Beyond Grammar and Vocabulary: Examining the Representation of English Language Cultural Communicative Practices in ‘English for Libya’ Textbook

Abstract

English language textbooks play a significant role in developing learners’ linguistic, pragmatic, and intercultural communicative competence by introducing them to the cultural norms and communicative practices of the target language. As textbooks are often the primary source of language input in English as a Foreign Language (EFL) classrooms, examining how they represent communicative culture is essential for evaluating their effectiveness in preparing learners for authentic intercultural communication. This study investigates the representation of English language cultural communicative practices in the English for Libya textbook through qualitative content analysis. The textbook was examined to identify how communicative cultural elements are embedded in dialogues, role plays, listening activities, reading passages, and other instructional materials. The analysis was guided by theories of intercultural communicative competence and pragmatics, particularly the works of Byram (1997), Brown and Levinson (1987), and Kasper and Rose (2002). Data were collected through systematic reading and coded using thematic content analysis. Five major themes emerged: respect and politeness, gratitude and appreciation, apologising, requests and clarification strategies, and friendship and social relationships. Findings indicate that the textbook provides learners with substantial exposure to common English communicative practices and supports the development of pragmatic competence. However, cultural content is presented largely implicitly, with limited attention to intercultural reflection, cultural diversity, and deeper sociocultural meanings. Overall, the textbook offers a useful but simplified representation of communicative culture. The findings suggest that incorporating more explicit cultural explanations, intercultural comparison activities, and opportunities for critical reflection would further strengthen the textbook’s contribution to learners’ pragmatic and intercultural communicative competence and better prepare them for communication in diverse English-speaking contexts.