Cultural Stereotypes in Foreign Language Textbooks: A Systematic Review of Visual Representation
DOI:
https://doi.org/10.17507/tpls.1506.23Keywords:
cultural stereotypes, foreign language textbooks, gender bias, intercultural competence, visual representationAbstract
This systematic review examines cultural stereotypes depicted in visual content of foreign language textbooks, considering their impact on intercultural education. The research addresses the critical need for understanding how stereotypes in textbooks influence students' cultural perceptions and biases. Using a PRISMA-guided review of 24 articles, the study analyzes how textbooks visually represent different cultures and gender roles. Findings reveal that cultural stereotypes are frequently reinforced, with visuals heavily dominated by Anglo-Saxon target cultures, while local cultures are often exoticized and depicted in static, traditional images. Additionally, gender stereotypes remain pervasive, portraying women in passive roles and men in dominant positions. These stereotypical portrayals potentially hinder intercultural understanding and reinforce existing biases among learners. However, the review identifies examples where textbooks successfully promote cultural inclusivity and diversity through balanced representations. This study implies that textbook developers should intentionally incorporate inclusive, dynamic, and balanced visuals to facilitate critical intercultural learning. The paper concludes with recommendations for addressing existing gaps, including the need to explore teachers' and students' perceptions, internal cultural diversity, and visual content in digital textbooks.
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