Résumé:
This study attempts to highlight the representation of the target culture in foreign language
classrooms in Algeria. More specifically, it considers the integration of the cultural
components in the third year secondary school textbook of English “New Prospects”.
Therefore, an attempt is made to investigate the teachers’ understanding of culture, its
teaching, and also their views about the place that culture occupies in “New Prospects”. It is
hypothesised that the textbook does not integrate sufficient cultural content that enables
foreign language learners to acquire some cultural understanding and awareness. In order to
test the hypothesis, this study is led through a qualitative method by evaluating “New
Prospects” as a way to investigate the inclusion of the target culture (TL) culture in this
textbook; and a quantitative one by addressing a questionnaire to thirty secondary school
teachers in Jijel. The results have shown that the target culture is not well-presented in “New
Prospects” textbook. Besides, the findings of the teachers’ questionnaire have revealed that
secondary school teachers do not have sufficient knowledge about the target culture and the
way this latter should be taught.