Analyzing Intercultural Communicative Aspects in English for Palestine 12th Grade Textbooks

Abstract

This study probed the intercultural communicative competence (ICC) aspects introduced in English for Palestine 12th grade textbooks. Byram’s ICC model (1997) was employed as a theoretical framework to analyze content of the textbooks. The main findings, among others, revealed that ICC aspects were not distributed evenly throughout the curriculum. The textbooks lacked numerous basic aspects required for developing students’ ICC. Little attention was devoted to raise students’ critical cultural awareness and understanding about other cultures. In light of these findings, the study recommended placing due emphasis on more ICC aspects in the curriculum and maintaining proper balance among them.