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Teaching Culture in Introductory Foreign Language Textbooks pp 75–122Cite as

Palgrave Macmillan

Québec Content in Text

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Abstract

This chapter analyzes how textbook producers have presented Quebec’s cultural narrative through text in beginning-level textbooks. It introduces a means of analyzing the texts in a way that is useful for teachers and materials developers by drawing upon Byrnes, Maxim, and Norris’ (Mod Lang J 94(1): 1–8, 2010) curriculum development project. That project operationalized social-semiotic linguistic theory to conceptualize content and language integration. Accordingly, Chapelle identified the genres that are used to express aspects of Quebec’s cultural narrative in the sixty-five French textbooks under investigation. The two most prominent genres were history genres and casual conversation, both of which are exemplified by multiple texts from the textbooks. Chapelle’s analysis illustrates how the genres are developed by using particular linguistic patterns, thereby demonstrating how the content-language connection can be made by using genre as the link between the two. Implications for the analysis of text accessibility for beginning-level students are described.

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Authors and Affiliations

  1. Iowa State University, Ames, Iowa, USA

    Carol A. Chapelle

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  1. Carol A. Chapelle
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Chapelle, C.A. (2016). Québec Content in Text. In: Teaching Culture in Introductory Foreign Language Textbooks. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-49599-0_3

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  • DOI: https://doi.org/10.1057/978-1-137-49599-0_3

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-49598-3

  • Online ISBN: 978-1-137-49599-0

  • eBook Packages: Social SciencesSocial Sciences (R0)

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