This study presents a comparative analysis of cultural representation in junior middle school English textbooks from China (Go for it!) and Japan (NEW CROWN). Drawing on Cortazzi and Jin’s tripartite framework of culture—local, international, and target—the research examines how cultural elements are embedded in word lists, illustrations, dialogues, and passages. The findings reveal clear contrasts between the two series: Go for it! emphasizes Chinese local culture and integrates target culture largely through modern pop references, while offering limited exposure to international culture. In contrast, NEW CROWN adopts a more balanced approach, presenting a wider range of local, international, and target cultural content, often reinforced through continuity across grades and multimodal presentation. These differences reflect broader educational orientations, with China prioritizing cultural identity and communicative practice, and Japan promoting intercultural awareness and global perspectives. The study argues that future textbook development in China would benefit from increasing the depth and diversity of international cultural content, while also pairing cultural passages with illustrative support to enhance comprehension. Overall, the research underscores the role of textbooks as vehicles for cultural transmission and calls for a more integrated approach to cultivating intercultural competence in English language education.
Ruxin Wang (2025) studied this question.