A Contrastive Analysis of Cultural Content in Third-Year Primary and First-Year Middle school English Textbooks in Algeria

Abstract

This study investigates the cultural content of two English language textbooks used in Algerian schools: the third-year primary textbook and the first-year middle school textbook. The research was supported by recent educational reforms that introduced English at the primary level for the first time in Algeria. Through a contrastive analysis, the study aims to compare how culture is presented in both textbooks. The approach used combined qualitative and quantitative methods, with content analysis as the main tool. The analysis was guided by two key frameworks: Cortazzi and Jin’s (1999) model, which classifies culture into local, target, and international categories; and the Big “C” / Small “c” culture model, which distinguishes between formal cultural knowledge and everyday cultural practices. Finally, the findings reveal that both textbooks emphasize local culture, with the primary textbook showing a stronger focus. Additionally, both books present a balanced representation of Big “C” and small “c” culture, covering a wide range of cultural themes. These results offer important insights into how English language materials in Algeria promote cultural awareness and support intercultural competence in young learners