Immigrant learners’ cultural identities in the vocabulary input of efl textbooks through prototypical associations

  1. María Daniela Cifone Ponte 1
  2. Jaqueline Mora Guarín 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Ano de publicación: 2021

Número: 21

Páxinas: 14-51

Tipo: Artigo

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DOI: 10.12795/ELIA.2021.I21.03 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Elia: Estudios de lingüística inglesa aplicada

Obxectivos de Desenvolvemento Sustentable

Resumo

In recent decades, scholars’ atte ntion has been focused on how the target and source cultures can be integrated to EFL materials. Despite significant progress in this respect, the source culture is still considered as the predominant cu lture in a classroom, even in countries where immigration is reaching unprecedented numbers (Suárez Orozco, 2001; McKay, 2003). This poses some challenges for selecting the vocabulary input for EFL materials and promoting cultural diversity in the classroom. For this reason, since semantic prototypes are anchored in the categorisation of mental lexicon (Taylor, 1989; Aitchison, 2003), they may shed light on what cultural words are being and should be integrated to EFL textbooks to foster the integration and balance of predominant and non-predominant cultures. This study aims to ex amine whether immigrant learners’ cultures are evidenced in the vocabulary input of two EFL textbooks used in La Rioja, Spain; and to analyse if these cultural identities are represented through prototypical associations by means of two semantic categories: free-time activities and festivities. The results suggest that (i) the target cult ure is pervasive while immigrant students’ cultures are scarcely included in EFL materials; (ii) there are similarities and differences regarding the cultural aspects drawn through prototypical associations in the two EFL textbooks selected; and (iii) the cultural identity aspects are scarce because most of the vocabulary input of EFL textbook s is focused on the use of words from the target language. The present study has implications for textbooks publishers and multilin gual learners as it provides insights into the unbalanced cult ural picture that EFL textbooks draw through word associations.

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Información de financiamento

This research has been generously supported by FEDER/ Ministerio de Ciencia, Innovación y Universidades, and Agencia Estatal de Investigación under Grant PGC2018-095260-B-100.

Financiadores

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