Résumé:
This study evaluates the cultural content of Algerian fourth-year English as Foreign
Language (EFL) textbooks at the primary school level using critical approaches in applied
linguistics and critical pedagogy. Critical Pedagogy (CP) views education as a social process
aimed at liberating individuals through Conscientization, primarily achieved through dialogue.
The primary focus is on assessing how effectively the cultural components within the "My Book
of English" textbook promote cultural awareness and reflection from a critical pedagogy
perspective. The study addresses the main question: How effective are the cultural components
in fostering cultural awareness and reflection in the reading texts of "My Book of English"?
Additionally, it explores five sub-questions. To answer these, a checklist based on Kouira's
(2021) criteria was used for textual analysis. Responses from 60 primary school teachers in
Jijel, Algeria, collected via email and social media questionnaires, supplemented the checklist-
based analysis. Findings indicate that "My Book of English" exhibits bias towards urban,
middle-class values and struggles to clearly convey important cultural values and norms due to
unclear organization of cultural content, whether explicit or implicit
