Analyzing intercultural communicative competence in an international English textbook designed for young learners in the Indonesian context

Abstract

Integrating intercultural activities in English language textbooks that foster intercultural communicative competence (ICC) is crucial for promoting global awareness and tolerance in young learners. However, previous studies have identified persistent gaps in ICC representation, especially in textbooks designed for international use. In the context of Indonesia’s Kurikulum Merdeka, which highlights global diversity as one of the Profil Pelajar Pancasila values, ICC integration becomes essential. This study investigates how ICC is reflected and to what extent it is integrated in an internationally published English textbook for Grade 1 students in Indonesia, Explore English Stage 1. A content analysis design was adopted, combining quantitative and qualitative techniques. A modified ICC checklist, adapted from Byram and Masuhara (2013), consisting of 19 indicators across four components, Knowledge, Awareness, Attitudes, and Skills, was applied. The findings indicate that the intercultural content is limited, with only 8 indicators appearing across all 58 pages. The overall ICC presence reached 60.34%, categorized as Moderate Integration based on Mishan and Kiss’s (2024) adapted scale. Moreover, the analysis of illustrations, character names, situational contexts, and classroom activities shows that the textbook mainly features observable cultural elements without fostering deeper reflection or intercultural awareness. These results align with previous research, suggesting that English textbooks often meet linguistic goals while overlooking intercultural dimensions. Therefore, textbook developers are encouraged to incorporate more explicit exposure to diverse cultures to meet curriculum expectations better and support the development of ICC in young learners.