Abstract:
The implementation of the Common European Framework of Reference (CEFR) in English language
teaching prompted the Malaysian Ministry of Education to substitute the locally produced textbooks with
imported textbooks. Notwithstanding the merits of CEFR-aligned textbook, the question that arises is whether
the global textbook fulfil the local students’ requirements, especially the ones prescribed as the basic textbook
in Malaysian English classrooms. Hence, the purpose of this study is to examine the generic structure and
cultural representation of CEFR-aligned textbook in particular reading text to determine which genre is more
dominant, types of culture and how cultures are represented. The study employed a qualitative research design
where content analysis is being used for data collection. The study yielded three main findings. First, it was
found that the most dominant genre in the reading texts is expository. Second, the proportion of source culture,
target culture and international target culture are treated unequally. Third, in pertinence to how cultures are
presented, the author attached more weight to the sociological aspect. The paper culminates with
recommendations and concluding remarks, hoping to shed light on the content of Pulse 2 textbook in the
Malaysian context. |
Keywords:
Malaysian English curriculum, Common European Framework Reference (CEFR),
content analysis, generic analysis, cultural analysis. |
