Investigating the Algerian National Cultural Representations in the Third-Year Primary Textbook of English « My Book of English »

Abstract

This study investigates the cultural representation embedded in My Book of English, the officially prescribed English language textbook for third-year primary learners in Algeria. Grounded in a mixed-methods approach that combines qualitative content analysis of the textbook with a questionnaire administered to primary school teachers, the research evaluates the extent to which Algerian cultural symbols, traditions and diverse identities are incorporated and how these elements align with the ideological and pedagogical objectives outlined in the national didactic guide. The findings reveal a selective and superficial inclusion of cultural content, with notable omissions of regional diversity and traditional practices particularly Amazigh heritage and major Algerian festivities. Teacher responses further stress concerns regarding the lack of intercultural depth and national representativeness in the material. The study concludes that while My Book of English reflects certain national educational policy aims, it falls short of fostering an inclusive and critically aware cultural framework. Accordingly, the dissertation calls for curricular reform that not only affirms national identity but also cultivates intercultural competence in young Algerian learners