A Comparative Analysis of Multimodal Native Cultural Content in English-Language Textbooks in China and Mongolia

This article examines the multimodal native cultural content in two sets of English-language textbooks widely used public junior high schools China and Mongolia. A pre-existing analytical framework was adapted for this analysis. Through framework, paper aims to analyze compare distribution chosen textbooks. The results reveal that books contain diverse content, despite significant imbalance between Big “C” Small “c” categories each set. also have different emphases on representing these elements. We argue previous studies overgeneralized language textbooks’ content. Learners’ intercultural communicative competence development may be impacted by overemphasis shortage some books. concludes with implications textbook design classroom teaching calls further teachers’ learners’ perceptions