Abstract
It has been widely established the need to instil in students, as twenty-first century citizens, an awareness of the diversity of English and intercultural communication skills. This chapter evaluates the extent to which the intercultural and international dimensions have been adequately incorporated in the Cambodian secondary school ELT textbooks. Findings reveal that some attempts have been made to raise students’ awareness of linguistic and cultural diversity. Some learning activities and tasks, however, do not seem to be effective enough in helping students develop intercultural communication skills. Opportunities to explore, speculate and negotiate linguistic and cultural differences are relatively minimal, and, thus, need appreciable strengthening. In light of the evaluation, pedagogical implications are offered.
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Marlina, R. (2021). “Let’s Play ‘Sok Says’, Not ‘Simon Says’”: Evaluating the International and Intercultural Orientation of ELT Materials for Cambodian Secondary Schools. In: Banegas, D.L., Beacon, G., Pérez Berbain, M. (eds) International Perspectives on Diversity in ELT. International Perspectives on English Language Teaching. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-74981-1_5
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