The Representation of the Target Culture in the AlgerianSecondary Schools in Relation to Textbooks and TeachersThe Third Year Level “New Prospects”, Algeria

Abstract

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.