Analyzing textbooks and teachers-students’ perceptions of multicultural English education in public secondary school curricula : a study of EFL teaching and learning in Chiang Mai, Thailand

Abstract

The globalization of English language use has necessitated adaptations in English language teaching (ELT) methodologies. This mixed methods study investigates the integration of multicultural education into ELT curricular within public secondary schools in Chiang Mai, Thailand. Three primary objectives guide the research: 1) exploration of TESOL experts’ views towards cultural diversity representation in EFL textbooks and evaluation of potential for incorporating cultural content into English classrooms; 2) examination of English teacher trainees’ perceptions on multicultural education and their preparedness to integrate it into their instructional practices; and 3) investigation of public secondary school students’ perceptions of multicultural education and their receptiveness to its integration into their English classes. Data were collected from three participant groups: TESOL experts, English teacher trainees, and public secondary school students. Descriptive statistics and constant comparative analysis were utilized for qualitative and quantitative data analysis, respectively, with findings triangulated for comprehensive insights. The study reveals that ELT textbooks feature international and Asian contexts, yet demonstrate limited representation of Thai cultural diversity. TESOL experts and teacher trainees advocate for culturally relevant teaching materials, tailored to Thai students’ needs. Conversely, student participants exhibit enthusiasm for learning about diverse cultures and support the integration of multicultural education into English classes, citing increased engagement and language acquisition benefits. Overall, the study emphasizes the importance and feasibility of integrating multicultural education into EFL curricula in Thai public secondary schools, underscoring the necessity for targeted teacher training and pedagogical support to ensure successful implications.