Cultural representation in ELT textbooks: an analysis of reading passages in super minds 5-6

The integration of cultural content in English Language Teaching (ELT) materials plays a vital role in raising learners’ intercultural awareness. This study investigated how cultural representations are embedded in the reading passages of Super Minds 5 and Super Minds 6, primary-level English textbooks published by Cambridge University Press. A total of 36 reading texts from the “Reading for Pleasure” and “Skills” sections were examined using a content analysis approach. Using Moran's (2001) 4P framework, cultural elements were initially analyzed. All identified elements were further classified by cultural origin as source culture, target culture, or international culture, based on Cortazzi and Jin’s (1999) model. Findings revealed a strong emphasis on cultural products, while perspectives and persons are significantly underrepresented. The texts predominantly reflect target cultures, particularly British and American contexts, with limited references to learners’ own cultural backgrounds or broader international perspectives. Overall, the results suggest that while cultural content is present, it remains largely Western-centric, potentially restricting opportunities for learners to engage with diverse cultural essences. The study highlights the importance of broadening cultural representation in ELT materials, providing a foundation for further dialogue on the role of cultural context in language education and the development of more inclusive and globally aware teaching resources.