The Decline of the Number and the Diversity of Intercultural Communication Topics in English Textbooks for Junior and Senior High School Students

Abstract

Intercultural communication topics (ICT) have been regularly adopted in English textbooks for junior and senior-high school students. The topics are expected to raise students' awareness toward the difference of communication styles which emerge between the speakers of Japanese and those of other languages. Despite the important role of ICT in English textbooks, either qualitative or quantitative analyses concerning it have not been carried out in a comprehensive manner since they first appeared. A comparative analysis of old English textbooks which were authorized in 1986-1987 and new ones authorized 2006-2007 was conducted in this study. The result shows (1) the numbers and diversity of ICT categories have been decreasing, and (2) the ratio of description explaining background of communication styles difference has been declining. One possible reason for the results is inferred as follows: English teachers and editors who design English textbooks tended to recognize ICT as interesting reading topics rather than as a trigger to foster intercultural communication competence. The phenomenon of ICT may be regarded as having passed in spite of increasing opportunities for intercultural communication in Japanese society.