Western Cultural Representation in English Language Textbooks Used in Libyan International Schools

Abstract

This study examines the cultural representations in English language teaching (ELT) textbooks used in four Libyan international schools. Grounded primarily in Cultural Imperialism Theory and supported by Representation Theory, Hidden Curriculum Theory, and socio-semiotic perspectives, the study explores how cultural meanings are embedded in educational materials. Accordingly, A qualitative content analysis supported by descriptive quantitative frequency counts was conducted on seven ELT textbooks, identified six main categories: Religion, Food and Drink, Social Behavior, Language and Content, Gender Relations, and Dress Styles. Seven textbooks were analyzed, yielding 137 coded instances of cultural representation. Findings reveal a dominance of Western cultural content, often misaligned with Libyan sociocultural and Islamic values. The study found that ELT textbooks can carry implicit ideological messages that shape learners’ cultural perceptions. It stresses the need for culturally balanced materials, particularly in settings where local cultural and religious values are important considerations in education.