Purpose This study aims to examine diachronic changes in cultural representation across two editions (2004 and 2019) of the Yilin English as a Foreign Language textbooks used in China. Design/methodology/approach Using both quantitative and qualitative content analysis, the research compares the 2004 and 2019 editions and explores the reasons behind the changes from the perspective of social practice. Findings Drawing on Cortazzi and Jin (1999) classification of culture, the findings show that, compared to the 2004 edition, the 2019 edition: changes its cultural emphasis from mainly target culture to greater emphasis on Chinese culture; features a more consistent and pedagogically effective layout and mode of cultural presentation; and reflects influences from curriculum reforms and broader sociopolitical factors. Originality/value The study emphasises the ideological role of textbooks as cultural artifacts and offers both theoretical and practical implications for enhancing intercultural communicative competence and improving textbook design.
Cheng et al. (Thu,) studied this question.