CULTURAL DISTRIBUTION IN ENGLISH TEXTBOOKS ACROSS THREE CIRCLES

Abstract

This study evaluates the cultural material contained in texts and visuals of English textbooks developed across multiple English-speaking regions as per Kachru's three-circles paradigm. The research examines textbook presentation quality of cultural elements based on Kachru's inner and outer along with expanding circles as well as their geographical dispersion balance. Students gain numerous advantages from multicultural approaches to English Language instruction since cultural elements implement both academic and social advantages for intercultural communicative competence. This study conducts a qualitative content analysis of three English language textbooks, each selected based on Kachru’s model of World Englishes, which categorizes English use into inner, outer, and expanding circles. The analysis focuses on Sunshine from Türkiye, representing the expanding circle; New Headway from the United Kingdom, representing the inner circle; and Hornbill from India, representing the outer circle. The study investigates how cultural elements appear and are distributed throughout the textbooks grouped according to Kachru’s linguistic zones. The three textbooks use cultural materials originating from inner circle but also include components derived from outer circle and expanding circle backgrounds. The cultural contents distribute differently among these teaching materials. The cultural content material in Sunshine (Türkiye) and New Headway (UK) appears irregular throughout the books yet Hornbill (India) shows equal representation of cultural elements throughout its entire content. Success at intercultural communication requires textbook content to be presented in balanced ways according to intercultural communicative competence standards. An achievement of learning targets by English textbooks depends on their ability to deliver intercultural communicative competence with balanced equilibrium.