English has spread across the globe and it is spoken with varying pronunciations, lexical items, spellings, and grammatical structures across diverse regions and cultures. This has resulted in questioning what should represent the language for a new learner. The aim is to gain insight into how culture is presented in the ELT textbook series Champ and to examine English teachers' opinions on cultural representation in language teaching in Sweden. The Champ textbooks series for grade four underwent an analysis using Byram's criteria for cultural content (Byram, 1989). Data was collected by interviewing teachers and doing a content analysis of the Champ textbook. The findings show that the Champ does fulfil the necessary cultural requirements in the curriculum but does lack local cultural representation. The data demonstrated that teachers lack knowledge and understanding of cultural representation in language teaching. The result also revealed that teachers use the same material differently as some use the textbook more frequently than others, and due to financial situations, there are differences in using the extra material connected to the textbook.

The rationale behind this study concerns the issues school administrators and teachers of expatriate students face over the progress and placement of the growing number of these students in mathematics classrooms in various countries brought about by the demographical changes occurring in this globalization era. This study aimed to present a method of examining lower secondary school mathematics textbooks with the purpose of evaluating students' expected past learning and comparing students' expected mathematics learning across the different curricula. It is anticipated that such an investigation will be of value to those responsible for the correct level of placement of these students.Six sets of textbooks from four countries on the Asia-Pacific rim, namely Australia, Brunei, China and Singapore, were selected for this study. The textbook content of each country was analyzed in terms of strand weighting and content details, and then coupled with information gained from interviews with teachers. This led to the findings which addressed the various issues raised.The findings facilitated a comparison of the learning paths offered by the various textbooks, fleshed out the differences and similarities of the various curricula and made available detailed comparisons of the textbooks' content in terms of topics covered. The analytical procedure of the examination of text content as presented in this study is itself a diagnostic technique for assessment of the students' past learning, which addressed the main objective of the study.The findings will be of interest to all who are interested in the mathematics taught in the countries involved. / Outcomes will be particularly useful to curriculum planners and textbook writers as well as the administrators and teachers of International Schools and other schools enrolling expatriate students from these countries. The study offers a 'simplistic' way of evaluating textbooks to assess students' learning progress, and highlights the traits of the countries' curricula to provide a general idea of the mathematics ability expected from the expatriate students residing in these countries.

Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

Drawing on the assumptions that old ideologies persist over a long period of time, impact on intercultural communication, and can be identified in texts, this study is a critical analysis of the content of an English as a Foreign Language (EFL) textbook, which was published between 1983 and 1988 in communist Romania. Specifically, the research questions of the present study are: 1) How do the EFL textbook‘s readings represent the relationship between Romanian and non-Romanian people?, and 2) What are the sociopolitical implications of these representations? Based on critical discourse analysis (CDA), as well as content analysis and literary theory, the method of analysis of this study builds on central concepts such as ideology and intertextuality, and delivers a multilayered framework of analysis that comprises the historical and ideological context of the texts, as well as the context of other texts. The findings show that the communist ideology was legitimated and transmitted in language textbooks, and, compared to the Romanians, non-Romanians were unequally represented.

The problem of this study was to trace through available sources the history of Norma and Mel Gablers' work concerning the curricular appropriateness of textbooks and interpret in terms of motivation, scope, and effectiveness the identified impact of their work. The purpose of this study was to present a comprehensive report documenting specifically that which the Gablers have done, said, and represent. A chronology of events of the Gablers' textbook involvement from 1961 through 1981 has been recorded. Material written and/or distributed by the Gablers through their organization, Educational Research Analysts, has been reviewed and summarized with extensive documentation to convey the philosophy and intentions of the Gablers since their work in this area began. Specific passages of textbook content petitioned against by Norma Gabler before the Texas State Textbook Adoption Committee have been presented as organized around the Gabler outline, "Textbook Reviewing by Categories." Media presentations featuring the Gablers have been reviewed for the purpose of informing others about what types of information have been presented to the American public about this issue and to offer a glimpse into the human nature characteristics of the Gablers as personalities. Professional educator reaction into this probe of textbook content is offered to relate the numerous concerns expressed about the monitoring of educational materials. Finally, an analysis of the Gablers' efforts and identified observations as to their effectiveness and influence have been recorded conveying the extent and success of the Gabler involvement as it pertains to textbook content.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal