INTEGRATING LOCAL CULTURE IN PRIMARY ENGLISH TEXTBOOKS: A MULTIMODAL ETHNOPEDAGOGICAL ANALYSIS Luthfi Awwalia (a), Qurrotu Inayatil Maula (b)
a) English for Business and Professional Communication, UPN ^Veteran^ Jawa Timur, Surabaya,
Indonesia
b) Primary School Teacher Education, Universitas Trunodjoyo Madura, Bangkalan, Indonesia
Abstract
Integrating local cultural values into language learning materials is crucial for fostering culturally responsive education, especially in primary schools. English textbooks significantly influence young learners^ language skills and socio-cultural awareness. However, previous textbook studies mainly focus on linguistic features and often overlook how cultural values are conveyed through multimodal elements. This study aims to analyze the multimodal representation of local cultural values in an Indonesian Grade 4 English textbook from an ethnopedagogical perspective. Using a qualitative document analysis, the study examines various multimodal elements in the textbook, including written texts, dialogues, images, and activities. An ethnopedagogical coding framework with three categories, such as social-cultural values, cultural
knowledge, and environmental values, is used for analysis. The results show that local cultural values are expressed through multiple modes, especially visual illustrations and classroom activities that mirror students^ daily social experiences. These portrayals emphasize values like respect for elders, family bonds, and community cooperation, which are vital to Indonesian socio-cultural life. Yet, the cultural elements tend to be implicit and limited in some units. The study recommends that future textbook design include more explicit ethnopedagogical components to enhance culturally responsive language learning for young students.
Keywords: ethnopedagogy- multimodal analysis- textbook evaluation- local culture
