An Analysis of Cultural Elements in Count Me In: A Sociocultural Knowledge Criteria of CEFR and Kachru’s Three Circles Model

Abstract

As a result of globalization, technological advances, travelling facilities and internet, more communities from diverse cultures begin to interact and share their daily lives. Today, English is utilized for communication prevalently occurred in the encounters among the people whose native languages are not English. For this reason, main goal of instructing English is being competent enough in intercultural interactions. With the emergence of “globalization” paradigm and its effects on social, economic and ethical fields, the necessity of interaction between different cultures, the importance of mutual tolerance and respect becomes more essential in the progress of time. Being able to interact in English necessitates being able to appreciate different traditions, daily lives, values and beliefs. Common European Framework of Reference for Languages also emphasizes the necessity of teaching culture. Consequently, this research analyses the content and seeks to evaluate the presence of the culture oriented contexts and visuals related to Inner, Outer, and Expanding Circles regarding the sociocultural knowledge elements of CEFR in 10th grade Count Me In English course book. This study reveals that the course book employs most of the sociocultural knowledge elements of CEFR moreover it predominantly reflects the culture related contexts and images of Inner Circle and Expanding Circles regarding the sociocultural knowledge elements of CEFR. Especially, Sociocultural knowledge elements of CEFR related to source country Turkey and USA cover very large proportion of the course book. The analyzed course book involves a small percentage of the sociocultural knowledge elements of CEFR related to Outer Circle countries.