Textbooks as Cultural Resources: An Analysis of Cultural Representation in Thai Grade 7 English Textbooks

บทคัดย่อ

This study analyzes the representation of cultural content in Ministry-certified Grade 7 English textbooks in Thailand and examines teachers' perceptions and classroom use of this cultural content. The study employed a qualitative research design with supplementary quantitative frequency counts. The sample consisted of six Ministry-certified Grade 7 English textbooks and five English teachers. Data were collected through qualitative content analysis of textbook texts and visuals, and semi-structured interviews with teachers. Cultural content was categorized into five categories: Source Culture, Target Culture, International Culture, Global Culture, and Interactional Culture, and analyzed using frequency counts and thematic analysis. Each textbook was analyzed individually, with 330 cultural items identified through systematic content analysis, followed by a comparison of overall trends across the six textbooks. Although the distribution of cultural categories varied among the textbook series, several common patterns emerged. Target culture (e.g., British and American contexts) was generally the most prominent category, whereas Global Culture and especially Interactional Culture received comparatively limited attention. This pattern indicates a limited representation of diverse cultural perspectives and a concentration on native-speaker contexts. While some Thai culture was included, it was often presented superficially rather than as a basis for intercultural reflection. Interview findings showed that Thai cultural content supported student engagement, whereas the limited international perspectives reduced opportunities for broader intercultural exposure. The findings highlight the need for a more balanced integration of Source, Target, International, Global, and Interactional Cultures to better support the development of intercultural communicative competence among Thai learners.