms of daily life, jobs, and concerns is writers' quest to produce a moderate coursebook in terms of «authenticity». This could be perceived as a kind of success for the writers if they

were able to find a common ground that moderately unites global users, which means that they managed to find a working compromise between all the users.

However, an in-depth analysis of this finding shows that while this fact might guarantee product integration and profits for the publishers, it is an open question whether such a medium closeness is sufficient for the diverse global learners or not. Additionally, this moderate closeness is not reached with a clear cut majority (above 60%), which may support the «sanitisation of content» thesis discussed by Renner (1997), Gray (2002), and Toms (2004).

Such a sanitisation of content does not seem to have preserved the high closeness of the content to learners' daily life, jobs, and concerns as recommended by «authenticity» proponents (Nunan, 1988). Being medium in terms of closeness to learners' situations, H/I seems to be not sufficiently inclusive of the users and, hence, perhaps facilitative of their effective learning.

What may support this claim is that the respondents reported that their problems are not carefully reflected in the coursebook, as shown in the following sub-section.

The participants reported that the closeness of the content of H/I to their problems is low. In fact, 43% claimed that the presence of their problems is `Low' while 37% said `Medium' and 20% `High' (see Figure 19).

This means that the participants think their problems are not efficiently represented in the content, which makes the coursebook non inclusive and non authentic as far as this aspect is concerned. If authenticity is valuable for effective learning of a second language (Nunan, 1988), then, avoiding talking about the authentic problems encountered by the local users

deprives the learners from opportunities to develop their language skills and probably to increase their motivation to learn.

It may be argued that learners' language skills could be developed using other issues, but the basic question is why not ceasing the opportunity of talking about learners' local problems (Canagarajah, 1999). One answer to this question is that the publishers avoid using non «aspirational content» (Gray, 2002) seemingly because it does not help the increase of their profits. Hence, it could be said that commercial gains dominate the decisions of the writers instead of pedagogical goals. It could be true that dealing with learners problems is boring and distressing.

However, avoiding learners' problems not only alienates some learners but also supports the idea that global coursebooks present a utopian world (Canagarajah, 1999; Rinvolucri, 1999) totally characterised by harmony and comfort. This problem would not be encountered if the coursebook used was designed by local English language practitioners who have clear and close ideas about local learners, certainly provided that they do not reproduce a predominantly Western perspective.

To conclude this section, it could be said that the participants are aware of the fact that the coursebook is inclusive primarily of western cultures not learners' local ones. In fact, such a finding is expected if examined against the results of the content analysis of H/I demonstrating the coursebook to have «ethnocentric» tendency.

Additionally, the majority of the participants (78%) claim that the closeness between their immediate contexts and the content of H/I is medium. Therefore, it could be concluded that the learners perceive the coursebook to be only moderately inclusive of their lives, which is the result of designing one coursebook for the entire world. Such a finding coincides with the literature on this issue as it is claimed that global coursebooks are prone to being

reflective primarily of Western ideologies (Phillipson, 1992; Canagarajah, 1999) and are merely characterised by sanitisation of content for commercial reasons (Renner, 1997; Gray, 2002; Toms, 2004).

Globality in the global textbook: principles and applicability

Conclusion