Reprezentacija britanske kulture u udžbenicima engleskoga jezika

master's thesis

• Title (english): Representation of British culture in English language textbooks
• Author: Saša Đikić
• Mentor: Marija Bartulović (mentor)
• Mentor: Renata Geld (mentor)
• Committee member: Renata Geld (predsjednik povjerenstva)
• Committee member: Stela Letica Krevelj (član povjerenstva)
• Committee member: Marija Bartulović (član povjerenstva)
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of Pedagogy); Zagreb
• Granter: University of Zagreb; Faculty of Humanities and Social Sciences; (Department of English language and literature); Zagreb
• Defense date and country: 2021-09-22, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy
• Scientific / art field, discipline and subdiscipline: HUMANISTIC SCIENCES; Philology; Anglistics

Abstract

Ovaj se rad bavi kritičkom analizom načina na koji je britanska kultura zastupljena u udžbenicima engleskog jezika za osnovnu i srednju školu koji su dostupni na hrvatskom tržištu. Cilj rada bio je istražiti je li reprezentacija britanske kulture u udžbenicima realna, odnosno jesu li neki elementi kulture izostavljeni i jesu li drugi naglašeni kako bi se kultura predstavila na drugačiji, željeni način. Analiza pet različitih udžbenika tri različita britanska izdavača provedena je pomoću instrumenta razvijenog u tu svrhu i temeljenog na teorijskom okviru koji se bavi definiranjem kulture za potrebe ovog rada. Rezultati analize pokazuju da su prikazi britanske kulture u analiziranim udžbenicima (Headway Pre-Intermediate, New Success Elementary, Project Explore 1, Smiles 1 i Solutions Pre-Intermediate) općenito nerealni i da je kultura UK prikazana u način koji dominantno naglašava pozitivne elemente, čineći prezentaciju površnom i stereotipnom. Iako među udžbenicima postoje razlike u stupnju realizma u pogledu prikaza kulture, niti jedan od analiziranih udžbenika ne bavi se podjelama na političkoj, nacionalnoj, rasnoj, etničkoj, ekonomskoj, ideološkoj ili vjerskoj osnovi na donekle ozbiljan način. Udžbenici engleskog jezika danas su uglavnom napisani za veliki broj tržišta koja se razlikuju po nizu parametara, a uključivanje takvih podjela potencijalno bi ugrozilo prodaju udžbenika, a time i dobit izdavača, što je, s pedagoške perspektive, problem to zaslužuje kritički pristup.

Abstract (english)

This thesis deals with a critical analysis of the way in which British culture is represented in English textbooks for primary and secondary school which are available on the Croatian market. The aim of the paper was to investigate whether the representation of British culture in textbooks is realistic, i.e., whether some elements of culture are omitted and whether others are emphasized in order to present culture in a different, desired way. The analysis of five different textbooks from three different British publishers was conducted using an instrument developed for this purpose and based on the theoretical framework that deals with defining culture for the purposes of this paper. The results of the analysis show that the depictions of British culture in the analyzed textbooks (Headway Pre-Intermediate, New Success Elementary, Project Explore 1, Smiles 1, and Solutions Pre-Intermediate) are generally unrealistic and the UK culture is presented in a way that dominantly emphasizes positive elements, making the presentation superficial and stereotypical. Although there are differences among the textbooks in the degree of realism regarding the presentation of culture, none of the analyzed textbooks deals with divisions on political, national, racial, ethnic, economic, ideological or religious grounds in a somewhat serious way. English textbooks are nowadays largely written for a large number of markets that are different across a range of parameters, and incorporating such divisions would potentially undermine the sales of the textbooks and thus the publishers` profits, which, from a pedagogical perspective, is a problem that deserves to be approached critically.

• Keywords: Engleski jezik; udžbenik; kultura
• Keywords (english): English language; textbook; culture
• Language: english
• URN:NBN: urn:nbn:hr:131:255674
• Study programme: Title: Pedagogy (double major); Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra pedagogije (magistar/magistra pedagogije)
• Study programme: Title: English Language and Literature (double major); specializations in: Linguistics, Literature and Culture, Translation, TEFL; Course: TEFL; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra engleskog jezika i književnosti (magistar/magistra engleskog jezika i književnosti)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Public note: Ovo je interdisciplinarni rad iz područja kritičke pedagogije i anglistike - smjera TEFL odnosno poučavanje engleskoga kao stranoga jezika
• Created on: 2021-09-23 13:51:21