Korean English Textbooks and the Curricular Goal of Cultivating Intercultural Communicative Competence

This study examines the extent to which Korean middle-school English textbooks align with the goal of cultivating intercultural communicative competence, as expressed in the 2015 national curriculum for English. Employing both qualitative and quantitative methods, it analyzes four sets of textbooks, totaling 12 books, developed under the 2015 curriculum. The analysis focuses on (1) diversity of people, (2) interaction patterns and accents, (3) cultural diversity, and (4) statements for intercultural attitudes, as represented in the textbooks. The study finds that these efforts are undermined by several issues: (1) bias in the visual presentation of people; (2) an inner-circle-centered approach to interaction patterns; (3) dominance of nativespeakerism; (4) preference for American and European cultures; (5) excessive focus on traditional Korean culture; (6) the use of specially designated sections for cultural presentations; and (7) a lack of robust statements supporting intercultural attitudes. It reveals gaps in achieving the curriculum's intercultural goals, highlighting the need for comprehensive reform. The study concludes with a discussion on the implications of these findings for authorizing bodies, textbook developers, and teachers, urging for reforms to better support intercultural goals and enrich students’ learning experiences.