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Aghaei K. Teachers’ Perception(s) on Language Literacy Practices Represented in an EFL Textbook. JCALS 2024; 1 (2) : 9
URL: http://cals.gonbad.ac.ir/article-1-50-en.html

This qualitative case study explores the impact of foreign English language textbooks on educators' perceptions within Iranian English language institutes, using multiliteracies theory as a framework. The study seeks to understand how teachers' views align with or differ from the literacy practices presented in these textbooks; an area that has been underexplored in English as a Foreign Language (EFL) instruction. Data were collected through interviews with teachers, providing a comprehensive analysis of their perspectives on the literacy practices embedded in these textbooks. The findings reveal a strong preference among teachers for foreign English language textbooks, which play a central role in their teaching practices. "Interchange," in particular, was highlighted for its effectiveness in introducing students to diverse cultures and the Anglophone worldview. Teachers appreciated how it broadened students' cultural awareness and understanding of different perspectives. However, the study also identifies challenges. Teachers noted discrepancies between the literacy practices in these textbooks and those rooted in their own society, leading to a sense of marginalization among learners. This disconnect suggests that while foreign textbooks can enrich the curriculum, they may also create cultural gaps that affect students' engagement. By addressing both the benefits and challenges of using foreign English textbooks in Iran, this study contributes to New Literacy Studies and English language literacy education. It provides insights that can help policymakers and educators develop a more inclusive and contextually relevant pedagogical framework in Iranian English Language Institutes (ELIs).