Professional Documents
Culture Documents
Research project
Presented by:
ISNIFI ABDELGHANI
Research project 1
Table of content
I. Acknowledgment .................3
II. Abstract...............................4
III. Introduction...................5
IV. Literature review...................................................7
4.1 Need for language education ........ 7
4.2 what is a textbook .....7
4.3 types of textbooks .....8
4.4 the textbook and the curriculum ..10
4.5 the role/function of the textbook and its history ......11
4.6 advantages of textbooks ..12
4.7 the impact of the textbook on developing the four skills......15
4.8 Opposing Views on the Cultural Content of EFL textbooks ...... 17
V. Method and design.......18
5.1 Design .........................................................18
5.2 Participant .......18
5.3 Procedures...............................18
VI. Data-analysis. ......19
6.1 Questionnaire Data-analysis. ..19
6.2 Tests Data-analysis..25
VII. Discussion.......29
7.1 The negative impact of the overuse of the foreign culture in English textbooks29
7.2 The positive impact for enough integration of the local culture in English textbooks.30
VIII. Conclusion................................33
IX. References34
X. Appendix..35
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Acknowledgment
I would like to extend many thanks to many people, who so generously contributed to
Special mention goes to our enthusiastic supervisor, Dr. Mohamed Khattouch. Our B.A
research paper has been an amazing experience and we thank Mohamed wholeheartedly. We
are also particularly indebted to Mr. Mohamed for his constant faith in our work.
We are also hugely appreciative to Dr. Hanane Darhour, especially for paving the way
Similar, profound gratitude goes to B.A Toufik Elgarb, who has been a truly dedicated mentor.
We want also to acknowledge Dr. Othman Ait Ouarasse for his effort during the three
Finally, but by no means least, we would like to thank our families for almost
unbelievable support. They played a fundamental role to make this paper successful. And we
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Abstract
Using textbooks in EFL classroom as a pedagogical item is an essential tool that will
The purpose of this research paper is to find answers to the following questions: Do the used
textbooks reflect students background? Does the integration of the local culture attract
students attention and increase the quality of learning English language? What is the effective
way to come up with an English textbook? Method, Ten EFL teachers from different juniors
and high schools participated in our research by answering to a survey questionnaire. Also one
hundred and ten students were participated; eighty were asked to set for a comprehension exam
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III. Introduction:
First, we would like to start by pointing out to the importance of English language
English language becomes the most spoken language all over the world, due to its
importance, power and great value that English states have especially (USA and UK).
English is a global language for doing business. It is the indisputably primary language of
global trade and commerce. In many countries, most tourism authorities and other officials in
contact with the public speak English to interact and engage with tourists. In some industries,
such as the airline and shipping industries, it is the official standard language. Therefore, an
excellent command of English is required for key jobs, such as air traffic controller or ship
captain. In addition, it has emerged as a major language for finance and the stock markets
around the world. People wishing to do businesses globally need to have a good command of
spoken English. The ability to clearly write in it is also very important, as many forms of
contracts, are written in English.(Bobanovic, Mirkovic, n.d., para.8) due to this fact, many
countries, if not all of them included English language in their school curriculum. Obviously,
this is the case in Morocco, which has integrated English in the educational system, and came
In fact, English textbook acts as curtail element that help both teachers and students to
meet certain mutual points in EFL classroom. They are the guides of activities practiced inside
the classroom, and the hooks that hunt students interests and attention. Therefore, they are the
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backbone of teaching and learning process. Furthermore, these textbooks should contain certain
The aim of this research paper is to find out if the used English textbooks are apt to act as pillars
that can draw students attention and motivate them to take part in establishing a new lesson.
The other goal is to discover the importance of integrating the local culture in English language
textbooks.
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IV. Review of literature
First, I would like to start by pointing out to the importance of English language
English language becomes the most spoken language all over the world, due to its
importance, power and great value that English states have especially (USA and UK).
English is a global language for doing business. It is the indisputably primary language of
global trade and commerce. In many countries, most tourism authorities and other officials in
contact with the public speak English to interact and engage with tourists. In some industries,
such as the airline and shipping industries, it is the official standard language. Therefore, an
excellent command of English is required for key jobs, such as air traffic controller or ship
captain. In addition, it has emerged as a major language for finance and the stock markets
around the world. People wishing to do businesses globally need to have a good command of
spoken English. The ability to clearly write in it is also very important, as many forms of
contracts, are written in English.(Bobanovic, Mirkovic, n.d., para.8) due to this fact, many
countries, if not all of them included English language in their school curriculum. Obviously,
this is the case in Morocco, which has integrated English in the educational system, and came
Textbook is not just a book used in schools. Rather, it is a book that has been consciously
designed and organized to serve the ends of schooling.(David, n.d., para.3) for him, textbooks
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are books that follows certain strategies and plans to serve specific purposes at the end of
schooling. According to (Shannon, 2010) textbooks are a container that gathers commodities,
politics and culture, which determines how and by whom they will be produced, how and by
whom their subjects will be chosen and selected, how and by whom they will be distributed and
how teachers and students will make use of them. (Hutchinson, Torres, 1994) claimed that
textbooks are the most useful means that provide the plan of teaching learning system and clear
outline, which guides both teachers and students. In addition, textbooks bring real life into
a book used in schools, colleges, and universities as a standard work for instruction on a
particular course or subject. Traditionally textbooks are only published in printed format.
However, many publishers are allowing textbooks to be made available as electronic books or
(e-books). (Seguin, 1989, P. 31) give another definition saying a textbook is made up of written
words: (and often illustrations) and of understanding what they mean. It is important that the
author be able to evaluate the level of comprehension, because it is on this that the worth of the
textbook as a teaching and learning tool will depend. Evaluating this level of comprehension
concerns mainly vocabulary, phrases, their construction, their length, punctuation, and style of
writing. According to him textbooks are in written forms and they must be evaluated and goes
hand in hand with the level of learners.in the other hand (Lebrun, Lenoir, Laforest, Larose, Roy,
Textbooks are provided in many forms and types and it is up to teacher, schools or ministries
of education to choose the one that will work better and suits the target learners.
Core series: This is a sequence of books, usually from beginning through high-
intermediate or advanced levels that sometimes includes a literacy level as well. The four skills
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(listening, speaking, reading, and writing) are integrated, although according to Betsy Parrish,
many series put a stronger emphasis on listening and speaking skills development and have a
life-skills focus. (2004, p. 25). The books include life-skills competencies, grammar and
language functions, vocabulary, and often, American social and cultural information. Many
series include many components (such as audiovisual elements, teacher materials, Web-based
assistance, and assessment options). Most core series try to relate in some way to standardized
Integrated-skills texts: These books also provide practice in the four skills, but they are single
Grammar texts: Some books are core grammar series (going from beginning to advance) and
include both presentation and practice for learners. Others are reference books not typically
used as student texts, but useful for both teachers and learners as specific questions arise.
Skill-specific texts: These books focus on one particular skill, such as listening, reading,
Literacy texts: Some books and other materials are designed specifically for learners who have
Content-based texts: These books are focused on specific subject areas such as civics or
Dictionaries: Picture dictionaries for beginning levels and a range of English-only dictionaries
(from limited, with simple definitions to high advanced) for other levels can be useful for
learners both in and outside of class.(Terrill, MCAEL staff, Ritchie and Glass, n.d., para.
According to Grant there are two types of textbooks traditional textbooks and communicative
textbooks; Traditional textbook is a type of book that wants the students to learn the language
as a system and after that they should be able to use the language. On one hand, this type of
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textbook is a great help for teachers because they are easy to use but on the other hand, there
may be a problem at the end of the students studies when he or she can manage grammar but
cannot communicate. They rather focus on reading and writing activities and are very common
of language, not just the forms, skills in using language, focuses on pupils interests, encourage
work in groups and furthermore emphasize fluency, not only accuracy. Simply, this type of
textbooks prepares children to use their language knowledge in a real life. (Grant, 14)
Before talking about the relationship between the textbook and the curriculum, it will be healthy
Curriculum Framework: A plan that interprets educational aims vis-a-vis both individual and
society, to arrive at an understanding of the kinds of learning experiences school must provide
to children. From this, we can say that curriculum is a procedure of many steps that must be
taken to link the society with the individuals inside the education system. (National council of
educational research and training, 2006) also claimed that curriculum is considered as
conceptual structure for decision making rather than details that should be done inside the
classroom.
After giving the definition of curriculum, I am going to stop at a question that impose
Many people think that the curriculum is another synonym of the textbook, but this is
wrong. Textbook is just an element in the entire curriculum. Yet, it is considered as the most
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important element due to many reasons one of them is, it connects the teacher with his/her
students and the students with the knowledge what is more is that textbook helps the teacher to
find suitable methods of teaching. According to (National council of educational research and
training, 2006, p. 5, 6) Curriculum is perhaps, best thought of as that set of planned activities
which are designed to implement a particular educational aim- set of such aims - in terms of the
content of what is to be taught and the knowledge, skills and attitudes which are to be
deliberately fostered, together with statements of criteria for selection of content, and choices
methods, materials and evaluation. Moreover, (National council of educational research and
training, 2006, p. 8) ... the textbook thus becomes a part of this package and not the only
teaching learning material. To make it clearer, (Cheng, Hung and Chieh, 2011, p. 92) say
The textbook appeared in the era of Greeks they were first to use it to serve education
The ancient Greeks wrote texts intended for education. The modern textbook has its
roots in the standardization made possible by the printing press. Johannes Gutenberg himself
may have printed editions of Ars Minor, a schoolbook on Latin grammar by Aelius Donatus.
Early textbooks were used by tutors and teachers, who used the books as instructional aids (e.g.,
alphabet books), as well as individuals who taught themselves. The Greek philosopher Socrates
(469-399 B.C.) lamented the loss of knowledge because the media of transmission were
changing. Before the invention of the Greek alphabet 2,500 years ago, knowledge and stories
were recited aloud, much like Homer's epic poem The Odyssey. The new technology of writing
meant stories no longer needed to be memorized, a development Socrates feared would weaken
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the Greeks' mental capacities for memorizing and retelling. (Paradoxically, we know about
Socrates' concerns only because they were written down by his student Plato in his famous
Dialogues.)The next revolution for books came with the 15th-century invention of printing with
changeable type. The invention is attributed to German metal smith Johannes Gutenberg, who
cast type in molds using a melted metal alloy and constructed a wooden-screw printing press to
Gutenberg's first and only large-scale printing effort was the now iconic Gutenberg Bible in the
1450s a Latin translation from the Hebrew Old Testament and the Greek New Testament.
Gutenberg's invention made mass production of texts possible for the first time. Although the
Gutenberg Bible itself was stratospherically expensive, printed books began to spread widely
over European trade routes during the next 50 years, and by the 16th century, printed books had
become more widely accessible and less costly. Compulsory education and the subsequent
growth of schooling in Europe led to the printing of many standardized texts for children.
Textbooks have become the primary teaching instrument for most children since the 19th
century. Two textbooks of historical significance in United States schooling were the 18th
century New England Primer and the 19th century McGuffey Readers. Technological advances
change the way people interact with textbooks. Online and digital materials are making it
increasingly easy for students to access materials other than the traditional print textbook.
Students now have access to electronic and PDF books, online tutoring systems and video
lectures.(Wikipedia)
Textbooks also help students to catch up missed lessons and prepare for the lessons at home as
(Robert, n.d., p. 106) illustrates ... the second basic reason for using the particular textbook we
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had chosen was that the book made it possible for learners who, for various reasons, had missed
lessons to catch up. They also made it possible for the class to prepare in advance for lessons.
I can add that textbooks help teachers as well to prepare in advance. In the other hand, (Seguin,
1989) Gave three main roles for the text book which are: information role, structuring and
Information role:
theme, taking into account that the acquisition of knowledge should be progressive and
sequenced according to succeeding years of scholarity and bearing in mind that curricula must
not be overloaded.
The textbook suggests a progression in the learning process ordered in successive chunks of
To guide the learner in his perception and understanding of the outside world, in putting
together knowledge acquired from sources other than the curriculum, in mastering what he has
learned. Fuller (1928) added that the textbook is the most vital of the teachers tools in defining
the subject matter of the learners experience; it is more conclusive in everyday dealings than
is the course of study outlined by the school system and in determining teaching procedures. In
fact, textbooks used by students and teachers are the actual course of study and manual of
teaching.
In the same concern, (Abdelwahab, 2013) claims that textbooks play a prominent role in the
teaching and learning procedure because they are the primary agents of conveying knowledge
to pupils. Besides, one of the basic functions of textbooks is to make the existed knowledge
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available and apparent to the learners in a carefully chosen, easy and well-planned way.
According to (Cheng, Hung and Chien, 2011.) the function of the textbook is to include relevant
content and to take into consideration the linguistic and the cultural variety of the learners. In
addition, textbook should include the culture of the pupils in texts and pictures used to connect
Advantages of textbooks:
Textbooks work as facilitators and beneficial tools that make the planning of courses easy
especially for beginner teachers, thanks to the fact that they are carefully represented in details,
and they provide organized units of work. In other words, they follow a chronological order in
providing knowledge. Besides, good textbooks are excellent teaching aids, they are sources for
both teachers and students (textbook: Advantages and Disadvantages, n.d.). Moreover,
Without textbooks, a program may have no central core and learners may not receive a
The use of a textbook in a program can ensure that students in different classes receive
If a well-developed textbook is used, students are exposed to materials that have been
tried and tested, that are based on sound learning principled, and that are paced
appropriately.
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4) They provide a variety of learning resources:
Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMS
and comprehensive teaching guides, providing a rich and varied resource for teachers and
learners.
They save teachers time, enabling teachers to devote time to teaching rather than
materials production.
Textbooks can provide support for teachers whose first language is not English, and
who man not be able to generate accurate language input on their own.
If teachers have limited teaching experience, a textbook together with the teachers
Commercial textbooks usually have high standards of design and production and hence
When we talk about English textbook or any language textbook we have to bear in mind that
they should support and work on developing the four skills (reading, writing, listening and
speaking). However, it is not enough to integrate them in textbook, they should be planned and
Listening: listening plays an important role in understanding what others say especially teacher
and native speakers of the language that is what makes it important to have supplementary
materials (CDs, cassettes and videos...) within a textbook (Harmed 96). In the same hand,
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Speaking: speaking is always done by communication activities and role-plays inside the
classroom. Still, the teacher does most of speaking. What is more is that most of the textbooks
do not contain many activities that stimulate speaking for students the reason why a huge
number of students have difficulties in expressing and speaking using the target language
(Grant, 34).
Reading: when deciding whether to use authentic material or not, students level of English
should be the criteria. They might not understand an article from The Times but they should be
Purposes for reading texts reflected in textbooks Developing-reading skills and strategies
Giving information of interests to students Stimulating oral work (Choosing your course book,
73)
Writing: A realistic attitude about writing must build on the idea that writing is a skill, not a
The term culture as the Collins English Dictionary and Thesaurus defines it, refers to the total
of the inherited ideas, beliefs, values, and knowledge, which constitute the shared basis of social
action. This system is acquired socially and organized in our minds in culture specific ways
forming a framework, which largely determines the way we perceive and define the world
Culture has many definitions, and it affects everything people do in their society because of
their ideas, values, attitudes, and normative or expected patterns of behaviour. Culture is not
genetically inherited, and cannot exist on its own, but is always shared by members of a society
(Hall 1976, p. 16). Hofstede (1980, pp. 21-23) defines culture as the collective programming of
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the mind which distinguishes the members of one group from another, which is passed from
generation to generation, it is changing all the time because each generation adds something of its
own before passing it on. It is usual that ones culture is taken for granted and assumed to be correct
Culture is a complex concept, and no single definition of it has achieved consensus in the
literature. So, out of the many possible definitions examined, the following definition guides this
study: culture is a set of shared and enduring meaning, values, and beliefs that characterize national,
In the literature, one can find two widely spread and opposing views regarding the relationship
Culture and language are inseparable, therefore, English cannot be taught without its
English teaching should be carried out independently of its cultural context. Instead,
It is important to note that both views support the inclusion of cultural elements in the
English language course. The second statement, as well as the first one, assumes that
language cannot be separated from the larger contexts in which it is used, and that these
contexts are determined, among other variables, by the cultural background of the
participants. The question, then, is not whether to include cultural elements in the teaching
of English. Actually, the question is which culture or cultures should receive focus and how
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V. Method:
terms of quality. Moreover, this research method is designed to find out how people feel or
5.1 Design:
This research aims to discuss the importance of the local culture in English textbooks,
its positive impact on students performance and achievement, and to what extent students are
negatively affected by the imposed textbooks through implementing two techniques. The first
one was questionnaire for both students and teachers from different schools around Ouarzazate
5.2 Participant:
The data collection of this research was based specifically on both genders from third
grade, common core, and first and second year baccalaureate. The participant were from (Imam
Malik, Abi-baker Essidik, Mohammed VI High schools and Kady-Ayad secondary school). The
total number of participant concerning questionnaire were 40; 30 students and 10 teachers.
Whereas, the total number of participant concerning the comprehension tests were 80 students;
5.3 Procedures:
This research data collection is based on questionnaires, in which students and teachers
were asked to complete the YES/NO questions. Furthermore, students were required to set for
a comprehension test that contained tow texts, in which every signal student would be tested on
both local and foreign culture so as to determine his/her achievement on both tests.
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VI. Data-analysis:
1 Does the used textbook reflect sufficiently students cultural background? 0 0% 10 100%
2 Do students interact effectively while dealing with elements related to the 2 20% 8 80%
foreign culture?
4 Do the majority of students understand the lesson well when it is represented 1 10% 9 90%
through the foreign culture?
Yes No
As it is shown on the graph, the majority of teachers are not satisfied with the imposed
textbooks. Because, 80% of them agreed that the mainstream of students are facing difficulties
to interact effectively while dealing with elements related to the foreign culture. As well as
100% of these teachers, approved that foreign culture is profusely used. Moreover, 90% of
Teachers said that students are struggling to understand the lessons when it is represented
through the foreign culture.
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Students and local culture.
Yes % No %
2 Do the listening and reading passages touch students real life? 0 0% 10 100%
4 Do the used pictures reflect students environment (cities, landscapes and monuments)? 0 0% 10 100%
5 Do you facilitate some items avoiding the foreign culture and replacing it with the local 9 90% 1 10%
one?
6 Is there enough use of the local culture in the imposed textbooks 3 30% 7 70%
7 Do majority of students understand the lesson well when it is represented through the local culture? 10 100% 0 0%
Yes No
The graph indicates to what extent the local culture is represented in the used textbooks.
These last, do not reflect pupils culture and background. Having a look at the graph shows that
100% of teachers agreed that the used textbooks are not including enough Moroccan
personalities, cultural and religious background, environment and they are not touching their
real life as well. Furthermore, 90% of teachers explain aspects avoiding the foreign culture and
replacing it with the local one. Because, there is no enough use of the local culture in the
imposed textbooks and the proof is that 70% of teachers approved that, and 100% of them reach
a decision which is students understand the lesson when it is delivered through the local culture.
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The need of alternative textbooks.
Yes % No %
1 Is it important to have Moroccan culture more than foreign one in English 8 80% 2 20%
textbook?
2 Do you prefer pictures that present students culture and beliefs? 10 100% 0 0%
3 Do you prefer characters, issues and famous personalities which are related to 10 100% 0 0%
students culture?
5 Supposing that you are a member of textbooks designers, are you going to focus on 10 100% 0 0%
local culture more than the foreign one?
Yes No
As it is illustrated in the data, teachers are ready to welcome the idea of taking part in
designing English textbooks. A large sample of teachers prefer to include Moroccan culture in
the schoolbooks. Besides, 80% of teachers would like to be members as textbooks designers.
As well as, 100% of these teachers are willing to give more importance to the local culture more
than the foreign one.
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Questionnaire: students
Students and foreign culture.
Yes % No %
2 Do you interact effectively while dealing with elements related to the 0 0% 30 100%
foreign culture?
4 Do you understand the lesson well when it is represented through the 9 30% 21 70%
foreign culture?
5 Are you concerned with the foreign culture represented in the textbook? 6 20% 24 80%
6 Are you concerned with getting good marks in English language as a one 30 100% 0 0%
of school subjects?
Yes No
The textbooks do not represent adequately the students cultural background. Instead, the total
of the sample agreed that the textbooks between hands are over using the foreign culture. Besides, the results
show that students do not act successfully when it comes to the foreign culture. In fact, 70% of students expressed
that they dont understand courses well when it is represented from the foreign culture perspective. What is more
is that students are concerned with getting good grades more than being introduced to the foreign culture.
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Students and local culture.
Yes % No %
2 Do the listening and reading passages touch your real life? 0 0% 30 100%
4 Do the used pictures reflect your environment (cities, landscapes and monuments)? 3 10% 27 90%
5 Does your teacher facilitates some items for you as a student avoiding the foreign 27 90% 3 10%
culture and replacing it with the local one?
6 Is there enough use of the local culture in the imposed textbook? 0 0% 30 100%
7 Do you understand the lesson well when it is represented through the local culture? 0 0% 30 100%
Yes No
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The need of alternative textbooks.
Yes % No %
1 Is it important to have Moroccan culture more than the foreign culture in the English 27 90% 3 10%
textbook?
3 Do you prefer characters, issues and famous personalities which are related to your 30 100% 0 0%
culture?
4 Would you like to have representative students who take part in designing English 30 100% 0 0%
textbooks?
5 Supposing that you are a member of textbooks designers, are you going to focus on 30 100% 0 0%
local culture more than the foreign one?
Yes No
90% of students agreed that, it is important to have Moroccan culture more than the foreign
culture in the English textbooks. 100% prefer pictures, characters, issues and famous personalities which
are related to their background. Moreover, 100% are ready to have representative students who take part
in designing English textbooks. The same percentage will focus on local culture more than the foreign
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6.2 Tests Data-analysis:
Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 3 5 4 6 4 3 5 5 3 6 4 5 3 7 5 4 4 6 7 8
Text 2 scores 7 6 8 9 7 5 8 6 5 9 7 8 5 9 7 6 7 8 9 9
10
6
Scores
0
0 5 10 15 20 25
Students
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Common core level
Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 5 4 9 4 5 6 2 3 5 4 4 4 3 6 2 5 4 5 6 4
Text 2 scores 6 5 7 5 5 6 8 6 6 5 9 8 5 9 4 6 7 6 7 9
10
6
Scores
0
0 5 10 15 20 25
Students
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First year baccalaureate level
Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 8 4 6 6 4 4 5 5 4 5 4 6 4 3 5 2 3 4 5 6
Text 2 scores 9 10 7 8 6 5 10 7 6 5 8 9 7 7 6 6 5 8 7 8
12
10
8
Scores
0
0 5 10 15 20 25
Students
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Second year baccalaureate level
Number of students 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Text 1 scores 1 3 4 6 3 2 7 8 4 9 2 5 3 6 5 3 5 6 4 6
Text 2 scores 4 6 8 9 7 4 10 10 8 10 5 8 5 9 6 6 7 8 9 10
12
10
8
Scores
0
0 5 10 15 20 25
Students
It is evident from the results in the scatter plots above, that students in all levels answered
effectively In the exam, which is based on the local culture, in comparison with those contained
foreign culture texts. If you observe the corves, you can clearly notice that the same student
gets high scores in the local culture exam, whereas, he gets low score when it comes to the
foreign culture exam.
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VII. Discussion:
7.1 The negative impact of the overuse of the foreign culture in the imposed English textbooks.
According to the analysis of part one of the questionnaire, the results show that 100%
of students and teachers agreed that the imposed textbooks do not represent sufficiently
students culture and background. Besides, the responses given by them clarify the serious
drawbacks of the overuse of the foreign culture and the ignorance of the local one, which make
students demotivated. As we know, learning new items based on the previous ones make the
learning more easy and effective. Students also can understand aspects based on their previous
knowledge, which obviously must be related to their background. Otherwise, they will feel like
strangers inside the classroom. What is more is that there is a contradiction between what
students believe in and what textbooks are presenting in other words, Moroccan students belong
to a Muslim community. However, the textbooks do not respect their religious background. If
you open one of the used English textbooks from any level you will find that the reading
passages, dialogues and images used are focused profusely on the foreign culture. In fact, this
treats the privacy of the Moroccan families. To illustrate more, students from the 3rd grade to
the 2nd baccalaureate level are at the age of puberty. In this age students take everything they
encounter in the school for granted. For instance, they imitate or adopt certain ideas from the
textbooks related to the foreign culture. Here are some samples taken from the used textbooks
(Focus, Visa to the world, Gateway to English and Ticket 2 English) which ensure what has
been said.
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3RD GRADE COMMON CORE
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FIRST YEAR BACCALAUREATE SECOND YEAR BACCALAUREATE
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These images and reading passages may address the students unconscious. This can
work as brain washing, which can deviate them from their beliefs and Islamic Morals. However,
Some English textbook designers believe that we cannot separate culture from the language.
But as the results indicate, secondary and high school students are not concerned with the
foreign culture more than getting good grades in English language as one of the school subjects.
7.2 The positive impact of enough integration of the local culture in English textbooks
In the other hand, and according to the analysis of the part two of the questionnaire, the
results indicate that students feel more excited to learn and participate effectively in the
classroom. 100% of the students agreed that they have the ability to understand the content well
when it targets their cultural and religious background. This illustrates that local culture has a
great impact on students learning process. In addition, 90% of the teachers rely on the local
culture while teaching or explaining a particular aspect which is presented through foreign
culture in the imposed English textbooks. The statistical evidence above ensure heavily that
students are more engaged when teachers facilitate items using students local culture and topics
The results on the scoter plots also show that all students performed well in the local
culture test. this achievement can be justified by the previous knowledge students had
concerning their local culture. Actually, the learning nowadays is student-centered so, the
Noticeably, the responses determine that 100% of teachers and students wish to have an
alternative textbooks that respond to their needs by integrating the local culture. Furthermore,
the results show that the majority of textbooks are not authentic; they do not represent students
religious, thoughts, and environment. 100% of both students and teachers proved that the best
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way of teaching and learning English language for the levels from 3rd grade to 2nd year
(Seguin, 1989, P. 31) defined the textbook as written words, and of understanding what
they mean. It is important that the author be able to evaluate the level of comprehension,
because it is on this that the worth of the textbook as a teaching and learning tool will depend.
Seguin is trying to say that a textbook as a written words should respect the comprehension of
the target students. In other words, textbooks should contain aspects that make students
The Moroccan ministry of education design English textbooks following top-down Approach;
the textbooks come from the ministry without any integration of teachers and students, Which
leads to the conclusion that The textbooks designers implement linear method. Whereas, as we
see, one principal form of designing a textbook is bottom-up approach which enable textbook
designers to know students needs. (Taba, 1962, p. 231) argued that there was a definite order
in creating a curriculum. She believed that teachers, who teach the curriculum and students
should participate in developing it, which led to the model being called the grass-roots
approach. In our opinion following Hilda-Tabas approach will help students to be engaged in
the learning process and make textbooks student-centred which means that textbooks will
represent students background and beliefs. Taba also pays attention to the selection of the
content and its organization with an aim to provide students with an opportunity to learn with
comprehension.
In fact, teaching English language for students at the level of the 3rd grade, common
core, and 1st and 2nd year baccalaureate does not need to be introduced by the foreign culture
more than their own. Therefore, teaching English language using more local culture would be
Research project 33
successful to make them react effectively in the classroom. One way of presenting the
Moroccan culture is to tackle Moroccan famous personalities, heritage, traditions, beliefs, and
images that respect their religion background. In this stage the learners will interact and feel
comfortable during the learning process because they learn something they can explore easily
and react to it by building the new aspects being thought based on their culture. However, there
is no harm in integrating the foreign culture under one condition which is, the foreign culture
should be less used and wisely selected in order to avoid cultural clash.
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VIII. Conclusion:
Introducing the students to the foreign culture is important to make them aware of other
cultures and be open to the word. But using it profusely and randomly may affect negatively
on them. This paper is not against using the foreign culture in the English textbooks.
Whereas, it is against the overuse of it. The results indicate that students at these levels (3rd
grade, common core, and 1st and 2nd baccalaureate) are more in need of learning the
language more than knowing the foreign culture. It is illustrated in the data analysis that
students do not comprehend or react effectively inside the classroom when they are dealing
with aspects presented through the foreign culture. To our mind, the approach being adopted
It is time for scholar-books designers to analyze students needs and their interests to take
Research project 35
IX. References:
Halliday, M. A. K., A. Mclntosh and P. Strevens. 1964. The Linguistic Sciences and
Language Teaching. London: Longman. Mackey, W. F. 1965. Language Teaching
Analysis. London: Longman. Tucker, C. A. 1975. 'Evaluating beginning textbooks'. The
Art of TESOL Part Two. Washington, D.C.: English Teaching Forum.
Lockheed, M.E., Fuller, B. and S.C. Bail (1986). How textbooks affect achievement in
developing countries: Evidence from Thailand. Educational evaluation and policy
analysis, 8(4), pp. 379-392.
Adaskou, K., Britten, D. and Fashi, B. (1990). Design Decisions on the Cultural Content
of a Secondary English Course for Morocco. ELT Journal, 44/1: 3-10.
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X. Appendix:
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Appendix one:
Questionnaire: students
Students and foreign culture.
Yes No
2 Do you interact effectively while dealing with elements related to the foreign culture?
4 Do you understand the lesson well when it is represented through the foreign culture?
5 Are you concerned with the foreign culture represented in the textbook?
6 Are you concerned with getting good marks in English language as a one of school subjects?
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Years of teaching (Teaching experience) ..
Appendix two:
Questionnaire: teachers
Students and foreign culture.
Yes No
2 Do students interact effectively while dealing with elements related to the foreign culture?
4 Do the used pictures reflect students environment (cities, landscapes and monuments)?
5 Do you facilitate some items avoiding the foreign culture and replacing it with the local one?
6 Do the majority of students understand the lesson well when it is represented through the
foreign culture?
7 Do majority of students understand the lesson well when it is represented through the local culture?
3 Do you prefer characters, issues and famous personalities which are related to students
culture?
5 Supposing that you are a member of textbooks designers, are you going to focus on local
culture more than the foreign one?
Research project 39
Appendix three:
Text:
My Family
My name is Dan. I am 14 years old. I am short and thin. I have a big family. I have a
mother, a father, two sisters and a baby brother. My older sister Tal is a nurse. She is shorter,
thin and pretty. My twin sister Dana goes to the same school I do. We are very alike. My baby
brother Nir is small and fat. On Friday evening we always go to see my Grandma Dina and
Grandpa Ron. We are one big happy family.
1. Tal is tall.
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2. My older sister Tal is a teacher.
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3. Dan goes to a different school.
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4. Nir is small and fat.
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Research project 40
Texts:
Things I do well
Hello! My name is Amina. I want to tell you about things I do well. I do many things very
well: I read, I play tennis, I swim and I also cook. My mother Fatima cooks every day and I
always help her. We prepare cookies together and everyone thinks that they are delicious. I
want to be a famous chef in the future.
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Appendix four:
Each country has its own manner of eating, we as Muslims eat according to the Islamic
rules. The Sunnahs before and during eating is that we have to Mention Allahs name. (Saying:
in the name of Allah), Using the right hand and Eating from what is (placed) in front of us. In
addition, we use three fingers in eating, he (PBUH) used to eat using three fingers while eating.
Besides, the way we sit while eating is kneeling on our knees and the upper face of our feet, or
extending the right leg and sitting on the left one. In the other hand, there are Sunnahs after eating.
Firstly, licking the dish and the fingers as the Prophet (PBUH) ordered (us) to lick the fingers and the
dish and said: (you do not know in which of them the blessing lies). Secondly, praising Allah after eating
saying Alhamdu Lillah. The total of Sunnahs, which the Muslim should keep when eating is not less
than fifteen Sunnahs, supposing that he eats three meals per day and night, and this is what most people
have. One may increase these Sunnahs, if there are snacks between these three meals.
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ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
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Level : common core Test : English comprehension
School: Time: 1hour
Research project 44
ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
1. Young children are not expected to eat in a good way with knife and fork.
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2. If you dont like certain meals, tell your host days before the dinner party.
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3. You may eat chicken and pizza using knife and fork.
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4. When eating rolls, we dont break off a piece of bread before buttering.
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Research project 45
Appendix five:
Level : 1st year baccalaureate Test : English comprehension
School: Time: 1hour
Halloween festival
Halloween, the time of pumpkins, candies, ghosts, witches and much more, is annually
celebrated on 31 October. That's the night before All Saints Day. Its origins date back thousands
of years to the Celtic festival of Samhaim or The Feast of the Sun, a most significant holiday
of the Celtic year. This day not only marked the end of summer but also the season of darkness
as well as the beginning of the New Year on 1 November. Druids (a priest of a religion followed
in Britain, Ireland and France, especially in ancient times) in Britain and Ireland would light
bonfires, dance around them and offer sacrifices of animal and crops. The fires were also
intended to give warmth to the households and to keep free from evil spirits. Through the ages
these practices changed. The Irish hollowed out turnips, placed a light inside to keep away the
bad and stingy Jack. As the legend says, Jack was a man who tricked the devil and after Jack
had died he was allowed neither in heaven nor in hell. With a lantern in his hand he began to
search for a resting place on Earth. This was the original Jack-o-Lantern. Since Halloween came
to America from Ireland (Scotland and Wales) people used pumpkins because they were bigger
and easier to hollow out than turnips. During the centuries the cultures have added their own
elements to the way Halloween is celebrated. Children love the custom of dressing-up in fancy
costumes and going from door-to-door yelling Trick-or-Treat. Adults instead join spooky
parties which are nearly held all over the cities and villages on that special evening. A spooky
decoration, games and frightening food are nuts and bolts for a Halloween party your friends
won't soon forget.
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ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
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Level : 1st year baccalaureate Test : English comprehension
School: Time: 1 hour
Ashura
The Day of Ashura in Morocco has been traditionally a day of celebration and joy.
Ashura, which is celebrated on the tenth day of Muharram across the Muslim World and is
particularly significant for Shia Muslims, where it is a day of mourning.
In Morocco, where the Muslim population is Sunni, the local customs associated with
Ashura vary across the country. But in most cases, people exchange pastry and mixes of nut
fruits and dried raisins and apricot. Additionally, children play with fireworks in the streets and
light a fire called the Sh'ala. (...) Such occasions of popular public display of joy often pre-
existing in local cultures with the Ashura day in order to humiliate and counter the mourning
of their enemies, the supporters of Ali (Shi'a).The latter see this day as a great catastrophe since
it was the day of the death of Hussein and the slaughtering of his army at the battle of Karbala.
However, today in Morocco, the event is not at all associated with the Shia-Sunni conflict and
has little religious significance and is seen as merely a folk tradition. In some regions of
Morocco, the right of Papa Ashur is an activity for children during the festival of Ashura, where
in children wander from one house to another wearing masks and fancy dress costumes asking
for candy and dried fruits or even money and asking the question "the right of Baba Aichor?"
of anyone who answers the door This tradition has become famous recently when it is has been
considered as a substitute for fireworks which usually lead to a range of accidents.
Research project 48
ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
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Appendix six:
Moroccan cuisine
Moroccan cuisine has long been considered as one of the most diversified cuisines in the
world. This is a result of the centuries-long interaction of Morocco with the outside world. The
cuisine of Morocco is mainly Berber-Moorish, European, Mediterranean cuisines. The cuisine
of Morocco is essentially Berber cuisine (sometimes referred to as the Moorish cuisine). It is
also influenced by Sephardic cuisine and by the Moriscos when they took refuge in Morocco
after the Spanish Reconquista. Spices are used extensively in Moroccan food. While spices
have been imported to Morocco for thousands of years, many ingredients such as saffron from
Tiliouine, mint and olives from Meknes, and oranges and lemons from Fez, are home-grown.
Chicken is the most widely eaten meat in Morocco. The most commonly eaten red meat in
Morocco is beef; lamb is preferred but is relatively expensive. The main Moroccan dish most
people are familiar with is couscous, the old national delicacy. Beef is the most commonly eaten
red meat in Morocco, usually eaten in a Tagine with vegetables or legumes. Chicken is also
very commonly used in Tagines, knowing that one of the most famous tagine is the Tagine of
Chicken, potatoes and olives. Lamb is also consumed () Moroccan lamb does not have the
pungent flavor that Western lamb and mutton have. Poultry is also very common, and the use
of seafood is increasing in Moroccan food. Among the most famous Moroccan dishes
are Couscous, Pastilla (also spelled Bsteeya or Bestilla), Tajine, Tanjia and Harira. Although
the latter is a soup, it is considered as a dish in itself and is served as such or with dates especially
during the month of Ramadan.
Research project 50
ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
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Level : 2nd year baccalaureate Test : English comprehension
School: Time: 1 hour
British Cuisine
British cuisine is the specific set of cooking traditions and practices associated with
the United Kingdom. British cuisine has been described as "unfussy dishes made with quality
local ingredients, matched with simple sauces to accentuate flavor, rather than disguise it.
However, British cuisine has absorbed the cultural influence of those who have settled in
Britain, producing many hybrid dishes, such as the Anglo-Indian chicken tikka masala. Celtic
agriculture and animal breeding produced a wide variety of food stuffs for
indigenous Celts and Britons. Anglo-Saxon England developed meat and savory herb stewing
techniques before the practice became common in Europe. The Norman Conquest introduced
exotic spices into England in the middle Ages. The British Empire facilitated a knowledge
of India's elaborate food tradition of "strong, penetrating spices and herbs". Food rationing
policies, put in place by the British government during wartime periods of the 20th century, are
said to have been the stimulus for British cuisine's poor international reputation. It has been
claimed, contrary to popular belief, that people in southern England eat more garlic per head
than the people of northern France. British cuisine has traditionally been limited in its
international recognition to the full breakfast, fish and chips, and the Christmas dinner. Other
famous British dishes include the Sunday roast, steak and kidney pie, shepherd's pie, and
bangers and mash. British cuisine has many regional varieties within the broader categories
of English, Scottish and Welsh cuisine. Each have developed their own regional or local dishes,
many of which are geographically indicated foods such as Cornish pasties, the Yorkshire
pudding, Cumberland Sausage, Arbroath Smokie, and Welsh cakes.
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ARE THESE STATEMENTS TRUE OR FALSE. JUSTIFY.
1. British cuisine has absorbed the cultural influenced of those who have settled in
Europe.
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2. Anglo-Saxon England was pioneer to develop stewing techniques.
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3. It has been claimed that People in northern France eat more garlic per head.
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4. British cuisine is unified.
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