CULTURAL REPRESENTATION IN OMANI CURRICULUM: AN ANALYSIS OF ENGLISH TEXTBOOKS GRADES (5-12)

Abstract

This quantitative study investigates the representation of source, target, and international cultures in English language textbooks used in Omani government schools. Using Cortazzi and Jin's (1999) approach and Stuart Hall's (1997) theory of representation, it analyzes how cultural content influences students' intercultural awareness. Data was acquired by rigorous coding of textual and visual materials in specified exercises of the textbooks taught in Omani government schools. The findings imply a strong focus on Omani culture, with little exposure to target and global cultures. To promote students’ global competence while preserving national identity, the study recommends a more balanced approach to cultural representation, curriculum changes, extracurricular resources, and professional teacher development