A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective

Yuxi Guo

doi:10.47297/wspiedWSP2516-250014.20261007

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A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective

Volume 10, Issue 7

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A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective
A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective
School of Foreign Languages, Yancheng Teachers University, English Teacher Education, Yancheng, Jiangsu, 224002, China
Vol. 10, Issue 7, Pages: 65-69(2026)
Online First：28 August 2026，

Published：30 July 2026
DOI：10.47297/wspiedWSP2516-250014.20261007
Accepted：

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Guo Yuxi.A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective[J].Journal of International Education and Development,2026,10(07):65-69.
DOI：

Guo Yuxi.A Critical Review of Research on Cultural Representation in Chinese PEP Senior High School English Textbooks from A Global Englishes Perspective[J].Journal of International Education and Development,2026,10(07):65-69. DOI： 10.47297/wspiedWSP2516-250014.20261007.

摘要

Abstract

As English is an international language

cultural representation in textbooks has become a significant concern in senior high school English education in China. English textbooks published by the People's Education Press have drawn increasing attention because they are designed to foster students' linguistic competence

cultural awareness and intercultural communication skills. Existing research has examined these textbooks in terms of cultural categories

textbook comparisons

cultural orientation and multimodal presentation. However

this body of textbook research has not been sufficiently evaluated from a Global Englishes perspective. This thesis critically reviews fifteen selected studies on cultural representation in these textbooks. Two questions are addressed: (1) What are the main findings of existing research on cultural representation in PEP senior high school English textbooks? (2) What are the key limitations of this research from a Global Englishes perspective? Through thematic review and critical synthesis

it is found that previous studies have generally identified the increased visibility of Chinese culture

uneven cultural distribution and growing attention to multimodal presentation. Culture is still often evaluated through quantity

balance and curriculum alignment

with limited attention given to English ownership

intercultural mediation and learner agency. The paper argues that future research should move beyond counting cultural elements and comparing national cultures and should further examine how textbooks construct English users

cultural identities

intercultural relations and students' participation in global communication.

关键词

Keywords

references

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