Intercultural Analysis of Grade 12 Compulsory English Textbook: Content Analysis

Abstract

In the context of globalization and increasing cross-cultural communication, the ability to communicate effectively across cultures has become a fundamental necessity for language learners. English language teaching has, therefore, expanded beyond linguistic capability to include intercultural communicative competence, particularly in ESL and EFL contexts like Nepal. As key academic tools, English textbooks serve as important mediators of cultural knowledge, making the integration of intercultural content a significant area of inquiry. This study aims to explore the representation of cultural content and examine how interculturality is incorporated in the selection and organization of materials in the Grade 12 compulsory English textbook prescribed by the Curriculum Development Centre of Nepal. Employing a qualitative research design, the study adopts content analysis with observation checklist and analysis framework as the primary data collection method and utilizes thematic analysis for data interpretation. The findings indicate that the textbook incorporates international, target, and source cultural elements; however, the representation is not fully balanced. Target culture is more prominently emphasized, while international and source cultures receive comparatively limited attention across themes such as religion, customs, gender, and artistic expressions. The study emphasizes the need for balanced cultural representation to effectively promote learners’ intercultural communicative competence and recommends greater curricular flexibility in integrating diverse cultural perspectives.